Relevant bibliographies by topics / Interpreter competences

Academic literature on the topic 'Interpreter competences'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Interpreter competences"

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Ulanova, Ekaterina. "Competences of the interpreter." Philology & Human, no. 1 (July 16, 2021): 68–79. http://dx.doi.org/10.14258/filichel(2021)1-05.

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The article describes the practical skills of the interpreter. It reviews necessary professional skills essential for the interpreter. The author describes professional and innate abilities as vital when mastering and improving one’s skills of the simultaneous interpretation: mental alertness, long-term and operational memories, diaphragm breathing, and communication skills. The presentation plays a decisive role in the interpretation, in this regard, the author speaks about the problem of the working tool of the interpreter: voice hygiene. A special place in the article is devoted to the concept of the background knowledge, cultural competence, and their practical significance for the interpreter. The author concludes that range and richness of the background knowledge means more than recent news from media. The article also depicts the grounds of common mistakes in studying interpretation. In conclusion, the author emphasises the necessity of interpreters’ motivation and qualified training that together with personal development and experience of intercultural communication can result in a competent professional interpreter.
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Olefir, Hanna, Ivan Deineko, and Iryna Deineko. "Core Competences of a Conference Interpreter." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 37 (2020): 127–42. http://dx.doi.org/10.17721/2663-6530.2020.37.09.

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Atthe international conference meeting, a conference interpreter plays a crucial role. He/she is not only a professional linguist, but also a communication expert, which is proved by research of G.Mounin, D.Seleskovitch,andM.Lederer. The competences of a conference interpreter are a subject of key scientific discussion.By analysing of international stakeholders’ activities in the conference interpreting field, we provide a system approach to the profession standards, which can become a basis for the prospective national field standards.The AIIC was the first to elaborate the profession standards. An interpreter is supposed to master the necessary terminology, to understand implied intention and hidden senses.The ISO has already introduced several standards for interpreting.Separate standards were introduced for the interpreting itself, technical requirements of conference interpreting, legal interpreting, and community interpreting. In Germany, specific regulation of information protection and confidentiality has been recently introduced. Around the world, interpreters tend to self-organise in order to lobby professional interests and to guarantee proper quality of service.New technologies introduce changes to the interpreter profession.Nowadays, distant conference interpreting is available when an interpreter is not actually present in the meeting room.A conference interpreter has to undergo a process of selection, to be fluent in his/her working languages, and to possess a number of psychological, physical and personal qualities necessary for effective communication.
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Zidar Forte, Jana. "Acquiring specific interpreting competence." Linguistica 52, no. 1 (December 31, 2012): 113–27. http://dx.doi.org/10.4312/linguistica.52.1.113-127.

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In postgraduate interpreter training, the main objective of the course is to help trainees develop various competences, from linguistic, textual and cultural competence, to professional and specific interpreting competence. For simultaneous interpreting (SI), the main focus is on mastering the SI technique and strategies as well as on developing and strengthening communicative skills, which is discussed and illustrated with examples in the present paper. First, a brief overview is given of all the necessary competences of a professional interpreter with greater emphasis on specific interpreting competence for SI. In the second part of the paper, various approaches are described in terms of acquiring specific skills and strategies, specifically through a range of exercises. Besides interpreting entire speeches, practical courses should also consist of targeted exercises, which help trainees develop suitable coping strategies and mechanisms (later on almost automatisms), while at the same time "force" them to reflect on their individual learning process and interpreting performance. This provides a solid base on which trained interpreters can progress and develop their skills also after joining the professional sphere.
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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.

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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.
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Baily, Supriya. "Appraising the Ingredients of the Interpreter/Researcher Relationship." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 4 (December 17, 2018): 53–69. http://dx.doi.org/10.7577/njcie.2762.

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In this study, we address how student teachers can facilitate democratic engagement in school. The demo-cratic engagement is seen through the lenses of an increasingly digital world through which both teachers and children live in. 42 third-year student teachers systematically prepared to use social media as an illus-trative pedagogical tool in their practice placement period. By using the notions of “thin” and “thick” de-mocracy, we are analyzing student teachers’ understanding of democracy and democratic engagement. Our findings suggest that the students view democracy in a thin way, and this lack of democratic competence may influence their classroom practices as future teachers. The Council of Europe’s Reference Framework of Competences for Democratic Culture was used to analyse the student teachers’ competence to connect the use of social media as a digital and pedagogical tool in promoting democratic engagement. The findings disclose that students vary in their capacity to make use of social media when promoting democratic en-gagement. In our closing discussion, we argue that these results, primarily, pose serious challenges for teacher education.
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Tufar, Ioana, and Ramona Trânca. "The Sign Language Interpreter in the Pandemic Context: Challenges and Opportunities." Review of Psychopedagogy 10, no. 1 (July 20, 2021): 33–40. http://dx.doi.org/10.56663/rop.v10i1.19.

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This study explores the situation of Sign Language interpreters in Romania during the Covid-19 pandemic from a pragmatic perspective. After a theoretic framework about Sign Language interpreting and competences of the interpreters, we described the data of our investigation. Results of the study indicate changes in Sign Language practice during Covid-19 pandemic, opportunities and challenges faced by interpreters during this period, interpretation requests, distance work with the sub-themes: platforms used, stressors, home interpretation with difficult aspects and advantages, balance between personal and professional life.
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Yermolovich, Dmitry, and Pavel Palazhchenko. "The splendor and misery of "Intercultural Communication" teaching modules." English Studies at NBU 2, no. 1 (August 20, 2016): 5–16. http://dx.doi.org/10.33919/esnbu.16.1.1.

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The paper examines in a critical light the approaches and theoretical grounds of certain educational projects seeking to promote "intercultural competence" in translators, both in Russia, the contributors’ home country, and in Western Europe, as exemplified by a European Union project. Some textbooks as well as teaching material and recommendations are placed under scrutiny for consistency, relevance and value to the training of professional translators/interpreters, especially at postgraduate level. It is shown that some guidelines presented as an improvement on current translation teaching practices repeat or repackage ideas developed decades ago by Russian and Bulgarian translatologists. The paper argues that there is no special need for artificially implanting or isolating an "intercultural communication" module in translation teaching, as translation is itself a primary form of international and, therefore, intercultural communication, and the best practices of its teaching, at least in the leading translator/interpreter schools of Russia, have incorporated the cultural component in harmony with other essential translation competences for at least half a century.
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Voievodina, Nina. "PLURILINGUAL EDUCATION TODAY: A PERSPECTIVE OF TEACHING INTERCULTURAL COMPETENCE IN GERMAN AFTER ENGLISH TO STUDENT INTERPRETERS/ TRANSLATORS." АRS LINGUODIDACTICAE, no. 5 (2020): 45–54. http://dx.doi.org/10.17721/2663-0303.2020.5.05.

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With plurilingual and pluricultural competences enjoying ever rising status reflected in the documents of Council of Europe, the processes of learning second or third foreign languages are in the focus of researchers’ scrutiny. Since German is most frequently taught after English (GaE) both in Europe and Ukraine, German language pedagogy promotes more effective intercultural learning of German. The paper aims to analyze approaches to teaching GaE offered by German applied linguists: structure of intercultural competence (ICC), objectives and methods of teaching ICC, with a special focus on the professional needs and ways to build ICC of student interpreters/translators. The critical analysis conducted provides evidence of a shift in teaching ICC as acquiring knowledge about “capital-letter” culture towards mastering pragmatics of intercultural interaction. The most common methods used to achieve this goal are teams of students. Professional needs, learning background and specifics of translators’ cognitive processes are considered to maximize ICC learning of student interpreters/translators. Since an interpreter / translator is viewed as a mediator between representatives of different cultures, the author formulates prerequisites of building their ICC in communicative activities simulating real-life intercultural encounters. The most accessible way of building ICC in Ukrainian schools of linguistics is a role-play. The author provides several examples of role plays, which appeared effective in her teaching practice, and calls for broadening the repertoire of methods employed.
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Ciordia, Leticia Santamaría. "A context-based approach to community interpreting. Perceptions and expectations about professional practice in the Spanish context." International Journal of Language, Translation and Intercultural Communication 5 (October 6, 2016): 67. http://dx.doi.org/10.12681/ijltic.10655.

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<p>The paper provides an overview of the evolution of the community interpreter’s profile in the direction of a more inclusive, participatory role were the effectiveness of the message and success of the communication rely on the basis of cooperation, empathy and mediation skills. On the basis of an<br />empirical study carried out in medical and legal settings, this paper reflects on the perceptions and expectations among both service providers and interpreting practitioners about the interpreter’s role, and the competences and the degree of involvement that should be expected as a result. The findings suggest that a gap seems to exist between real-life practices and standards of behaviour on paper, which are so limiting that they oblige the interpreter to ‘step out’ of the normative role. A correlation also seems to exist between the interpreter’s attitudes and the level of professionalization of community interpreting; in this sense, attention will be payed to the impact that current lack of regularisation in countries such Spain has on the interpreter’s performance. Finally, the author<br />singles out clients´ expectations and the nature of the interpreted encounter as key paradigms in determining the interpreter’s involvement, and concludes that it is not an entirely free choice on the part of the interpreter, but also and significantly a reaction to the expectations of the clients about which role is considered appropriate in a given setting.</p>
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ПАСІЧНИК, ТЕТЯНА. "СТРУКТУРА І ЗМІСТ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ УСНОГО ПЕРЕКЛАДАЧА ЯК ОСНОВА РОЗРОБКИ МОДЕЛІ ЙОГО МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2 (2019): 271–81. http://dx.doi.org/10.31494/2412-9208-2019-1-2-271-281.

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На сьогоднішній день актуальною є проблема формування професійної компетентності майбутніх викладачів усного перекладу, зокрема їх методичної компетентності. Для визначення структури і змісту методичної компетентності викладача усного перекладу необхідно побудувати робочу модель його професійної компетентності. Аналіз останніх досліджень свідчить, що серед науковців немає єдиного загальноприйнятого визначення змісту та складових цієї компетентності, незважаючи на її ключову роль у методиці викладання перекладу. Тому метою статті є визначення структури і змісту професійної компетентності усного перекладача як основи для розробки моделі його методичної компетентності. Ми розглядаємо професійну компетентність усного перекладача як інтегративну якість фахівця з усного перекладу, яка є динамічним поєднанням когнітивного-діяльнісного та особистісно-рефлексивного компонентів і проявляється в готовності та здатності до успішної реалізації його професійної діяльності та самовдосконалення впродовж життя. Когнітивно-діяльнісний компонент професійної компетентності усного перекладача включає професійні знання, навички, вміння та здатності, що відповідають таким фаховим компетенціям, як міжкультурна, перекладацька та фахово-соціальна. Особистісно-рефлексивний компонент охоплює психофізіологічні, морально-етичні, емоційно-вольові особливості усного перекладача та його здатність до рефлексії. Таким чином, особистісно-рефлексивний компонент включає якості, вміння та здатності, що відповідають фаховій особистісній компетенції. Успішне формування професійної компетентності в майбутніх усних перекладачів залежить значною мірою від рівня їх підготовки, зокрема від сформованості в них методичної компетентності. Перспективою подальших розвідок є розробка робочої моделі структури і змісту методичної компетентності викладача усного перекладу з урахуванням компонентного складу його професійної компетентності. Ключові слова: викладач усного перекладу, професійна компетентність, методична компетентність викладача усного перекладу, професійна компетентність викладача усного перекладу, професійна компетентність усного перекладача.
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Dissertations / Theses on the topic "Interpreter competences"

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Subak, Leah L. "Becoming HEARING: A qualitative study of expert interpreter Deaf-World cultural competence." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1417610717.

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Kugai, K. "Importance of intercultural competence for future interpreters." Thesis, Громадська наукова організація "Всеукраїнська асамблея докторів наук з державного управління", 2022. https://er.knutd.edu.ua/handle/123456789/19277.

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The work deals with the issue of future interpreters’ professional competence, namely intercultural competence. The formation of intercultural competence plays an important role in interpreters’ training. Future specialists in the field of translation must be able to interpret the speech behaviour of communicators, know the rules of courtesy inherent in a particular linguistic and cultural environment, and be able to follow them.
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Sultanic, Indira SULTANIC. "Medical Interpreter Training and Interpreter Readiness for the Hospital Environment." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent153250300759496.

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Hanson, Shannon. "An assessment of perceptions of educational interpreter training program competencies in northeast Wisconsin." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008hansons.pdf.

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Frandsen, Clay A. "Training Psychologists in the Ethical Use of Language Interpreters: An Evaluation of Current Practices, Potential Barriers, and Proposed Competencies." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6352.

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Research indicates that general and mental healthcare services have been, and continue to be, underutilized by racial and ethnic minorities. Studies point to the language gap between limited English proficiency (LEP) individuals and mental-health clinicians as one of the factors in perpetuating that gap. Despite the legal and professional mandates that require professionals in healthcare to provide and use language interpreters in giving care, psychologists rarely make use of professional interpreters when conducting psychotherapy. Most clinicians have little experience providing mental-health treatment across differences in language, and it is supposed that clinicians usually receive little or no training on how to address those differences. This study involved a national survey of all APA-accredited programs to ascertain how student trainees are currently being prepared to work with language interpreters in professional training programs and to evaluate potential barriers to the implementation of training guidelines for use in those programs. Findings indicated that several instructors are addressing the use of language interpreters through a variety of pedagogical approaches. Guidelines for clinical practice with interpreters were also evaluated and ranked so as to establish consensus on the necessary competencies. Implications for instructors are also included.
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Calvo-Ferrer, José Ramón. "Videojuegos y aprendizaje de segundas lenguas: análisis del videojuego The Conference Interpreter para la mejora de la competencia terminológica." Doctoral thesis, Universidad de Alicante, 2012. http://hdl.handle.net/10045/45266.

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La mayor parte del alumnado se maneja con soltura en el lenguaje de los videojuegos. En opinión de numerosos autores, los videojuegos tienen la capacidad no sólo de enseñar contenidos y capacidades, sino de hacerlo de forma eficiente, dando pie a un aprendizaje duradero. Distintos estudios indican que los videojuegos ofrecen al jugador una completa inmersión en cualquier tipo de actividad, lo que les convierte en herramientas óptimas para el aprendizaje. El contexto sociocultural que reproducen y el feedback inmediato que ofrece, junto con la diversión que proporcionan al jugador, les hace especialmente útiles en el ámbito de las lenguas extranjeras. En esta línea, la presente tesis doctoral pretende evaluar la eficacia del videojuego. The Conference Interpreter, que simula un contexto de interpretación simultánea, como herramientas para la mejora de la competencia terminológica, una de las competencias que numerosos autores señalan como básicas en la formación de los traductores e intérpretes. Para ello, se han establecido dos grupos: por una parte, un grupo experimental, que ha jugado a The Conference Interpreter durante un periodo de seis horas en distintas sesiones. Por otra, un grupo de control, que ha tenido acceso a los materiales didácticos que conforman el videojuego durante el mismo periodo de tiempo y en las mismas condiciones de aplicación. De este modo, se ha analizado en términos estadísticos, por medio de distintas pruebas (pre.test y seguimiento) y cuestionarios, tanto resultados de aprendizaje de la terminología contenida en los materiales como la satisfacción del alumnado con la herramienta empleada y con el grado de aprendizaje alcanzado.
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Shabani, Agron, and Linda Sverin. "Att bemöta flyktingar med psykisk ohälsa : Ett sjuksköterskeperspektiv." Thesis, Högskolan i Borås, Akademin för vård, arbetsliv och välfärd, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-8792.

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Sverige tar i dagsläget emot en stor andel flyktingar och flertalet av dessa flyktigar lider av psykisk ohälsa. Stress, ångesttillstånd, depression och posttraumatiskt stressyndrom (PTSD) är några diagnoser som förekommer bland flyktingar. För att hjälpa dessa patienter krävs både kulturell och språklig kompetens inom vården. Syftet med denna litteraturöversikt är att beskriva sjuksköterskors erfarenheter av att bemöta flyktingar med psykisk ohälsa. Nio kvalitativa studier och en mixed method studie har används för att presentera resultatet. Studierna är gjorda i Västeuropa och Australien och de utgår från ett sjuksköterskeperspektiv. Axelssons tillvägagångssätt för litteraturstudie valdes som metod för detta arbete. Resultatet beskrivs i två huvudrubriker, Svårigheter för sjuksköterskan i mötet med flyktingar och Det vårdande mötet i psykisk kontext. De svårigheter som identifierats beskrivs i fyra underkategorier: Att kommunicera med flyktingar, Att använda tolk, Att förstå patientens kulturella bakgrund och Att prata om traumatiska händelser. Det vårdande mötet i psykisk kontext beskrivs i två underkategorier: Behovet av kulturell kompetens och Att bedöma symptom. Resultatet visar att sjuksköterskor är i behov av ökad kunskap om kulturella skillnader för att vårda flyktingar med psykisk ohälsa. Symtombilden i psykisk ohälsa varierar beroende kulturellt ursprung och ämnet anses vara tabubelagt i vissa länder. Tolkar anses vara en stor tillgång till att bygga upp en vårdande relation mellan sjuksköterskan och en flyktingpatient, men kan även ses som ett hinder.
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Вернидуб, Г. С., and А. М. Острокоморець. "Расизм у перекладацькій діяльності: навчитися перекладати." Thesis, Сумський державний університет, 2021. https://essuir.sumdu.edu.ua/handle/123456789/83546.

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В трезах розглядається зміст формування перекладацької компетенції. Аналізуються юридичні й нормативні аспекти перекладацької діяльності.
В тезисах рассматривается содержание формирования переводческой компетенции. Анализируются юридические и нормативные аспекты переводческой деятельности.
It deals with the subject-matter of developing the interpreters’/translators’ competence. The issues concerning legal and normative aspects of the interpreter’s/translator’s activity are analyzed.
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Tamošaitytė, Ieva. "Pedagoginė dirigento kompetencija muzikos atlikimo procese." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130807_113926-90806.

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Mokslinėje, metodinėje dirigavimo literatūroje aprašomos dirigentui reikalingos asmens savybės, gabumai ir įgūdžiai, tačiau palyginti nedaug literatūros, kur atkreipiamas dėmesys į dirigento pedagoginę veiklą. Dėl šios priežasties ir buvo atliktas šis dirigento veiklos tyrimas. Tyrimo objektas – dirigento veikla. Tyrimo tikslas – pabrėžti dirigento pedagoginės kompetencijos svarbą. Tikslui pasiekti keliami uždaviniai: išryškinti ir teoriškai pagrįsti dirigento vaidmenį muzikos atlikimo procese, atskleisti dirigentų požiūrį į pedagoginę kompetenciją, lyginant su kitomis kompetencijomis, apžvelgti dirigento dirigavimo technikos ryšį su pedagogine veikla ir išsiaiškinti, kurios specifinės pedagoginės kompetencijos yra svarbiausios. Tyrimo metodai: mokslinės ir metodinės dirigavimo bei pedagoginės literatūros sisteminė analizė, anketa, pusiau struktūruotas interviu. Tyrimo imtis 31 dirigentas ir 3 dirigavimo ekspertai iš įvairių šalių. Apžvelgus dirigento vaidmenį mokslinėje metodinėje muzikos literatūroje, galima teigti, kad dirigento veikla muzikos atlikimo procese su laiku darosi vis įvairiapusiškesnė. Dirigentas atsiskleidžia ne tik kaip individualus atlikėjas, bet ir muzikos kolektyvo vadovas bei pedagogas. Atliktos apklausos rezultatai leidžia iš esmės pakeisti nuomonę apie dirigavimą pedagoginės kompetencijos aspektu. Dirigavimo procesą, kuris lietuviškoje muzikinėje literatūroje dažniausia vienpusiškai apibrėžiamas kaip menas, dirigentai vertina nevienprasmiškai... [toliau žr. visą tekstą]
Scientific and methodological literature on conducting describes in great detail personal characteristics, talents and skills expected of a conductor. Yet relatively few literature sources mention the importance of conductor’s teaching competences. The peculiar scarcity of existing literature on the topic of conductor’s pedagogic competences gives rise to this research. Research subject: pedagogic competence of conductor. Research objective: to highlight the importance pedagogic competence of conductor. Goals necessary to reach the objective: highlight and theoretically prove the importance of conductor’s role in the process of music performance; reveal conductors opinions on pedagogic competence as compared to the others; review the relationship between conductor‘s technique and his pedagogic activity; determine which specific pedagogic competences are most important. Research methods: scientific and methodological literature analysis in field of pedagogy and conducting, a survey, a semi-structured interview. Research extent: 31 conductors and 3 conducting experts from various countries. Literature review shows that conductor role has grown over time. Conductor is no longer viewed as an individual performer, but also as a musical group leader and a teacher. Conducted survey results allow us to challenge the existing opinion on conducting as it relates to the aspect of pedagogic competences. In particular, the conducted research reveals that the process of conducting... [to full text]
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Stenbom, Martina, and Anna Westgren. "Tolken : En bro eller barriär?" Thesis, Röda Korsets Högskola, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-674.

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Bakgrund: Med ökad migration ställs nya krav på hälso- och sjukvården att utveckla en sjukvård som möter behoven hos människor från andra kulturer. Detta innebär att sjuksköterskan behöver utforma vården efter patientens individuella och kulturspecifika behov. Att kunna kommunicera utan hinder är en förutsättning för att kunna ge och få god omvårdnad. Syfte: Syftet med denna studie är att belysa erfarenheter av att använda sig av och kommunicera med hjälp av tolk ur ett sjuksköterskeperspektiv. Metod: En litteraturstudie baserad på 10 vetenskapliga artiklar med kvalitativ ansats. Efter analysen identifierades fyra teman: Tolken som en bro över språkbarriären, Begränsningar i samtalet, Bristande organisation och Kulturkompetens. Resultat: Flertalet sjuksköterskor erfor att tolkens kompetens och trovärdighet var avgörande för kvaliteten på vårdsamtalet. Vården påverkades negativt av språkbarriärer då sjuksköterskorna upplevde att de inte kunde ge vård på lika villkor till de patienter som de saknar ett gemensamt språk med. Det fanns även strukturella problem både inom sjukvården och hos tolkförmedlingarna, vilket gjorde att sjuksköterskorna avstod från att använda sig av professionella tolkar. För att kunna bemöta patienter från olika kulturer krävs en lyhördhet för vad det finns för kulturspecifika behov hos den som ska vårdas. Detta gäller även vid valet av tolk. Slutsats: Sjuksköterskor måste bli medvetna om hur viktigt det är för vårdens utfall, compliance och patientens välbefinnande att professionella tolkar är närvarande då ett gemensamt språk saknas. En ökad kulturell kompetens bland sjuksköterskor krävs för att på bästa sätt bemöta patienter med kulturspecifika behov. Klinisk betydelse: Begränsad kommunikation påverkar vårdkvaliteten. Tydligare riktlinjer och en mer strukturerad organisation kring tolkservice krävs för att underlätta användandet av tolkservice. Sjuksköterskorna bör få mer utbildning och information kring vikten av att använda tolk vid samtal med patienter som inte behärskar det inhemska språket.
Background: In a globalised world, healthcare systems are increasingly required to develop ways to meet the needs of patients with different cultural backgrounds. As such, nurses are required to adapt the care they give to meet a patient’s individual and culture-specific needs. Unimpeded communication is a prerequisite for both receiving and providing good nursing care. Aim: The aim of the study is to explore, from a nursing perspective, the experiences of using, and communicating through, an interpreter. Method: A literature review based on ten research papers with a qualitative method. On analysis, four themes were revealed: The interpreter bridging the language barrier, Conversational limitations, Organisational deficiencies and Cultural competence. Result: The nurses felt that an interpreter’s skill and reliability were decisive in determining the quality of the conversation. The language barrier adversely affected the care given as the nurses felt that they were unable to provide equality in healthcare to those patients with whom they did not share a common language. In addition, there were systematic problems within both the healthcare system and the interpreting agencies which meant that the nurses avoided using professional interpreters. Treating people from other cultures with respect requires sensitivity for the culture-specific needs a patient may have. This also affects the choice of interpreter. Conclusion: In situations where nurse and patient lack a common language, nurses should be aware of the importance of professional interpretation for the patient outcome, for patient compliance and for the patient’s well-being. If the needs of patients with culture-specific requirements are to be met, nurses need to acquire a higher level of cultural competence. Clinical implication: Limited communication affects the quality of care. Clearer guidelines about interpretation services and improved organisational structure are needed in order to better facilitate the use of interpretation services. More training and information is needed for nurses so that they appreciate the importance of using an interpreter when conducting conversations with patients who do not speak the local language.

Röda Korsets sjuksköterskeförening stipendium 2013

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Books on the topic "Interpreter competences"

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Vlad, Pâslaru. Competenţe ale pedagogilor : Interpretări. Ch.: Continental Grup, 2014.

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Las competencias interpretar, argumentar y proponer en química: Un problema pedagógico y didáctico. [Bogotá, Colombia]: Universidad Pedagógica Nacional, 2004.

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Brookbanks, Warren. The Development of Unfitness to Stand Trial in New Zealand. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198788478.003.0007.

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This chapter describes the developments in the doctrine of unfitness to stand trial in New Zealand during the period 1992–2017. The focus is upon the changes to the statutory test for unfitness to stand trial effected by the Criminal Procedure (Mentally Impaired Persons) Act 2003 and how they have been interpreted by courts in New Zealand. The 2003 Act and the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 were instrumental in reinvigorating the notion of trial competence, which for most of the twentieth century was largely an under-utilised doctrine of the substantive criminal law of New Zealand. Case-law developments in the period since 2003 have challenged judicially accepted understandings of where the threshold for determining whether an offender is unfit to stand trial should be set, and recent judgments have embraced the notions of decisional competence and meaningful participation as useful conceptual devices to assist in that determination.
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Sebastian, Mock. Part A Annotated Guide, 1 History, Application, Interpretation, and Legal Sources of the Market Abuse Regulation. Oxford University Press, 2017. http://dx.doi.org/10.1093/law/9780198811756.003.0001.

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This chapter presents an overview of the Market Abuse Regulation (MAR). The MAR is based on the competence of the Union in Article 114 of the Treaty on the Functioning of the European Union (TFEU). The regulation of market abuse has a long history in the Union and dates back to the 1960s. As is the case for many European regulations such as this one, the Market Abuse Regulation is directly applicable and must be interpreted by the General Court of the European Court of Justice as the court of last instance. In this regard, autonomous interpretation is the core principle for the interpretation of the Market Abuse Regulation.
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Hoi L, Kong. Part IV Federalism, A Federalism in Canada, Ch.20 The Spending Power in Canada. Oxford University Press, 2017. http://dx.doi.org/10.1093/law/9780190664817.003.0020.

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In this chapter, I will argue that the Canadian Constitution authorizes the federal government to spend in areas of provincial jurisdiction and constrains the scope of this power. I will, moreover claim that effective enforcement of these limits requires that the judiciary recognize its institutional limits and that the political branches act with restraint. The arguments advanced will seek to occupy a middle ground, between proponents of an unlimited spending power and critics who would bind federal spending to the limits imposed by the legislative division of powers, strictly interpreted. In staking out this ground, I will undertake an approach to constitutional interpretation that closely examines the sources of constitutional law and carefully considers issues of institutional competence and constitutional legitimacy.
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Matticchio, Isabella, and Luca Melchior, eds. Mehrsprachigkeit am Arbeitsplatz. Frank & Timme, 2021. http://dx.doi.org/10.26530/20.500.12657/50591.

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Communication at work as well as multilingualism, language policy and language politics are increasingly in the focus of linguistic research. Global division of labor, internationalization of labor and trade markets, mobility of highly skilled and unskilled workers, and commodification of language as a product have all played their part. The authors of this book outline the complexity and breadth of the research field: from language courses for asylum seekers to integrate them into the labor market, to linguistic diversity in school social work and competence profiles for lay interpreters in professional contexts, to linguistic practices in the highly internationalized world of soccer and the preconditions of successful communication in the multilingual environment of EU institutions. The contributions offer insights into existing practices, identify challenges, and present possible solutions.
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Muñoz Joven, Luis Armando. El procedimentalismo en la formación ético-discursiva profesional. Editorial Universidad Santiago de Cali, 2020. http://dx.doi.org/10.35985/9789585583900.

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El presente documento es un estudio de caso del procedimentalismo en la formación discursiva de estudiantes de la Universidad Santiago de Cali. Se desarrolló introduciendo la concepción de formación discursiva a través de dilemas morales que propiciaran el discurrir en la vida profesional. Este objetivo aporta a la labor que ya viene adelantando el departamento de Humanidades en cuanto al desarrollo de los planes de curso del área de Ética y Bioética. Por tanto, en efecto habría que interpretar los niveles de formación discursiva que se describen en los participantes de la dinámica de comunicación en relación a las competencias profesionales que atañen a la ética; que, en este respecto, se comprende el avance del desarrollo de la conciencia moral de los estudiantes.
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William A, Schabas. Part 5 Investigation and Prosecution: Enquête Et Poursuites, Art.59 Arrest proceedings in the custodial State/Procédure d’arrestation dans l’état de détention. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198739777.003.0064.

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This chapter comments on Article 59 of the Rome Statute of the International Criminal Court. Article 59 requires that the custodial State ‘act expeditiously in the surrender of persons subject to an arrest warrant issued by the Court’. By exhaustively listing the issues which the custodial State shall examine, article 59 also safeguards the competence and decisions of the Court, most notably by preventing national authorities from examining the validity of the warrant of arrest. Unlike most provisions of the Rome Statute, article 59 is likely to be read, interpreted, and applied by national judges. Combined with national implementing legislation, they will put into effect the obligations of arrest, the verification of the conditions under which it was carried out, and the granting of interim release. The role of the Pre-Trial Chamber ‘with respect to proceedings under article 59 of the Statute is limited to verifying that the basic safeguards envisaged by national law have been made available to the arrested person’.
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Malone, Caroline, and Simon Stoddart. Figurines of Malta. Edited by Timothy Insoll. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199675616.013.036.

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Figurative art developed in the Maltese islands during the Neolithic, as part of the Temple Culture that flourished c.3500–2500 bc. Anthropomorphic and zoomorphic figurines, carved from stone or modelled in terracotta represented, not only a distinct Maltese identity but also significant artistic competence. From very large to very small, the material ranges from objects used in burials to immense statues that decorated temple interiors. Some anthropomorphic figures are dressed, others naked, some obese, others stick-like, and another category associated with mortuary sites is represented lying and sitting on elaborate beds. The figurative art appears to fall into distinct categories of anthropomorphic and domestic creatures, alongside more speculative representations that focus on cold-blooded reptiles and fish, or feathered birds. The potential to interpret this ‘art’ as representative of a layer cosmology is explored within the context of a Neolithic island society.
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Chila, Hernán, Alicia Caicedo, and Ermel Tapia. Práctica Preprofesional Pedagógica. Alejandro Estrabao Pérez, 2022. http://dx.doi.org/10.56168/ibl.ed.167809.

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La práctica preprofesional – práctica laboral docente es un componente importante de la formación profesional que operacionaliza el entrenamiento docente, es un espacio para la reflexión en la acción y sobre la acción de la actividad pedagógica. Permite al estudiante del séptimo nivel de la carrera de Educación Básica, mejorar su desempeño didáctico producto de la relación teoría-práctica, ejercicio que corrobora y perfecciona la teoría, También es un proceso en cuya dinámica de inducción, planificación y ejecución se logra consolidar capacidades y competencias como resultado de la preparación paulatina, sistemática y holística que lo perfecciona para el ejercicio de futura profesión docente. La práctica laboral docente es un proceso que implica la aproximación del estudiante al campo profesional, durante esta etapa de formación, los estudiantes distinguen la real extensión de los procesos que parten de su autonomía y mediación del docente, encauzan la solución de problemas, tareas y proyectos: Por consiguiente la interactividad es la clave para impulsar la dinámica de la relación enseñanza (mediación) – aprendizaje (construcción del conocimiento) En ese entramado de relaciones, el estudiante en proceso de formación logra descubrir, interpretar y comprender que existe un proceso paralelo, transversal a la instrucción que es la educación, porque la función de un docente es educar para lograr la formación de un sujeto humano.
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Book chapters on the topic "Interpreter competences"

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Barghout, Alma, and Lucía Ruiz Rosendo. "Developing interpreter competence." In Interpreter Training in Conflict and Post-Conflict Scenarios, 63–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003230359-7.

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Glass, Heather. "Translator and Interpreter Competence in Australia." In Translating and Interpreting in Australia and New Zealand, 149–70. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003150770-11.

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Liu, Jie. "Acquiring Interpreting Competence Through Training: European and Chinese Training Models Explored." In Interpreter Training in Context, 49–81. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8594-4_3.

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Bellantonio, Sergio. "Fostering Personal Knowledge and Competences in Higher Education Guidance Processes." In Employability & Competences, 305–13. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.36.

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Education is a constantly ongoing process that allows individuals to interpret and transform reality. The variety of life contexts, formal, non-formal or informal, are explicitly or latently involved in this process and contribute decisively to building a personal knowledge and competence system at the basis of subjectivity. The aim of this paper is to highlight the role played by knowledge and competence arising from personal experience within profiles of professional competences, to implement possible reflective paths in higher education guidance processes
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Pawlack, Birte. "Interpreting Competence: Nursing Staff and Family Members as Ad Hoc Interpreters in Hospitals." In Displaying Competence in Organizations, 131–49. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230307322_8.

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Bontempo, Karen, and Jemina Napier. "Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting." In Aptitude for Interpreting, 87–106. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/bct.68.05bon.

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Fay, Richard, and Leah Davcheva. "8. Developing Professional Intercultural Communicative Competence: Reflections on Distance Learning Programmes for Language Educators and Translators/Interpreters in Bulgaria." In Distance Education and Languages, edited by Börje Holmberg, Monica Shelley, and Cynthia J. White, 140–65. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-010.

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Iraola-Real, Ivan, Beatriz Baylon-Gonzales, Juan Palomino-Paredes, and Alonso Iraola-Arroyo. "Seventeen Classes Teaching How to Interpret and Produce Texts: A Competency Education Experience for Undergraduate Accounting Students." In Emerging Research in Intelligent Systems, 411–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96046-9_31.

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Kubsch, Marcus, Daniela Caballero, and Pablo Uribe. "Once More with Feeling: Emotions in Multimodal Learning Analytics." In The Multimodal Learning Analytics Handbook, 261–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08076-0_11.

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AbstractThe emotions that students experience when engaging in tasks critically influence their performance and many models of learning and competence include assumptions about affective variables and respective emotions. However, while researchers agree about the importance of emotions for learning, it remains challenging to connect momentary affect, i.e., emotions, to learning processes. Advances in automated speech recognition and natural language processing (NLP) allow real time detection of emotions in recorded language. We use NLP and machine learning techniques to automatically extract information about students’ motivational states while engaging in the construction of explanations and investigate how this information can help more accurately predict students’ learning over the course of a 10-week energy unit. Our results show how NLP and ML techniques allow the use of different modalities of the same data in order to better understand individual differences in students’ performances. However, in realistic settings, this task remains far from trivial and requires extensive preprocessing of the data and the results need to be interpreted with care and caution. Thus, future research is needed before these methods can be deployed at scale.
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Boffo, Vanna. "Storytelling and other skills: Building employability in higher education." In International and Comparative Studies in Adult and Continuing Education, 31–50. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.03.

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The storytelling device introduces the search for our roots, as persons and human beings. To write an autobiography is to seek our roots not only through retrospection, interpretation, and creation but through an act of profound freedom towards ourselves. To tell our story is to put back together the pieces of our existence and, in doing so, to re-build it. Recounting our work, at a certain point in our professional life, is like putting it back at the centre of our lives, it is like giving meaning to our actions, and starting to understand and interpret them again. This is why it is so important to recount our work, both for the narrator and the listen-er. From this point, we are trying to put in front of the educational perspectives the narration of the self as a central point of reflection on the knowledge, competences, and capabilities for entering into the world of work with responsibility, awareness, and a deep sense of citizen-ship. Following these indications, we thought that it could be a useful exercise to reflect on professionals’ stories in order to look inside the self. At the same time, we trust it is very im-portant for young adults transitioning into the world of work.
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Conference papers on the topic "Interpreter competences"

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Ebzeeva, Yulia N. "Modern View on the Competences of a Simultaneous Interpreter." In X International Research Conference Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22104.44.

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To'xtasinov, I. "“COMPETENCE” AND “COMPETENCE SCIENCE” IN TRANSLATION STUDIES THE NATURE OF THE TERMS." In GLOBAL AND NATIONAL VALUES ALONG GREAT SILK ROAD: LANGUAGE, EDUCATION AND CULTURE. SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES OF THE REPUBLIC OF UZBEKISTAN, 2020. http://dx.doi.org/10.26739/conf10.10.2020-1.

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The thesis deals with the problem of the concepts as competence and competency in Translation studies. It reveals in detail differences and similarities between these two concepts. Moreover, it is described the importance of professional and communicative competence of interpreters.
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Dai, Lei. "Investigating Interpreters’ Professional Competence." In 6th Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210121.018.

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Moshchanskaya, E. Yu. "Discourse Competence Of Interpreters: Interdisciplinary Approach." In 7th International Scientific and Practical Conference "Current issues of linguistics and didactics: The interdisciplinary approach in humanities" (CILDIAH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/cildiah-17.2017.33.

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Guliyants, Anna B. "Interpreters And Translators' Extra-Linguistic Competence Development." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.22.

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Antal, Maria-Irina. "Forming the Competences to Analyse and Interpret Photographs." In 8th International Conference - "EDUCATION, REFLECTION, DEVELOPMENT". European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.03.02.25.

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Salcedo, Audy, Jesús González, Amalio Sarco LIra, and Johnnalid González. "Statistical Literacy of Citizens: The Interpretation of Statistical Graphs." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t7a1.

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This article analyzes how a group of Venezuelan citizens interprets two bar graphs. The reading, interpretation and evaluation of statistical graphs is part of the competences that an ordinary citizen must possess. It was therefore decided to ask ordinary citizens to interpret two statistical graphs. The questions are part of a broader questionnaire that was published on the survey administration platform and sent to potential participants, using non-probability sampling. The questions were answered by 407 citizens with different levels of academic training. The results show that most participants gave plausible arguments to support a specific position, but have difficulties in critically evaluating a graph. These results are a first approximation on how Venezuelan citizens interpret statistical graphics and can be a reference for statistical literacy processes.
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Gerasimova, Ksenia Yurievna, Elena Valerievna Komleva, Darya Victorovna Miroshnikova, Nailya Tagirovna Nikolaeva, and Eugenia Igorevna Gorshkova. "PECULIARITIES OF THE LINGUISTIC PROFESSIONAL COMPETENCE FORMATION OF A FUTURE GUIDE-INTERPRETER." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0830.

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Stančić, Milan, and Mirjana Senić Ružić. "University students’ well-being during emergency remote teaching: reflections from the viewpoint of the Self-determination theory." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.449s.

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The aim of this paper is to provide an overview of research findings on different qualities of emergency remote teaching (ERT) and interpret their implications for student well-being from the perspective of the Self-determination theory (SDT). The analysis of research findings suggests that students’ well-being and success in online learning were compromised, and that the teaching/learning practice during ERT could not provide adequate support to students’ basic needs for autonomy, competence, and relatedness. The observation that student well-being was not a priority while implementing ERT was not surprising for several reasons: the primary objective of ERT was to ensure the continuation of education; the switch from regular classroom settings to an online environment was rapid and hasty; teachers were faced with numerous challenges while rapidly adapting to new conditions and ways of working, communication and exchange, new tools and resources, and they lacked competencies and experience in teaching with digital technologies.
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Geronta, Antigoni. "Barrios pesqueros y transformaciones urbanísticas: Afurada, Barceloneta y Cabanyal: apropiación espacio-temporal y una simbiosis en competencia y sostenibilidad." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Facultad de Arquitectura. Universidad de la República, 2015. http://dx.doi.org/10.5821/siiu.6117.

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El creciente interés por los procesos de conexión entre los centros históricos urbanos y el mar se ilustra cada vez más a través de proyectos arquitectónicos y urbanísticos. En la presente ponencia, se explora esta tendencia poniendo de relieve la relación entre las estrategias urbanísticas empleadas en los frentes marítimos y su impacto social sobre los barrios pesqueros ya existentes en las zonas transformadas. Intentaremos esbozar las complejas dinámicas que se generan a escala barrial, partiendo de una aproximación comparativa entre tres casos en la Península Ibérica: São Pedro da Afurada (Oporto), Barceloneta (Barcelona) y Cabanyal (Valencia). El análisis pone en cuestión la contundencia del discurso imperante sobre competencia y sostenibilidad, al tiempo que se centra en el barrio de São Pedro da Afurada, con el fin de entender e interpretar las distintas prácticas de apropiación espacio-temporal, desde las luchas locales en defensa del lugar, hasta las tácticas políticas de aburguesamiento. The growing interest in the process of connecting the historic urban centers to their waterfronts is illustrated through an increasing number of architectural and urban projects. Due to this trend, the present paper seeks to explore and highlight the relationship between the planning strategies employed on coast limits and their social impact on the existing fishing districts. We will try to outline the complex dynamics that are developed on neighborhood scale, based on a comparative approach between three case-studies in the Iberian Peninsula: São Pedro da Afurada (Oporto), Barceloneta (Barcelona), Cabanyal (Valencia). The analysis raises the question upon the argumentative discourse on competence and sustainability, while focuses on the area of São Pedro da Afurada, in order to perceive and interpret the various practices of spatiotemporal appropriation, from the local struggles in defense of the neighborhood, to the political tactics of gentrification.
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Reports on the topic "Interpreter competences"

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Семеріков, Сергій Олексійович, Ростислав Олександрович Тарасенко, and Світлана Миколаївна Амеліна. Conceptual Aspects of Interpreter Training Using Modern Simultaneous Interpretation Technologies. Криворізький державний педагогічний університет, November 2021. http://dx.doi.org/10.31812/123456789/6972.

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The article deals with the implementation in universities of conceptual changes in interpreter training in the context of modern simultaneous interpretation technologies. The idea of human-computer interaction as an alternativeless symbiosis for achieving qualitatively new levels of organisation, implementation and efficiency in the simultaneous interpreting process is substantiated. The implementation of the concept of information technology training of interpreters in the content aspect provides for the expansion of their knowledge and skills in the application of information and communication technologies in the preparation and processing of simultaneous interpretation. The practical implementation of the concept in the form of formation of information and technological competence of a simultaneous interpreter is proposed. The ways of forming this competence are defined.
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Dmytrovskyi, Zenon. THE TEXTBOOK, THAT TEACHES AND BRINGS UP. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11414.

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The review is about textbook on television and radio communication for students, teachers of faculties and departments of journalism, as well as journalists-practitioners, prepared by the author’s team edited by Vasyl Lyzanchuk. Textbok absorbed some considerations and conclusions from previous theoretical developments, which found a new meaning here, deeper argumentation, supplemented by many interesting observations that correspond to the spirit of the time, the innovations that have appeared in recent years in the media space of Ukraine. The textbook has ten sections, each of which is designed to enrich the student with knowledge of television and radio communications, teach him or her all that a media professional should know and be able to apply it in practice. The titles of the sections indicate their practical orientation: «Basic methodical measures of functioning of information radio and television genres», «How we analyze, interpret, explain facts, events, phenomena», «Features of the creation of artistic programs on radio and television» and others. All sections of the textbook are meaningfully connected and constructed in such a way as to provide students with the opportunity to gradually, step by step to deepen their theoretical and practical knowledge of television and radio communications. This is undoubtedly the merit of the authors of the edition. The student will benefit from the numerous examples of television and radio materials prepared by the students themselves. Their creative work should convince that this work can serve as a stimulus for creative work for future journalists during their years of study. In addition to professional competence, as rightly emphasized in the textbook by Professor Vasyl Lyzanchuk, “It is very important to form in students, future journalists, socio-national competence, deep understanding of the essence of freedom of speech and responsibility for the content of the spoken word and image, to develop the belief that they are active participants in the Ukrainian state-building processes, and not intermediaries or repeaters of information”. It should be noted that the educational element is present throughout the textbook starting with the first chapter, historical (author Professor Ivan Krupskyi). While studying this textbook, students should realize that from the honor of journalists, their dignity, patriotism depends on the honor, authority, bright name of Ukraine, its future; that their assertion of Ukrainian national identity is the key to further prosperity of our state.
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