Interpreting in Legal and Healthcare Settings : Perspectives on Research and Training.

Intro -- Interpreting in Legal and Healthcare Settings -- Editorial page -- Title page -- Copyright page -- Table of contents -- Acknowledgments -- Introduction. Interpreting in legal and healthcare settings: Perspectives on research and training -- 1. Introduction -- 2. Research in legal interpreting -- 3. Research in healthcare interpreting -- 4. Perspectives on research and training: The contributions -- 4.1 Part I -- 4.2 Part II -- 5. Conclusion -- References -- Part I. Interpreting in legal settings -- Chapter 1. Linguistic disadvantage before the law: When non-native English-speaking witnesses waive their right to an interpreter -- 1. Mind the gap: Inequality before the law -- 1.1 Legal language -- 1.2 Power asymmetries in the courtroom -- 1.3 Strategic use of language in court -- 1.4 Objectives of cross-examination -- 2. Second language or dialect speakers in court -- 3. The bilingual Hong Kong courtroom -- 3.1 Court language(s) -- 3.2 The ubiquity of interpreters in court -- 3.3 Modes of interpreting used in court -- 4. Aim of the study and research data -- 5. Conceptual framework -- 6. Data analysis and findings -- 6.1 Decoding problems -- 6.2 Encoding problems -- 7. Summary and conclusion -- References -- Legal references -- Appendix. Transcription symbols used in this study -- Chapter 2. Tell us about that: Using audiovisual clips to allow students to practise interpreting authentic court questions -- Introduction -- 1. Court interpreting discourse: The language of examination and cross-examination -- 2. Methodology -- 2.1 Error analysis of student interpreters' renditions -- 2.2 Findings of analysis of renditions by Mandarin-speaking students -- 3. Findings -- 4. Analysis of question types -- 5. Discussion and conclusion -- References -- Chapter 3. Interpreting for refugees: Lessons learned from the field -- 1. Introduction.

2. Interpreting for refugees -- 3. Refugee crises in Macedonia -- 3.1 Interpreters as quasi-mediators -- 3.2 Independent interpreting -- 3.3 Empowering the vulnerable -- 4. Training implications -- 5. Conclusion -- References -- Chapter 4. Australian court interpreters' preparation practices: A synthesis of findings from quantitative and qualitative survey data -- 1. Introduction -- 2. Survey of court interpreters' preparation practices -- 3. Online survey distribution and survey respondents -- 3.1 Basic demographics -- 3.2 Interpreting qualification -- 3.3 Court interpreting experience -- 4. Court interpreters' preparation practices -- 4.1 Frequency of advance preparation -- 4.2 Preparation for assignments to interpret in proceedings like trials or hearings -- 4.3 Preparation time for assignments to interpret in shorter proceedings such as mentions -- 5. Synthesis of findings: Court interpreters' preparation practices -- 5.1 Possible reasons for the overall preparation pattern -- 5.2 The notion of 'preparation' -- 6. Verbal information and written materials -- 6.1 Verbal information -- 6.2 Types of verbal information received -- 6.3 Requesting verbal information -- 6.4 Written materials -- 6.5 Types of written materials received -- 6.6 Requesting written materials -- 7. Synthesis of findings: Verbal information and written materials -- 8. Attitudes towards preparation -- 8.1 Statements about attitudes towards preparation -- 8.2 Level of agreement -- 8.3 Statistical testing -- 9. Synthesis of findings: Attitudes towards preparation -- 10. Discussion and conclusion -- Acknowledgments -- References -- Funding information -- Chapter 5. Turn-taking management in interpreted legal aid lawyer-client interviews -- 1. Introduction -- 1.1 Overlapping speech -- 1.2 Lengthy turns at talk -- 1.3 Gaps in previous research.

2. Interpreted lawyer-client interviews -- 3. The study -- 3.1 Interpreted lawyer-client interviews at Legal Aid NSW -- 3.2 Data collection and description -- 4. The structure of the interpreted lawyer-client interviews at Legal Aid NSW -- 5. Results and discussion -- 5.1 Lawyers' management of turn-taking -- 5.2 Interpreters' management of turns -- 6. Conclusion -- Acknowledgments -- References -- Chapter 6. Legal translator and interpreter training in languages of lesser diffusion in Spain: A case study about participants' perceptions -- 1. Why is there a need for legal translator and interpreter training in Spain? -- 1.1 Spanish universities' involvement in a legal translator and interpreter curriculum -- 1.2 CCDUTI's T/I curriculum proposal for the Ministry of Justice -- 2. Professional development of translation and interpreting in legal settings: A university continuing education course -- 2.1 Components of course design -- 3. Moving towards blended and work-based learning for LIT training -- 3.1 The blended learning approach -- 3.2 Training interpreters of languages of lesser diffusion (LLDs) through blended learning -- 4. The course -- 4.1 Admission to the course -- 4.2 The programme -- 4.3 Course coordination -- 5. Case study: Course participants' satisfaction assessment -- 5.1 Materials -- 5.2 Methodology -- 6. Results -- 6.1 Learners -- 6.2 Instructors -- 7. Discussion -- 7.1 Discussion of ETELM-IL quantitative and qualitative results -- 7.2 Discussion of ETELM-IP quantitative and qualitative results -- 7.3 Cross-comparison of ETELM-IL and ETELM-IP results -- 8. Conclusion -- References -- Chapter 7. Organising a profession: The role of associations during the adoption of the new law for legal interpreting and translation (LIT) in Spain -- 1. Introduction -- 2. The translation and interpreting community of practice in Spain -- 2.1 Overview.

2.2 Professional structures: Colegios vs. associations -- 3. Guiding principles and stakeholders' involvement in the configuration of the new Spanish LIT regulatory framework -- 3.1 The mandate for quality -- 3.2 The role of stakeholders -- 4. Practical results: The new Spanish law for legal interpreting and translation in criminal proceedings -- 5. Conclusions -- Acknowledgments -- References -- Chapter 8. Teaching police to work effectively with interpreters: Design and delivery of a training course -- 1. Introduction -- 1.1 The right to quality translation and interpreting according to legislation -- 1.2 The need for inter-professional collaboration in order to achieve quality interpretation -- 2. Teaching police to work effectively with interpreters -- 2.1 Approaching the police -- 2.2 Course design and methodology -- 2.3 Course evaluation -- 3. Conclusions -- References -- Part II. Interpreting in healthcare settings -- Chapter 9. Exploring role expectations of healthcare interpreters in New Zealand -- 1. Introduction and background -- 1.1 Contextual background that motivated the investigation -- 2. Literature -- 2.1 Public service interpreting and the issue of invisibility -- 2.2 Issues related to professional healthcare interpreting -- 2.3 Accuracy, impartiality, advocacy, cultural brokering -- 2.4 Healthcare interpreter role in practice -- 3. Methodology -- 3.1 Surveys -- 3.2 Ethics approval -- 4. Analysis and findings -- 4.1 Respondents -- 5. Findings -- 5.1 Interpreter visibility -- 5.2 Confidentiality -- 5.3 Competence -- 5.4 Impartiality -- 5.5 Accuracy -- 5.6 Clarity of role boundaries -- 6. Conclusion -- References -- Appendix 1. Health professional survey -- Survey on Interpreter Role -- Appendix 2. Healthcare interpreter survey -- Survey on Code of Ethics and Interpreter Role.

Chapter 10. Communication issues during triage in a paediatric emergency department: Nurses' perspectives -- 1. Introduction -- 2. Legal background -- 3. Health services and language barriers -- 3.1 Emergency departments (ED) and language barriers -- 3.2 Communication with non-Spanish speakers in public settings in Spain -- 3.3 Communication with non-Spanish speakers in health settings in Spain -- 3.4 Communication with non-Spanish speakers in health settings in the Region of Murcia -- 3.5 Foreign population in the Region of Murcia -- 4. Descriptive research -- 4.1 Questionnaire design and content -- 4.2 Administration of the questionnaire, target population and sampling technique -- 5. Results of the research -- 5.1 Profile of respondents -- 5.2 Nationalities of children -- 5.3 Nurses' perceptions of language barriers -- 5.4 Communication with ill immigrant children's families -- 5.5 Training of communication facilitators -- 5.6 Desired profile and training of communication facilitators -- 5.7 Working with professional communication facilitators -- 5.8 Open-ended question -- 6. Conclusions -- References -- Chapter 11. Medical interpreting as an emerging profession in Hong Kong -- 1. Introduction -- 1.1 Roles of medical interpreters -- 1.2 Training of medical interpreters -- 1.3 Tracing the developmental stages of medical interpreting in Hong Kong -- 2. Ethnic communities in Hong Kong -- 2.1 Studies on ethnic minorities in Hong Kong -- 2.2 The Racial Discrimination Act -- 3. Medical and health care system in Hong Kong -- 3.1 The need for medical interpreting services -- 3.2 The most frequently requested interpreting languages -- 4. Development of medical interpreting training course -- 4.1 Recruiting the right candidates for training -- 4.2 Main components of the medical interpreting training courses.

4.3 Involving different stakeholders in the design and delivery of training courses.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.