Quality-assessment expectations and quality-assessment reality in educational interpreting: An exploratory case study

This article focuses on data obtained from three separate studies conducted during a four-year period at Stellenbosch University, a higher education institution in South Africa. All three studies centred on the simultaneous interpretation of undergraduate lectures. Various data sets were used to...

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Main Author: Foster, Lenelle
Format: Article
Language:Afrikaans
Published: Stellenbosch University 2014-12-01
Series:Stellenbosch Papers in Linguistics Plus
Subjects:
Online Access:https://spilplus.journals.ac.za/pub/article/view/207
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spelling doaj-852f11d1b8f7438eab478d4b8caaf0a42020-11-25T02:59:15ZafrStellenbosch UniversityStellenbosch Papers in Linguistics Plus1726-541X2224-33802014-12-014308710210.5842/43-0-207Quality-assessment expectations and quality-assessment reality in educational interpreting: An exploratory case studyFoster, Lenelle0Stellenbosch University, South AfricaThis article focuses on data obtained from three separate studies conducted during a four-year period at Stellenbosch University, a higher education institution in South Africa. All three studies centred on the simultaneous interpretation of undergraduate lectures. Various data sets were used to examine whether there would be a discrepancy between what lecturers in a particular academic department emphasised when they first considered the feasibility of this type of educational interpreting, and what they actually focused on when assessing the interpreters’ performance. Discrepancies and correlations in the quality criteria identified by lecturers were examined against a rubric taken from existing literature on interpreter assessment (notably that of Kurz (2002)). Using this information and augmenting it with comments from a similar assessment of the same material undertaken by experienced interpreters, these discrepancies and correlations are briefly discussed. Given the exploratory nature of this case study, few recommendations are made. However, the fact that the data from this study seem – in broad terms – to agree with studies conducted in the field of conference interpreting would seem to indicate that the discrepancy between stated and actual quality assessment criteria is real, and will require much more detailed study in an educational interpreting setting.https://spilplus.journals.ac.za/pub/article/view/207educational interpretingassessmentquality
collection DOAJ
language Afrikaans
format Article
sources DOAJ
author Foster, Lenelle
spellingShingle Foster, Lenelle
Quality-assessment expectations and quality-assessment reality in educational interpreting: An exploratory case study
Stellenbosch Papers in Linguistics Plus
educational interpreting
assessment
quality
author_facet Foster, Lenelle
author_sort Foster, Lenelle
title Quality-assessment expectations and quality-assessment reality in educational interpreting: An exploratory case study
title_short Quality-assessment expectations and quality-assessment reality in educational interpreting: An exploratory case study
title_full Quality-assessment expectations and quality-assessment reality in educational interpreting: An exploratory case study
title_fullStr Quality-assessment expectations and quality-assessment reality in educational interpreting: An exploratory case study
title_full_unstemmed Quality-assessment expectations and quality-assessment reality in educational interpreting: An exploratory case study
title_sort quality-assessment expectations and quality-assessment reality in educational interpreting: an exploratory case study
publisher Stellenbosch University
series Stellenbosch Papers in Linguistics Plus
issn 1726-541X
2224-3380
publishDate 2014-12-01
description This article focuses on data obtained from three separate studies conducted during a four-year period at Stellenbosch University, a higher education institution in South Africa. All three studies centred on the simultaneous interpretation of undergraduate lectures. Various data sets were used to examine whether there would be a discrepancy between what lecturers in a particular academic department emphasised when they first considered the feasibility of this type of educational interpreting, and what they actually focused on when assessing the interpreters’ performance. Discrepancies and correlations in the quality criteria identified by lecturers were examined against a rubric taken from existing literature on interpreter assessment (notably that of Kurz (2002)). Using this information and augmenting it with comments from a similar assessment of the same material undertaken by experienced interpreters, these discrepancies and correlations are briefly discussed. Given the exploratory nature of this case study, few recommendations are made. However, the fact that the data from this study seem – in broad terms – to agree with studies conducted in the field of conference interpreting would seem to indicate that the discrepancy between stated and actual quality assessment criteria is real, and will require much more detailed study in an educational interpreting setting.
topic educational interpreting
assessment
quality
url https://spilplus.journals.ac.za/pub/article/view/207
work_keys_str_mv AT fosterlenelle qualityassessmentexpectationsandqualityassessmentrealityineducationalinterpretinganexploratorycasestudy
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