Academic article:
Mentoring – A Traveller's Tale |
Caron Hawkings, ASLI – UK |
| Victorian Interpreter Profile |
Christopher Hansford |
| Regional Report – Ballarat |
Kim Saxton |
| Conversational Styles |
Julie Judd |
| The Business Corner - Dress standards for interpreters working in business settings |
Paul Heuston |
| Sign du jour – ‘Intranet’ |
Stephanie Linder |
| Special Feature - Views of Unaccredited Interpreters to see a 'taster' of one of the contributors for this article below...click here |
Various Perspectives on the Issue from stakeholders and interpreters |
| Deaf Consumer Perspective |
Melissa Anderson |
| International profile |
Selman Hoti, Kosovo |
| Occupational Overuse Syndrome |
Meredith Bartlett |
Academic article:
Translation Style of Deaf and hearing interpreters in the broadcast television news |
Christopher Stone, UK |
| Deaf Interpreters’ Column - Deaf Relay Course |
Stephanie Linder |
| The Auslan Interpreting Mentorship Project |
Sandra Leane |
| SmartArts (Theatre Interpreting) |
Lyn Gordon |
He Says/She Signs
(Deaf Consumer/Experienced Interpreter/ Interpreting Service perspectives)
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Dilemma
An interpreter has been booked to work in court. On arrival they find that their co-worker is not a professional level interpreter and only has NAATI level 2 accreditation. The co-worker doesn’t think there is a problem with their level of skills. The professional level interpreter talks to the court clerk who suggests that if they refuse to interpret they may have to pay the costs of cancelling the tribunal. The professional level interpreter talks to the agency who thinks that the co-workers basic qualification is good enough.
What are the ethical issues? What are you opinions? What will you do and why?
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| Out & About |
Benjamin Souter |
| Professional Solidarity |
Mark Quinn |
Macquarie University Postgraduate Diploma in Auslan/English Interpreting
A student’s perspective
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Therese Lewis |
Ask Bridge … (Ethics corner)
Marianne Bridge responding |
Dilemmas
Q1. “Working as part of a team, the discourse is difficult and my team interpreter is struggling to impart much of the information being presented. During the first break discussion my team interpreter is happy with their interpreting. I know that chunks of the information are being lost or presented in such an unclear way. Where do I go from here?”
Q2. “A diagram showing two objects was displayed to a class. My colleague represented the objects in the opposite way to what I did. Facing the class with the screen to her right, she placed the object to her far right on her right side and the one closer to her on her left side. I did the opposite, however, because I realised that I was transposing the diagram as if I was looking at it from the student's perspective. How would you do it?” |
Winterschool 2006, Perth |
Robyn Tsapazi, Interpreter Coordinator &
A Victorian delegate, Danielle Hargreaves
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Taster:
VCOD’s perspective on using unqualified interpreters and the effects that has on the Deaf Community … Kyle Miers
Unqualified interpreters cause more harm than good for the Deaf community in settings such as education, health and increasingly in workplace settings.
A rising demand for qualified interpreters puts pressure on accredited interpreters because higher numbers of Deaf people are attaining degrees and are becoming aware of their rights.
However, there are many Deaf people who are unaware of their rights and are still using unqualified interpreters, as they have done for years.
...to know how this ends, contact ASLIA Vic...and don't miss any future articles, subscribe now! Click here for details. |
