How many interpreters in a classroom? It's not just about the numbers

Authors

DOI:

https://doi.org/10.5216/revufg.v20.66423

Abstract

Currently, the increasing amount of sign language interpreters being hired to work in educational settings leads us to think of their working conditions and on their need to work in a team when in classrooms. In this sense, we raised the following question: What are the cases in which more than one interpreter would be necessary? We sought to answer this question through a narrative literature review of international research findings. Thus, this paper is based on a qualitative approach (ANDRÉ, 2000) and is grounded in a dialogical perspective of language (BAKHTIN, 2006). The studies we analyzed throughout this research indicate the need for interpreters to work in teams, considering aspects such as: a) deaf students’ interaction and their learning process; b) the way interpreters coordinate different discourses; and c) the interpreters’ physical situation. Morover, studies indicate that lecture classes in courses of higher education or at a technical level would require at least two interpreters to maintain the quality of the interpretation.

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Author Biographies

Neiva Aquino Albres, Universidade Federa de Santa Catarina (UFSC), Florianópolis, Santa Catarina, Brasil, neivaaquino@yahoo.com.br

Doutora em Educação Especial pela Universidade Federal de São Carlos – UFSCar (2013) Mestre em Educação pela Universidade Federal de Mato Grosso do Sul - UFMS (2005). Docente e Pesquisadora da Universidade Federal de Santa Catarina – UFSC vinculada ao Programa de Pós-Graduação em Estudos da Tradução – PGET, Departamento de Libras – DLSB. Docente do curso de graduação em Letras Libras Presencial. Área de concentração Linguística Aplicada – Estudos da Tradução e Interpretação.

Giliard Kelm, Universidade Federa de Santa Catarina (UFSC), Florianópolis, Santa Catarina, Brasil, gilliardkelm@gmail.com

Mestrando em Programa de Pós-Graduação em Estudos da Tradução pela Universidade Federal de Santa Catarina (PGET - UFSC). Graduação em Letras/Literatura pela Faculdade do Grupo UNIASSELVI (2015). Pós-Graduação em Tradução/Interpretação e Docência de Língua Brasileira de Sinais - LIBRAS pela Uníntese (2017). Atuação em Letras, com ênfase em Libras/Língua Portuguesa. Tem experiência em Interpretação Educacional no ensino superior (IFSC, UFSC, entre outros); em Traduções de curta-metragem, filmes e séries. Membro do grupo de Pesquisa em Interpretação e Tradução em Língua de Sinais - InterTrads registrado no CNPq. 

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Published

2020-12-31

How to Cite

ALBRES, N. A.; KELM, G. How many interpreters in a classroom? It’s not just about the numbers. Revista UFG, Goiânia, v. 20, n. 26, 2020. DOI: 10.5216/revufg.v20.66423. Disponível em: https://revistas.ufg.br/revistaufg/article/view/66423. Acesso em: 23 nov. 2024.

Issue

Vol. 20 (2020): Revista UFG

Section

Dossiê - Experiências de enriquecimento mútuo: desde e com a comunidade surda

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