Browsing by Author "Brewis, Carmen"

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    Die bevorderlikheid van opvoedkundige tolking vir effektiewe onderrig en leer binne die konteks van die Fakulteit Regsgeleerdheid aan die Universiteit Stellenbosch
    (Stellenbosch : Stellenbosch University, 2013-03) Brewis, Carmen; Lesch, H. M.; Cattell, K.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: Traditionally educational interpreting refers to educational interpreting for deaf students using Sign Language. Research that has been done in South Africa in spoken language educational interpreting represents pioneering work in this emerging discipline. One of the most important issues that interests policy makers and educators is the effectiveness of educational interpreting for teaching and learning purposes. This study investigates this issue with reference to contemporary ideas from academic literacy studies. Concepts such as affect, identity, accessibility and participation are investigated in order to describe possible relationships between educational interpreting and teaching and learning. The research is done against a discussion of pertinent concepts in interpreting theory, namely role, quality and professionalism. During a four week period educational interpreting was tested by way of a trial in two modules in the Law Faculty of the Stellenbosch University and with reference to three basic questions, namely: • Do students understand subject content better as a result of educational interpreting? • Do students identify better with the classroom situation because of educational interpreting? • Does educational interpreting help students to save time in the learning process? Data were gathered by way of action research and questionnaires, a focus group discussion, interviews and field observation. The research methodology included both qualitative and quantitative components. The results of the study lead to certain conclusions about the experience of educational interpreting in classrooms in the research context and whether educational interpreting can enhance teaching and learning in this context. Recommendations are made regarding the implementation of educational interpreting and further research in the field of Interpreting Studies.
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    Die produksienetwerk van 'n getolkte lesing binne die universiteitskonteks : 'n etnografiese ondersoek
    (Stellenbosch : Stellenbosch University, 2020-03) Brewis, Carmen; Feinauer, A. E.; Van Doorslaer, Luc; Lesch, Harold M.; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Afrikaans and Dutch.
    ENGLISH ABSTRACT: Spoken educational interpreting is an innovative mode of communication that is used in some tertiary institutions in South Africa. However, very little is known about the process of an interpreted university lecture, what it entails, and what educational interpreters do and experience from moment to moment. The current study was undertaken to, through a social theory of translation, gain a deeper understanding of the manufacturing process of an interpreted (spoken language) university lecture, and of the interaction between the actors involved in the production process. The study was process-orientated and made use of actor-network theory (ANT) and an ethnographic research strategy in order to gain an insider’s perspective into the lived reality of interpreting in an educational context. The epistemology of ANT allowed for investigating not only the interrelatedness between human actors such as lecturers, interpreters, and the users of the interpreting service, but also the role of the nonhuman actors in the process, e.g. the subject matter of a lecture, the interpreting equipment, the teaching aids in the classroom, and the material environment. The data consisted of a main and an additional corpus. As part of the main corpus, three interpreted lectures were filmed and recorded, and interviews were conducted with the lecturers, interpreters and users of the interpreting service. The recordings of the lectures and the interviews were transcribed and studied, together with various pieces of visual and textual data collected. As part of the additional corpus, fieldwork was conducted in 61 interpreted lectures, field notes made, and data in various forms collected and studied. In line with the tenets of ANT, a detailed description was reported of the various processes and interactions that were observed during data collection. The data showed that the interpreting product is the result of a process of network formation. Within these networks, the interpreter is not the exclusive locus of action but is enacted by multiple human and non-human actors. It became evident that actors external to the lecture and associated within strong network formations, e.g. the 2016 Language Policy, played an important role in determining interpreters’ alignment and actions during the lecture. The interpreting timetable further emerged as a vital actor that has to supply oxygen to the rest of the educational interpreting network and determines the role that interpreters can and do play. A central finding of the study was that the interpreters are not reliably and securely aligned within the institution’s networks. Within the lecture itself, the interpreters are only sporadically and partially aligned, and are not effectively integrated into the learning opportunity. As a result, interpreters have little agency or power, and are unable to consistently interpret subject-specific texts as skilled and knowledgeable agents who enhance the learning experience. It emerged from the data that the interpreters have, due to misalignment with the wider networks, configured themselves in separate and isolated networks. For interpreting to function as a vital actor in the institutional network and as an actor with indisputable value as a mechanism in multilingual education, the interpreters must be aligned within networks more seamlessly and more securely. These interpreters should be equipped for the real-life contact situations in which they work; not by limiting their actions through prescriptive norms but by providing them with enough flexibility and agency to make ethical and responsible decisions, enabling them to play a meaningful role in the teaching and learning process. Recommendations based on these findings include a re-alignment of the entire interpreting network, from the intimate spotlight in the lecture where the interpreters have to formulate each individual utterance, all the way up to the institutional level. The study proved the value of actornetwork theory in investigations into the social reality of the translator/interpreter as an agent and led to a deeper understanding of translation/interpreting as a phenomenon and as an object of study.
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    Die waarde van Akteur-Netwerk-Teorie en ’n etnografiese navorsingstrategie vir die ondersoek van opvoedkundige tolking aan die Universiteit Stellenbosch
    (University of Stellenbosch, Department of General Linguistics, 2017) Brewis, Carmen
    Namate die sosiale wending in vertaalstudie toenemend inslag gevind het, het navorsers begin fokus op die menslike agente betrokke by vertalings, en op die sosiale voorwaardes wat in die reële wêreld geld. Navorsers het al hoe meer die waarde begin insien van meer prosesgeoriënteerde navorsing in vertaalstudie. Die Franse sosioloog Bruno Latour se Akteur-Netwerk-Teorie (oftewel ANT) laat die navorser die objek van navorsing nie as substantiewe verskynsel beskou nie, maar as ’n netwerk van verhoudinge deur ’n studie te maak van die betrokke mense én objekte (akteurs en aktante) en die wisselwerking tussen hulle. Binne hierdie teoretiese raamwerk is etnografie of ’n etnometodologie besonder gepas omdat dit die navorser nader bring aan die beleefde ervaring. Opvoedkundige tolking, of mondelinge tolking in klaskamers vir niegehoorgestremde studente, is ’n innoverende toepassing van tolking, en ook ’n grootliks onontginde kennisveld. Dit is as taalmodus by die nuwe Taalbeleid van die Universiteit Stellenbosch (US 2016) ingesluit ter wille van die praktiese uitvoerbaarheid van meertaligheid. In die praktyk is opvoedkundige tolking egter dikwels onderhewig aan onrealistiese verwagtinge, en die waarde daarvan in ’n opvoedkundige konteks bly kontensieus. Empiriese navorsing in getolkte klasse binne ’n raamwerk van ANT kan moontlik lig werp op die wisselwerking tussen die onderskeie faktore in opvoedkundige tolking en hoe hulle funksioneer. Hierdie artikel ondersoek die waarde van ANT na aanleiding van data wat gedurende veldwerk in 36 getolkte lesings aan die Universiteit Stellenbosch ingesamel is. Dit toon hoe ’n etnometodologie binne die teoretiese raamwerk van ANT die navorser in staat stel om verder en dieper te beskryf; om gebeure, verwantskappe, verskynsels en situasies wat tot nog toe onvertel was, aan die lig te bring. Uiteindelik kan hierdie bevindings waardevol wees vir taalimplementering aan die Universiteit Stellenbosch en die soeke na prakties uitvoerbare meertaligheidspraktyke aan Suid-Afrikaanse universiteite.
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    Die waarde van tolking vir tersiêre onderrig en leer : ’n ondersoek na die persepsies van tolkgemedieerde kommunikasie in die Fakulteit Regsgeleerdheid aan die Universiteit Stellenbosch
    (Stellenbosch University, Department of Linguistics, 2014) Brewis, Carmen
    Hierdie artikel is gegrond op ’n Meesterstudie wat die onderwerp was van ’n M-tesis in Tolkstudie. Die studie het spesifiek ’n bydrae gemaak tot die bestaande navorsing in Opvoedkundige tolking. Simultane (gesproke) opvoedkundige tolking het relatief onlangs as aparte subdomein van gemeenskapstolking in Suid-Afrika beslag gevind. Navorsing hier te lande verteenwoordig pionierswerk in hierdie ontluikende studieveld. Een van die belangrikste kwessies waarin beleidsmakers en opvoeders belangstel, is die effektiwiteit van opvoedkundige tolking vir onderrig en leer. Die navorser het ’n ondersoek na hierdie vraagstuk onderneem en die persepsies van dosente, studente en tolke getoets ten einde antwoorde op die volgende twee vrae te vind: Wat is die ervaring van opvoedkundige tolking in klaskamers binne die konteks van die Fakulteit Regsgeleerdheid aan die Universiteit Stellenbosch? en; Wat is die waarde wat opvoedkundige tolking vir onderrig en leer binne hierdie konteks kan inhou? Die T-opsie geld as die verstektaalopsie binne die Fakulteit Regsgeleerdheid. Die ervaring van tolking in klasse is telkens na aanleiding van die navorsingsvrae vergelyk met studente en dosente se ervaring van die T-opsie ten einde afleidings te maak oor die moontlike waarde van tolking binne hierdie konteks. Die unieke aard en die integrale rol wat taal en taalvaardighede in dié vakdissipline speel, maak hierdie konteks verder uniek en moes in die studie verreken word. Die ondersoek is gedoen met verwysing na kontemporêre idees uit akademiese geletterdheidstudies. Konsepte soos affek, identiteit, toeganklikheid en deelname is verken om uiteindelik die verbande tussen opvoedkundige tolking en onderrig en leer te ondersoek en te beskryf. Die studie is gedoen teen die agtergrond van ’n verkenning van die teorie in Tolkstudie met verwysing na rol, kwaliteit en professionaliteit sowel as resente navorsing uit die veld van gebaretaal. Die proefneming is in twee modules oor ’n tydperk van vier weke (16 uur) in klasse gedoen met verwysing na drie basiese vrae: Kan tolking in klasse studente help om vakinhoud beter te verstaan? Kan studente hierdeur beter met die klaskamersituasie identifiseer? Word tyd sodoende in die leerproses bespaar? Deur ’n proses van deelnemende aksienavorsing is data ingewin deur middel van vraelyste, ’n fokusgroepbespreking, onderhoude en waarneming. As navorsingsmetodologie het die navorser van beide kwalitatiewe en kwantitatiewe metodes gebruik gemaak. Die basiese bevindinge was dat akademiese taalvaardighede van studente aansienlik verskil met beduidend groter taalvaardigheidsverskille onder Engelssprekende studente. Daar is ’n beduidende ontevredenheid met die T-opsie onder studente en dosente. Tolking is beduidend positief ervaar onder studente wat probleme met taal in die klaskamer ervaar, omdat dit gelei het tot ’n groter begrip van vakinhoud, die maak van meer omvattende aantekeninge tydens lesings en die feit dat studente tyd bespaar het in die leerproses. Studente voel nou meer tuis in die klaskameropset wat aanduidend was van wat navorsers in akademiese geletterdheidstudies beskryf as die reis van die “periferie” van geletterdheid na die “kern” daarvan. Verder was dit uit die studie duidelik dat tolking optimaal binne ’n eentalige konteks plaasvind en dat gehaltetolking ’n voorvereiste is. Tolke moet verkieslik oor tolkervaring, kennis van klaskamerdiskoers en vakkennis, beskik. Suksesvolle kommunikasie, naamlik om te verstaan en om verstaan te word, bly ’n kernvoorwaarde vir leer.