Sight translation as an integral component of effective community interpreter training in the Australian context

Abstract

Training students to become competent interpreters requires a carefully prepared curriculum, which must deliver an academically and pedagogically robust learning experience through well-trained and highly capable teachers who consistently employ highly effective teaching strategies. One of the most undervalued and underdeveloped elements in most interpreter training courses is sight translation, which is universally recognised as an essential element of being a competent interpreter. Unlike other interpreting modes such as simultaneous or consecutive interpreting, sight translation has been under-researched and undervalued despite its increasingly important use in the community interpreting context. Moreover, sight translation pedagogy in the community interpreting context has rarely been addressed, consequently having an undesirable impact on the way community interpreters are trained. This thesis examines how sight translation is taught in Australian institutions, including universities and Vocational Education and Training colleges, and practised among community interpreters, and discusses a pedagogy that more effectively responds to the needs of classrooms and the field. The study chose a mixed methods approach to collect the data. Questionnaires elicited data which was utilised to create interview questions for teachers and practitioners. A small number of classroom observations were conducted but the data from the questionnaires and interviews formed the core elements of this study. The findings provided a useful picture of the training and practice landscape in Australia. Most community interpreters perform sight translation in various domains and several core text types were reported. There was consensus over the importance of high-quality sight translation among all participant groups. Appreciable demand for more adequate and explicit teaching and the elevation of the status of sight translation in curricula were also noted. Teacher training for community interpreting teachers has been rather fragmented, and teachers unanimously support teacher training. Although pedagogical perspectives and practice vary, teachers largely agree on core teaching strategies and evaluation criteria. Core features of sight translation specifically applicable to community interpreting involving interaction management are regular phenomena in the field but not well known or taught in classes.

Date of Award	2024
Original language	English
Awarding Institution	Western Sydney University
Supervisor	Uldis Ozolins (Supervisor)