Abstracts
Resumen
Este artículo analiza el comportamiento estratégico del intérprete-mediador chino-español en los servicios públicos del ámbito socioeducativo ante problemas de diversa índole (léxicos, culturales, pragmáticos, derivados de la gestión de la conversación y cuestiones éticas y profesionales). Los datos del estudio se obtuvieron a partir de quince simulaciones filmadas que recreaban situaciones habituales en la interpretación en el ámbito socioeducativo y fueron complementados por cinco cuestionarios pre-tarea y cinco entrevistas post-tarea dirigidos a cada uno de los participantes en el experimento.
El análisis descriptivo permite establecer una primera categorización de algunos recursos estratégicos que emplean los intérpretes. Frente a una destacada aparición de estrategias de mediación activa y una menor presencia de las técnicas propias de la interpretación, la autora aboga por la importancia de trazar la diferencia entre mediación intercultural e interpretación en contextos como el estudiado para asegurar la transparencia y la autonomía de las partes. Asimismo, destaca la relevancia que tiene formar a los futuros intérpretes de manera consciente sobre la importancia de tomar decisiones estratégicas a la hora de resolver los problemas.
Palabras clave:
- interpretación en los servicios públicos,
- interpretación dialógica,
- estrategias de interpretación,
- contexto social y educativo,
- interacción
Résumé
Cet article analyse le comportement stratégique de l’interprète-médiateur chinois-espagnol dans les services publics, concrètement en milieu socioéducatif, relativement à des problèmes de nature diverse (lexiques, culturels, pragmatiques, liés à la gestion de la conversation, éthiques, professionnels). Les données de l’étude ont été obtenues à partir de quinze simulations filmées recréant des situations fréquentes d’interprétation en milieu socioéducatif. Ces données ont été complétées par cinq questionnaires avant tournage et cinq entretiens après tournage réalisés par chacun des participants à l’expérience. L’analyse descriptive a permis d’établir une première catégorie comprenant un certain nombre de ressources stratégiques utilisées par les interprètes. Relativement à une remarquable présence de stratégies de médiation active ainsi qu’à une présence moindre des techniques propres à l’interprétation, l’auteure prône l’établissement d’une distinction précise entre médiation interculturelle et interprétation en milieu social qui assure la transparence et l’autonomie communicative des parties concernées. L’auteure souligne également la pertinence de former les futurs interprètes, de façon consciente, à la prise stratégique de décisions visant à résoudre les problèmes apparus pendant leur performance.
Mots-clés :
- interprétation dans les services publiques,
- interprétation dialògiques,
- stratégies d’interprétation,
- contexte social et éducatif,
- interaction
Abstract
This article examines the strategic behaviour of the Chinese-Spanish public services interpreter-mediator in the socio-educational setting when faced with various types of problems (lexical, cultural, pragmatic, arising from the management of the conversation, and ethical and professional issues). The data were obtained from fifteen filmed simulations which recreated situations that frequently arise in interpreting in the socio-educational field. The data were supplemented by an initial questionnaire and a retrospective interview for the five participants in the study.
The descriptive analysis shows an initial classification of the strategic resources used by the interpreters. Faced with an outstanding use of active mediation strategies and a less frequent use of interpreting techniques, the author argues that it is important to define the difference between intercultural mediation and interpreting in contexts such as this one, to ensure the parties’ transparency and autonomy. Moreover, she highlights the importance of consciously training future interpreters on the importance of taking strategic decisions when problem-solving.
Keywords:
- public service interpreting,
- dialogic interpreting,
- interpreting strategies,
- social and educational context,
- interaction
Appendices
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