Non-scripted role-playing with heritage speakers and second language
learners in the medical interpreting classroom
This article examines dialogue interpreting in unscripted
role-plays in the community interpreting classroom. In 2019, faculty members
from several departments at Viterbo University (La Crosse, Wisconsin)
coordinated an interprofessional education collaboration via role-playing in the
institution’s Clinical Simulation Learning Center. Nursing, social work and
pre-medical students were given the health-professional roles of caring for
community members with limited English proficiency (who acted as ‘patients’).
Interpreting students, both heritage speakers of Spanish and second language
learners (L2) of both English and Spanish, facilitated language access for all
parties involved. Recordings of these dialogues were then transcribed,
annotated, and analyzed via mixed methods. This study examines overall and
comparative findings of how heritage speakers and second language learners
interpret dialogue, focusing on the textual aspects of their exchanges. While no
language profile seemed to perform particularly better overall, certain
indicators were more problematic for L2 Spanish speakers and/or heritage
speakers. The presentation of these results and conclusions intend to foster
improved teaching interventions for classrooms with students of varying English
<> Spanish language backgrounds.
Article outline
- 1.Introduction
- 2.Methodology
- 2.1Data collection
- 2.2Data analysis
- 3.Results and discussion
- 3.1Adequate solutions
- 3.2Improvable solutions
- 3.2.1Expansion: False starts and stutters (EXP (REFS))
- 3.2.2Minor shift in meaning (NMS)
- 3.2.3Grammar (G)
- 3.2.4Language interference (calques and literal translations) (LICLT)
- 3.3Inadequate solutions
- 3.3.1Not translated (NT)
- 3.3.2Omission (O) and serious omission (OG)
- 3.3.3Addition (A)
- 3.3.4Major shift in meaning (FS) and serious major shift in meaning
(FSG)
- 3.3.5Deficient expression (ED)
- 3.3.6Imprecise medical (ITER (M)) and non-medical (ITER (NM))
terminology
- 4.Limitations
- 5.Conclusions
- Acknowledgements
- Notes
-
References