Making Sense of the Interpreter Role in a Healthcare Service-Learning Program

Autor/in	Showstack, Rachel E.
Titel	Making Sense of the Interpreter Role in a Healthcare Service-Learning Program
Quelle	In: Applied Linguistics, 42 (2021) 1, S.93-112 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amz058
Schlagwörter	Service Learning; Translation; Clinics; Spanish; Second Language Learning; Native Speakers; Bilingual Students; Medical Students; Community Health Services; Student Role + Suchen Sie Ihr Suchwort? Service-Learning; Spanisch; Zweitsprachenerwerb; Muttersprachler
Abstract	This study examines the interpreter role among students who serve as interpreters in a community health clinic system in the Midwestern USA as part of a community health-themed service-learning course for advanced Spanish students. Drawing on Positioning Theory (Davies and Harré 1990), I consider the ways in which three second language learners and three heritage speakers who participated in the program describe their roles as interpreters with reference to the Code of Ethics, negotiate their roles with the medical students and doctors also serving at the clinic, and make sense of moments in which they chose to advocate for the patients, or otherwise provide assistance to them, beyond interpreting. Each student encountered different types of challenges that reflected their individual backgrounds and experiences, and these challenges led to reflection, learning, and new perspectives on their roles in providing patient care. The article problematizes the role of bilingual student interpreters in community health programs and offers recommendations for preparing students to provide the highest possible quality of healthcare for speakers of minoritized languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01