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Abstract
In South Africa there are no models of court interpreting to serve as a guide for court interpreters when performing their task. This is because there is no proper definition of the role of a court interpreter. Models of court interpreting define and describe the process by stating what court interpreters are actually doing when carrying out their task. The absence of these models presents challenges to South African court interpreters as they are expected to follow international models which are formulated culturally, using English metaphorical language which differs from that of indigenous South African languages. As a result, the metaphorical language is likely to be misinterpreted by South African court interpreters as English is not their first language. The application of international models is likely to cause challenges when applied in the South African context, hence the need to formulate models of court interpreting which can be applied to the South African linguistic context. The study follows a qualitative research approach and uses multifaceted theoretical frameworks, namely descriptive translation studies (DTS), cognitive process analysis, and content analysis in collecting and analysing the data.
Highlights
Research into court interpreting in South Africa has indicated, among other things, that poor performance by court interpreters is a result of a lack of proper training
The current study aims to address this deficiency by asking court interpreters to describe and define the concept of ‘interpreting’ using their South African indigenous languages
The findings reveal that court interpreters are interpreting according to their own preferences without using a common model of interpreting
Summary
Research into court interpreting in South Africa has indicated, among other things, that poor performance by court interpreters is a result of a lack of proper training. Some of the goals of this initiative are to promote the culture of learning within the community, bridge the knowledge gap between the educated and the uneducated, address skills development and social justice issues, and encourage lifelong learning. Through this initiative, the university aims to empower the community by offering workshops in different fields to help members acquire certain skills that will make them employable and improve the careers of those already in employment
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