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This article examines the social inclusion process of early‐generation deaf workers in Chinese welfare factories (1950s–1990s) from the perspective of sign language interpreters. Drawing on oral history interviews with ten interpreters and social exchange theory, the analysis identifies three analytically distinct but sequential phases of social inclusion—initiating trust, reverse inclusion, and social inclusion—each centered on the interplay between accessibility and trust‐building and distinguished by patterns of hedonic value, activity, and referent. The initiating trust phase reveals how interpreters shifted from negative perceptions and inaction to positive engagement, fostering linguistic accessibility and affect‐based trust as they recognized deaf workers’ competence beyond linguistic barriers. Both reverse inclusion and social inclusion are marked by positive hedonic value and high activity, but differ in their primary referents, or agents of action. In reverse inclusion, deaf workers welcome interpreters into the community, deepening linguistic and cultural accessibility and fostering affect‐based trust that surpasses competence‐based trust. They further exercise their agency by petitioning factory leadership to appoint these trusted colleagues as official interpreters. In the social inclusion phase, interpreters use their agency to advance inclusion beyond the factory; the accumulated affect‐, commitment‐, and competence‐based trust from deaf workers empowers interpreters to bridge systemic inaccessibilities outside the factory. Our findings underscore accessibility as both the cornerstone and Achilles’ heel of social inclusion: It emerges as a product of social exchanges and as an enabler of trust at each phase, yet when welfare policies and institutions provide only physical, without linguistic and cultural, access, genuine social inclusion remains impossible.

Scant attention has been given to the emotional plight, lack of training, and stressful working conditions of interpreters serving survivors of severe human-perpetrated trauma from different parts of the world. This article addresses the critical need for effective collaboration between social workers and interpreters when the provider and survivor do not speak the same language. The careful selection of interpreters; the training, support, and promotion of self-care of interpreters; the training needs for social workers related to their work with interpreters; and the impact of secondary trauma and organizational support on the work of social workers and interpreters are explored. Proposed curriculum components for training interpreters and the importance of therapy and ongoing supervision for interpreters are high-lighted. It is essential to prepare interpreters and social workers for the various challenges they will face in their collaborative efforts to serve survivors of severe human-perpetrated trauma, and organizational support is vital to the success of this work.

This article explores the challenges that social workers in child welfare agencies in Norway and England experience when working with minority ethnic families who are not proficient in the country's language. This study is based on fifty-three interviews in which social workers reflected on an open-ended question that addresses the differences between working with minority ethnic children and their families and white children and their families, provided they believed that there were any differences at all. This study shows that social workers encounter several challenges when using interpreters in their work with minority ethnic families: social workers lose information and they lose time and trust. In addition, the lack of a common language pre-empts the types of interactions that are necessary to establish a good relationship with minority ethnic families. We found that there are hardly any differences between the two countries, even though England has historically had more extensive experience with ethnic minority families and more stringent anti-discrimination laws. The findings also suggest that minority ethnic families may lose out on accurate assessments and access to services due to problems arising from the use of interpreters. We discuss four sets of implications for practice, including strong ethical guidelines for and testing of interpreters, training of social workers in working with interpreters, affirmative strategies on the part of local authorities to eliminate language-related barriers for ethnic minorities and pro-active child welfare systems that address the challenges language differences pose to the child welfare work.

Das 12. Jahrhundert war wie kaum eine andere Zeitspanne von äußerst intensiven Kontakten und gegenseitigem Austausch zwischen Byzanz und der lateinischen Welt in politischer, ökonomischer, kultureller und religiöser Hinsicht gekennzeichnet. Viele lateinische Pilger, Kreuzfahrer, Kaufleute, Gesandte oder Reisende durchquerten das Byzantinische Reich oder ließen sich dort nieder. Die Hauptstadt Konstantinopel hatte als politisches, religiöses und kulturelles Zentrum des Reiches eine besondere Anziehungskraft und bot mit eigenen lateinischen Vierteln, Kirchen und Klöstern viele Anlaufstellen für Personen aus dem lateinischen Europa. Individuen, die sich zwischen Byzanz und dem Westen bewegten, befanden sich nicht selten in der Rolle des interkulturellen Mittlers. Einige von ihnen traten sogar in den Dienst des byzantinischen Kaisers und arbeiteten als Übersetzer, Dolmetscher, Berater oder Gesandte am Hof. Trotz ihres neuen Lebensmittelpunktes pflegten sie weiterhin Kontakte zu Teilen der lateinischen Welt, manche arbeiteten sogar gleichzeitig für den byzantinischen Hof und für lateinische Auftraggeber. Das Buch untersucht diese Akteure, ihr Wissen, ihre besonderen Fähigkeiten, ihr Wirken und Selbstverständnis. Zudem wird der Frage nach der Integration, nachpotenziellen Konflikten sowie den Loyalitäten dieser Individuen zwischen Byzanz und dem Westen nachgegangen. Dadurch wirft die Studie ein neues Licht auf diese Personen, die als Experten der Zwischenräume agierten.

Objectives: Undergraduate and postgraduate training in cultural competence remains a challenging issue. It might be useful to integrate culturally sensitive learning objectives in existing curricula. As part of a needs assessment, this qualitative study examined the prototypical experiences in clinical routines with patients with a migration background. Methods: Twenty physicians took part in half-structured narrative interviews, which were then analyzed by linguistic-ethnographic conversation analysis. Results: The main reasons for difficulties in patient-physician relation proved to be language barriers. Assignments of professional interpreters were rated critically. Physicians attributed the responsibility for successful communication mainly to the patient. The physicians saw little need for training in cultural competence. Conclusions: The integration of learning objectives related to cultural sensibility in existing curricula would seem to be useful, especially because the physicians interviewed reported little need for additional training on their own. The importance of implied negative attitudes and stereotypes in creating a culturally sensitive approach should be taken into account. Fragestellung: Kulturelle Kompetenz von Ärzten4 sollte in der Aus-, Fort- und Weiterbildung angemessen vermittelt werden. Dabei können bestehende Curricula wie die Psychosomatische Grundversorgung um Aspekte der Kultursensibilität erweitert werden. Die vorliegende qualitative Studie untersuchte die Erfahrung von Ärzten im Umgang mit Patienten mit Migrationshintergrund, um entsprechende Weiterbildungsangebote bedarfsgerecht zu gestalten. Methode: Halbstrukturierte narrative Interviews mit zwanzig Ärzten wurden mit Methoden der linguistisch-ethnografischen Gesprächsanalyse analysiert. Ergebnisse: Häufigster Grund für Schwierigkeiten in interkulturellen Arzt-Patient-Beziehungen waren Sprachbarrieren, wobei der Einsatz professioneller Dolmetscher als kritisch bewertet wurde. Die interviewten Ärzte neigten dazu, die faktische Verantwortung für das Gelingen der Kommunikation bei den Patienten zu sehen. Der Bedarf für Trainings in kultureller Kompetenz wurde als eher gering erachtet. Diskussion: Die Integration kultursensibler Lernziele in bereits bestehende Weiterbildungscurricula wie die psychosomatische Grundversorgung, die bereits besonderen Wert auf patientenzentrierte Selbsterfahrung legen, erscheint sinnvoll, da das subjektive Bedürfnis von Seiten der interviewten Ärzte, an Qualifizierungen in kultureller Kompetenz teilzunehmen, nach wie vor eher gering ist und der Reflexion von Stereotypen eine besondere Bedeutung zukommt.

This book looks at translator and interpreter training, focusing on mediation and culture in a global context. It updates numerous research currents in translator and interpreter education by situating them in relation to broader curricular and technological discussions. Particular attention is given to the way in which translator and interpreter training relates both to other topics on university curricula, and to recent developments in the professional sphere of language mediation. These include the new European standard for translation services and the ethical training of interpreters. The significant impact of new technologies in translation is also studied. These discussions take place in the context of an increasingly mature and sophisticated theoretical environment of translator and interpreter training research, one which recognizes the implications of discourses such as constructivism and objectives-oriented design for new pedagogies in the field.

This paper critically evaluates research and literature on child protection social work practice with minority ethnic families who speak little or no English. Though the focus is on child protection, many of the themes raised should be transferable across to other areas and disciplines. Specifically, the paper focuses on the limitations and difficulties of using professional interpreters in child protection work and covers themes like the availability of interpreters, the role of interpreters, suitability of interpreters, the interpretation of particular words and phrases, and manipulating the interpreting process. The paper then moves on to address the important but often neglected area of using children as interpreters, and ends by considering the broader issue of how language barriers can exacerbate discrimination against minority ethnic families.

Der Einsatz von Dolmetscher/innen in der qualitativen Sozialforschung, insbesondere in qualitativen Interviews, stand bisher nicht im Mittelpunkt der Forschung, stellt jedoch die Interviewteilnehmer/innen vor Herausforderungen. Diese betreffen v.a. den Umgang mit dem Dolmetscher/der Dolmetscherin und deren Rolle sowie die Interviewauswertung und die Qualität der Daten und folgenden wissenschaftlichen Erkenntnisse. Aus der bisherigen Diskussion lassen sich nur bedingt methodische Leitlinien aus anderen, verwandten Bereichen ableiten. Anhand von Expert/inneninterviews mit Forscher/innen und Dolmetscher/innen werden daher Erfahrungen mit dem Dolmetscher/inneneinsatz in der qualitativen Sozialforschung dokumentiert und Handlungsempfehlungen abgeleitet. Mithilfe von Gesprächsaufzeichnungen gedolmetschter Interviews werden die Aushandlungen zwischen Originalen und Dolmetschungen aufgezeigt sowie Auswirkungen des Dolmetscher/inneneinsatzes auf den Interviewprozess dargelegt. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs140250

This collection of essays is the first systematic attempt at looking at NPIT in a scholarly and at the same time pragmatic way. Offering multiple methods and perspectives, and covering the diverse contexts in which NPIT takes place, the volume is a welcome turn in an all too often polarized debate in both academic and practitioner circles.