Departamento de
Traducción e Interpretación


Tema:   Interpretación. Comunitaria. Profesión. Murcia. España.
Autor:   Foulquié Rubio, Ana Isabel
Año:   2015
Título:   Interpretación en el contexto educativo: la comunicación docentes-padres extranjeros [Interpreting in the educational context: the communication teachers-foreign parents]
Lugar:   Murcia
Editorial/Revista:   Universidad de Murcia
Páginas:   566
Idioma:   Español.
Tipo:   Tesis.
Disponibilidad:   Acceso abierto.
Índice:   1. La comunicación con las personas alófonas; 2. La interpretación natural; 3. La investigación en ISP; 4. Contextualización del estudio; 5. Metodología; 6. Análisis y discusión de resultados.
Resumen:   According to Eurydice Network “parental involvement in the education of their children is important to children's success at school” (2009, p. 7). This quotation may seem to convey an obvious statement, however when parents do not share the language of the school system one may wonder whether the means to guarantee their involvement are being provided in practice. Non-Spanish children are present in large numbers in the Spanish school system, particularly in some areas of the country. The total number of immigrant pupils in Spanish schools has increased almost eightfold in twelve years (1999-2000 to 2012-2013), reaching 763,215 in 2012-2013. Specifically in the Region of Murcia, where our research is based, the percentage of immigrant pupils is 11.6%—two and a half points higher than the Spanish average of 9.1%. In fact, Murcia is the sixth Region (out of 17) in Spain as regards the number of foreign schoolchildren. In most public services, there is a coexistence of different communication support solutions, including mostly ad hoc solutions and in some cases trained translators and interpreters or intercultural mediators (Navaza et al. 2009; Ortega Herráez et al. 2009, p. 150; del Pozo Triviño 2013a, p. 118). However, Spanish authorities tend to favour intercultural mediators over other communication support solutions (Martin 2006, p. 146; Ortega Herráez 2006, p. 214). The main objective of the research was to explore the perception that teachers working in the Region of Murcia, have about communication problems with immigrant children and their families, and the need for professionals to face these problems. The specific aims of the study were, among others, to explore the current solutions being applied to address those needs, and the type of communication support teachers would consider more appropriate for their work setting. In order to do so we carried out a questionnaire-based empirical study with the objective of exploring the perceptions of teachers who need support to communicate with non-Spanish speakers in the educational setting within the Region of Murcia. The Region of Murcia was chosen for different reasons, the main one being the high number of immigrant pupils in the Region’s schools, and the fact that a large majority of them come from non-Spanish speaking countries. The questionnaire was self-administered and distributed among 150 Primary public schools via their headmasters. Permission was obtained from the Regional Department of Education and Culture. The sample included schools from every part of the Region of Murcia. The most remarkable data obtained are related to the way teachers communicate with children within the classroom, the main causes for problems with immigrant parents, and the use of ad hoc solutions or non-professional facilitators. The limited scope of our study does not allow us to establish statistically significant conclusions on all the issues explored in relation to communication with immigrant families in the school sector in Spain, or even in the Region of Murcia. Results have confirmed some of the postulated hypotheses while challenging others. The results do seem to confirm the general impression that formal, professional solutions —whether resorting to interpreters or to intercultural mediators— are the exception rather than the rule, suggesting that ad hoc resources, including the use of children as interpreters, are the order of the day. We believe that the views shared by teachers in our study do shed insightful light on the perceptions that teachers have about the nature of their communication problems with immigrant children and their families, and about the type of communication support that they would favour. [Source: Author]
Impacto:   1i- Hunt-Gómez, Coral Ivy & Paz Gómez Moreno. 2015. 7192cit
Agradecimientos:   Record supplied by the Departament de Traducció i Interpretació i Estudis de l'Àsia Oriental (Universitat Autònoma de Barcelona).
2001-2021 Universidad de Alicante DOI: 10.14198/bitra
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