A glimpse into the socialization of bilingual youngsters as interpreters: The case of latino bilinguals brokering communication for their families and immediate communities

• Autores: Claudia V. Angelelli
• Localización: MonTI: Monografías de traducción e interpretación, ISSN 1889-4178, ISSN-e 1989-9335, Nº. 2, 2010 (Ejemplar dedicado a: Applied Sociology in Translation Studies / Sociologia aplicada a la traducció / coord. por Oscar Díaz Fouces , Esther Monzó Nebot ), págs. 81-96
• Idioma: inglés
• DOI: 10.6035/MonTI.2010.2.4
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Los estudios sobre individuos bilingües que actúan como intérpretes para la familia, si bien no se concentran en el desarrollo de aptitudes de traducción e interpretación, contribuyen a nuestro entendimiento acerca de las experiencias de vida que han tenido estos individuos que comienzan a interpretar a edades tempranas (Valdés y Angelelli 2003). Con la excepción de algunas investigaciones (Harris 1977, 1978, 1980, 1992; Toury 1984, 1995) se sabe muy poco acerca de las experiencias de los intérpretes jóvenes y acerca de su socialización como intérpretes de la familia. Dado que muchos de los intérpretes comunitarios de hoy han servido como intérpretes de familia cuando eran pequeños o adolescentes, el poder aprender acerca de las vidas y experiencias de estos individuos permitiría a los investigadores (como así también a los profesores de interpretación) comprender el habitus y la ideología de aquellas personas que podrían asistir a clases de interpretación o que trabajarían como intérpretes. Este trabajo explora algunas de las experiencias y percepciones así como también las controversias que despierta dicho papel y finaliza con algunas sugerencias para incorporar tareas de traducción o interpretación en las escuelas.

  • English

    Work on bilinguals who act as family interpreters, while not focused particularly on the development of translation and interpreting abilities, contributes to our understanding of life experiences of the individuals who begin to interpret early in their lives (Valdés and Angelelli 2003). With some exceptions (Harris 1977, 1978, 1980, 1992; Toury 1984, 1995) very little has been written about the lived experiences of young interpreters and/or about their socialization as family interpreters. Since most of the community interpreters of today were interpreters in their late childhood and adolescence, getting a glimpse into their lives and experiences may help researchers (and teachers of interpreting) understand the habitus and ideology of these individuals who later may populate interpreting classrooms and workplaces. This paper explores some of their experiences and perceptions as well as the controversies surrounding their role. The paper ends with some suggestions for incorporating coursework on translation and interpreting at high school levels.

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