الصعوبات التي تواجه مترجمي لغة الإشارة للصم من وجهة نظرهم

نوع المستند : بحوث فی مجال المناهج وطرق التدریس

المؤلف

أستاذ مساعد - عميد کلية التربية- جامعة شقراء السعودية

المستخلص

هدفت الدراسة التعرف على الصعوبات التي تواجه مترجمي لغة الإشارة للصم في المملکة العربية السعودية من وجهة نظرهم، وقد استخدم المنهج الوصفي، وتم تصميم استبانة خاصة، طبقت على عينة مکونة من ((19 مترجماً للغة الإشارة للصم في بعض مناطق ومحافظات المملکة العربية السعودية، و أظهرت نتائج الدراسة أن أبرز الصعوبات التي تواجه هؤلاء المترجمين (العزلة) حيث بلغ المتوسط الحسابي (4.45)، تلتها (الصعوبات المهنية) حيث بلغ المتوسط الحسابي (4.32)، ثم (الصعوبات في التدريب و التأهيل) حيث بلغ المتوسط الحسابي (4.31)، (فالصعوبات النفسية) حيث بلغ المتوسط الحسابي (4.15)، وأخيراً) الصعوبات الجسدية والصحية) حيث بلغ المتوسط الحسابي (3.85). کما کانت أبرز الإيجابيات لمترجمي لغة الإشارة للصم کانت خدمة مجتمعية للصم بنسبة (16%)، و أبرز السلبيات کانت العائد المادي غير المجزي بنسبة25.9) %).
Major Obstacles Confronting Sign Language Interpreters for Deaf according
to the perspective of Interpreters
Abstract:
This study was conducted to identify the main obstacles confronting sign language Interpreters for Deaf in the Kingdom of Saudi Arabia according to the perspective Interpreters. The researcher developed a questionnaire and administered a study sample of (19) sign Language interpreters for deaf. Most important difficulties associated with professional (isolation) the average was (4.45), followed by factors( job stress) the average was (4.32), then (the difficulties in training and training) the average was (4.31), next the (difficulties in psychological job distress) the average was (4.15), Lastly (difficultiesassociated with physical and healthy problems) the average was (3.85). the highlight positive associated with serve the community the average was (16%), the highlight negative associated with insufficient reward was (25,9%).

الكلمات الرئيسية

الموضوعات الرئيسية


أولاً: المراجع العربیة
الاتحاد العربی للهیئات العاملة مع الصم1979) ). النظام الأساسی للاتحاد العربی للهیئات العاملة فی رعایة الصم. دمشق: سوریا.
الجمعیة العامة للأمم المتحدة 2006)). اتفاقیة حقوق الأشخاص ذوی الإعاقة، وبروتوکولها الاختیاری.-المادة 24-.
وزارة المعارف (1420). خطاب رقم247/27 وتاریخ 29/1/1420بشأن إعارة مجموعة من مترجمی لغة الإشارة للصم من وزارة المعارف إلى وزارة الثقافة والإعلام.
وزارة المعارف (1426). خطاب رقم82987/6 وتاریخ 19/2/1426هـ بشأن إعارة مجموعة من مترجمی لغة الإشارة للصم من وزارة المعارف إلى کلیة الاتصالات وتقنیة المعلومات.
وزارة الخدمة المدنیة (1428هـ). سلسلة فئات وظائف مترجمی لغة الإشارة للصم. الریاض، المملکة العربیة السعودیة.
المجلس الأعلى لشؤون الأسرة (2005). القاموس الإشاری العربی للصم الجزء الثانی. الدوحة: قطر.
المنظمة العربیة للتربیة والثقافة والعلوم (2001). القاموس الإشاری العربی للصم تونس.
الترکی، یوسف بن سلطان (2005). تربیة وتعلیم التلامیذ الصم وضعاف السمع. الریاض: المملکة العربیة السعودیة ص.ب 91603 .
الترکی، یوسف بن سلطان (2006). التعلیم الثنائی للتلامیذ الصم. الریاض: المملکة العربیة السعودیة ص.ب 91603 .
الترکی، یوسف بن سلطان (2008). ثقافة مجتمع الصم. الریاض: المملکة العربیة السعودیة ص.ب 91603 .
الترکی، یوسف بن سلطان (2009). مترجمو لغة الإشارة للصم. الریاض: المملکة العربیة السعودیة ص.ب91603 .
ثانیاً: المراجع الأجنبیة
Abdel, F., Shanikat, H. (2014). Assessing the Level of Performance of Sign Language Interpreters From Impaired Hearing Students Perspectives at Public and Private Jordanian University. International Education Studies. Vol7, No12, p53.
Antia, S. D., & Kriemeyer, K. H. (2001). The role of interpreters in inclusive classrooms. American Annals of the Deaf, 146(4), 355-365.
American Counseling Association. (2011). Fact Sheet #9: Vicarious trauma. Retrieved from http://www.counseling.org/docs/trauma-disaster/fact-sheet-9---vicarioustrauma. pdf?sfvrsn=2
Bontempo,K.,&Napier, J.(2009). Getting it right from the start: Program admission testing of signed language interpreters. In C. Angelleli & H. jacobson (Eds.), Testing and Assessment in Translation and Interpreting. Amsterdam: John Benjamins.
Bontempo,K.,& Napier, J.(2011). Evaluating emotional stability as a predictor of interpreter competence and aptitude for interpreting. Interpreting, 13,85-105.
Bower, K. (2013). Stress and burnout in Video Relay Service Interpreting. Registry of Interpreters for the Deaf Views, 30,           18-19.
Burch, D.(1999). Essential Competencies, Responsibilities, and Education of Sign Language Interpreters in Pre-College Educational Settings. (Ph. D. dissertation) United States, Southern University and Agricultural and Mechanical College of Louisiana.
Donner, A.(2012). A Biomechanical Assessment of Early and Late Sign Language Learners: Impact on Work Style and Musculoskeletal Disorder Risk. Rochester Institute of Technology.
Freeman, J. K., & Rogers, J. L. (2010). Identifying movement patterns and severity of associated pain in sign language interpreters. College Student Journal, 44(2), 325-339.
Frishberg, N. (1990). Interpreting: An introduction. Silver Spring, MD: RID Publications.  
Gallaudet Research Institute.( 2010). Annual Survey of Deaf and Hard of Hearing Children and Youth. Gallaudet University, 800, Florida Avenue NE. Washington, DC 20002-3695.
Gustason, G. (1985). Interpreters entering public school employment. American Annals of the Deaf, 130, 265-271.
Heller, B. Stansfield, M., Stark, G., & Langholtz, D. (1986). Sign language interpreter stress: An exploratory study. In Proceedings of the 1985 Convention of the American Deafness and Rehabilitation Association. Little Rock, AK: ADARA.
Hayes, P. (1991). Educational Interpreters for Deaf Students: Their Responsibilities, Problems, and Concerns. (Ed. D. dissertation) U.S, Pennsylvania University of Pittsburgh.
Jones, Bernhardt Ecman. Proquest Dissertation and Theses. (1993). Section 0099, Part 0529-158 pages: (Ed.D. dissertation). U.S, Kansas: University of Kansas.
Lewis, L., Farris, E., & Greene, B. (1994). Deaf and hard of hearing students in postsecondary education (NCES 94-394). Washington, DC: U.S. Government Printing Office.
Maslach, C. (1982). Burnout: The cost of caring. Englewood Cliffs, NJ:  Prentice-Hall.
MacDonald, J. L. (2015). Vicarious trauma as applied to the professional sign language
Maslach, C. (1982). Burnout: The cost of caring. Englewood Cliffs, NJ:Maslach, C., & Leiter, M. P. (1997, 2008). The truth about burnout: How organizations
      MD: National Association of the Deaf.
Monn, E. (2002). Interpreter Education Programs: Implementation of the Education Standards of the Conference of Interpreter Trainers. (Ph. D. dissertation). U.S, Gallaudet University & District of Columbia.
Napter,J.,Mckee,R.,& Goswell, D.(2006). Sign language interpreting: Theory and practice in Australia and New Zealand. Sydney: Federation press.
Napier, J., Mckee, R.,& Goswell, D. (2010). Sign language interpreting: Theory and practice in Australia and New Zealand. Sydney: Federation press.
Napier, J., Barker, R. (2004). Accessing University Education Perceptions, Preferences, and Expectations for Interpreting by Deaf Students. Journal of Deaf Studies and Deaf Education, v9-n2, pp228-238.
MacDonald, J. L. (2015). Vicarious trauma as applied to the professional sign language interpreter. Montview Liberty University Journal of Undergraduate Research , 1(1). Retrieved from http://digitalcommons.liberty.                    edu/montview/vol1/iss1/6/
Maslach, C., & Leiter, M. P. (1997, 2008). The truth about burnout: How organizations cause personal stress and what to do about it (2nd ed.). San Francisco, CA: Jossey-Bass.
Powell, D. (2013). A Case Study of Two Sign Language Interpreters Working in Post-Secondary Education in New Zealand. International Journal of Teaching and Learning in Higher Education, v25, n3, pp297-304.
Qin, J., Marshall, M., Mozrall, J., & Marschark, M. (2008). Effects of pace and stress on upper extremity kinematic responses in sign language interpreters. Ergonomics, 51, 274-289. doi: 10.1080/00140130701617025
Registry of Interpreters for the Deaf, Inc. (2012). Retrieved from http://www.rid.org
Roziner, I., & Shlesinger, M. (2010). Much ado about something remote. Interpreting 12, 214-247. doi: 10.1075/intp.12.2.05ro ­
Schick, B. (2005). How might learning through an educational interpreter influence cognitive development? In E. Winston (Ed.), Educational interpreting: The questions we should be asking (pp. 73–87). Washington, DC: Gallaudet University Press
Solow, N. S. (1996). Sign language interpreting: A basic resource book. Silver Spring, MD: National Association of the Deaf.
Stuckless, R., Ashmore, D., Schroedel, J., & Simon, J. (1997). Introduction. A report of the National Task Force on Quality of Services in the Postsecondary Education of Deaf and Hard of Hearing Students. Rochester, N.Y.: Northeast Technical Assistance Center, Rochester Institute of Technology.
Vernon, M., & Andrews, J. (1990). The psychology of deafness: Understanding deaf and hard of hearing people. New York: Longman.
Vigor, J. (2012). Vicarious trauma and the professional interpreter. The trauma & mental health report. Retrieved from: http://trauma.blog.yorku.ca/2012/01/ vicarious-trauma-and-the-professional-interpreter/
Wang, J. (2013). Bilingual working memory capacity in professional Auslan/English interpreters. Interpreting. 15(2) , 139-167.
Wang,J.,& Napier, J.(2013). Signed language working memory capacity of signed language interpreters and deaf signers. Journal of Deaf studies & Deaf Education, 18,271-286.
Witter-Merithew, A., & Johnson, L. (2004). Market disorder within the field of sign language interpreting: Professionalization implications. Journal of Interpretation, 14, 19-55.
Witter-Merithew, A. (2012, March 13). Sign language interpreters: Breaking down silos through reflective practice. Streetleverage. Retrieved from: http://www.streetleverage.com/2012/03/sign-language-interpreters-reflectivepractice/
Whitaker, Cynthia L.(2006). Proquest Dissertations And Theses.
Section 0960, Part 0622 78 pages; [Psy.D. dissertation].United States,  New Hampshire: Antioch New England Graduate School.
 Wit M. de (2008) Het beroep tolk gebarentaal, (in English, The sign language inter preter profession) Enschede, Gildeprint Drukkerijen.
Yarger, C. C. (2001). Educational interpreting: Understanding the rural experience. American Annals of the Deaf, 146(1), 16-30.