Reconceptualizing educational interpreting: A case study in US K–12 classrooms
DOI:
https://doi.org/10.7203/Just.3.27560Palabras clave:
interpretación en contextos educativos, estudiantado de inglés como lengua extranjera, primaria y secundaria, funciones y responsabilidades, acceso lingüístico
Resumen
Para garantizar el derecho a la educación, en los Estados Unidos de América del Norte se ofrecen servicios de interpretación a grupos de estudiantes de inglés como lengua extranjera para que puedan acceder a distintas oportunidades educativas. Este estudio de caso cualitativo profundiza en la naturaleza de esos servicios de interpretación, centrándose en las diversas funciones asumidas por las y los intérpretes en las aulas de primaria y secundaria (K-12) en un distrito escolar público del noreste de los Estados Unidos. Los datos se recabaron a través de entrevistas y documentación, y se analizaron temáticamente siguiendo un método comparativo. El estudio revela perfiles distintos entre el estudiantado, entre ellos, estudiantes que habían interrumpido sus estudios, que presentaban posibles problemas de aprendizaje y que exhibían una preparación académica diversa. Aunque, en principio, las y los intérpretes deben interpretar las clases para facilitar el acceso a la formación reglada, en la práctica, suelen ir más allá y asumir funciones de apoyo escolar, mediación y asesoría socioemocional. Esta asunción de funciones añadidas se debe, en parte, a la interacción inherente entre el aprendizaje de contenidos y la adquisición de la lengua en un entorno educativo y, en parte, a las experiencias compartidas y a la empatía de las y los intérpretes hacia el estudiantado. El artículo aboga por una reconceptualización de las funciones y responsabilidades de las y los intérpretes y por ofrecer programas de formación más amplios que reflejen sus prácticas cotidianas. Además, defiende un cambio hacia una interpretación consciente de las diferencias culturales y que reconozca la naturaleza multilingüe y multicultural de los entornos educativos.
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Biografía del autor/a
Xinyue Zuo, University of Massachusetts Amherst
Cristiano Mazzei, University of Massachusetts Amherst
Denise Ives, University of Massachusetts Amherst
Citas
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