School of Language and Culture

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https://hdl.handle.net/10292/554
The study of language, society and culture is at the core of the broad spectrum of knowledge known as the humanities. AUT's School of Language and Culture focuses on language in its widest sense — creative writing, English and its relationship with new media, translation and interpreting, international studies and the importance of intercultural competencies, discourse analysis and language teaching.

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Browsing School of Language and Culture by Author "Crezee, I"

Now showing 1 - 8 of 8
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    Collaboration and Creativity During a Global Pandemic
    (Conference of Interpreter Trainers, 2020-12-21) Major, G; Crezee, I
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    Improving psychological skill in trainee interpreters
    (Conference of Interpreter Trainers (CIT), 2014-07-07) Atkinson, DP; Crezee, I
    The general effects of self-efficacy and explanatory style on performance have been thoroughly researched in the field of psychology. This article is based on Atkinson’s (2012) psychological skill model, which attempts to construct these factors to complement traditional conceptions of interpreter and translator skill, and apply them to interpreter and translator training. This article is a discussion of psychological skill, including factors of self-efficacy, explanatory style, and locus of control, and outlines how self-efficacy and explanatory style can become a focus of interpreter training. Resources to help students conduct self-analysis on their occupational self-efficacy and explanatory style are provided in the appendices, in the form of scales educators can use in their classes. A range of ideas are highlighted to assist students in becoming aware of their psychological skill, and pedagogical suggestions are offered for changing and improving aspects of psychological skill in students.
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    Language shift and host society attitudes: Dutch migrants who arrived in New Zealand between 1950 and 1965
    (Sage Publishers, 2012) Crezee, I
    Language shift and host society attitudes - Dutch migrants who arrived in New Zealand between 1950 and 1965 Abstract A study published in 2010 reported on past and current language use of a group of older Dutch migrants in New Zealand. Respondents interviewed for the study consisted of 30 retired Dutch migrants, all of whom had arrived in New Zealand between 1950 and 1965 when they were aged between 18 and 35 years of age. All respondents were living in the Greater Auckland area and were aged between 65 and 92 at the time of the interview. All respondents were asked questions based on a sociolinguistic life questionnaire and asked about their language use and experiences since migration. Interviews were recorded and information from interviews and questionnaires was supplemented by data collected from participants’ adult children.This paper will focus on respondents’ comments in relation to their motivation to either maintain their L1 Dutch or shift to their L2 English in the home environment. It appeared that external societal attitudes affected respondents’ language use in a number of domains, including the home environment.
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    The Role of Aotearoa New Zealand Midwives As Positive Influencers on Food Literacy With Samoan Families: Report on a Small Auckland-Based Study
    (Nzcom, 2021) Wong Soon, HN; Crezee, I; Rush, E
    Background: Healthy eating is crucial for optimal development during all stage of life and most particularly also during pregnancy. According to Statistics New Zealand [Statistics NZ] (2019) Pasefika people made up 8.1% of the total New Zealand population. Information from the New Zealand Ministry of Health [MOH] (2019a, 2019b) suggests that Pasefika people have the highest levels of food insecurity and the highest levels of obesity. Women are more likely than men to be involved with food preparation, therefore it is important to know to what extent women are aware of what healthy eating means for themselves and their families. Aim: The study aimed to explore an understanding of food literacy among representatives of three generations of women in five Samoan families; how each of the three generations ensured that their dietary intake contributed to their quality of health; and whether knowledge about food literacy was influenced both within and between/across generations Method: The study used a combined Delphi-Talanoa approach to interview fifteen Samoan women about their understandings of food literacy. Findings: Midwives played an important role in helping pregnant Samoan women understand about healthy eating during pregnancy. Women shared what they had learned about healthy eating from their midwives with other female relatives. Learnings taken from midwives included the importance of choosing healthy foods, portion control and physical activity. Conclusion: All study participants who had received antenatal care in New Zealand mentioned the important role of midwives in increasing their understanding of healthy lifestyle choices. All women shared what they had learned from their midwives within their wider family or aiga.
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    Semi-authentic practices for student health interpreters
    (University of Western Sydney, 2015-09-15) Crezee, I
    This paper will briefly describe some pedagogical tools used to provide semi-authentic practices for trainee healthcare interpreters. Such practices facilitate legitimate peripheral participation by a Community of Learners in the Community of Practice (Lave and Wenger, 1991; Wenger, 1998, 2000). Special emphasis will be placed on the importance of shared pre-professional practice, and two examples of this will be described in some detail. The pedagogical tools outlined in this paper can be easily replicated by interpreter educators internationally.
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    Teaching interpreters selfcare
    (Conference of Interpreter Trainers (CIT), 2015-05-31) Crezee, I; Atkinson, DP; Pask, R; Au, P; Wong, S
    Personal factors as well as the nature of certain assignments may negatively impact interpreters and cause stress. The authors sought to examine the various stressors that affect interpreters. They argue that if interpreters are able to identify a potential stressor early on, they may be able to address it through self-care. In the worst-case scenario, ongoing and unaddressed negative impact may result in burnout, at which stage professional assistance will be required and there may be long-term consequences. The authors propose an approach aimed at helping interpreters recognize signs of being negatively impacted, as well as teaching them self-care techniques, so as to reduce the deleterious effects of the stressors they face.
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    The complexities of interpreting in refugee contexts: An examination of issues and practice
    (AUT Tangible Media, 2011) Crezee, I; Hayward, M; Julich, S
    Interpreters working with refugees experience a complex working environment. They are sometimes required to interpret traumatic material, and those who are refugees themselves might be coping with their own traumatic histories or Post Traumatic Stress Disorder (PTSD). This paper reports the results of a survey that investigates the interpreting experience and the vulnerability of interpreters to vicarious traumatisation or re-traumatisation. Further, it investigates the training and preparation of interpreters who are working in such environments and explores the requirements of other professionals involved with these interpreters.
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    Thrown in the deep end: challenges of interpreting informal paramedic language
    (School of Humanities and Communication Arts, Western Sydney University’, 2016) Crezee, I; Grant, L
    At the authors’ university, interpreting pedagogies reflect the situated-learning theories proposed by Lave and Wenger (1991) and others especially in specialized areas such as health and legal interpreting. This paper reports on a project where health interpreting students in a language-neutral cohort were given the opportunity to practise interpreting with the aid of authentic material involving paramedic-patient interactions. Authentic audiovisual clips were posted online. Pauses and blank screens were inserted at points where the speakers took turns, to allow student interpreters to record their interpretation with minimal disruption. Recordings were anonymized and detailed feedback was given by language-specific markers following performance-based criteria. Formative feedback was passed on for students to reflect on their performance. Error analysis was carried out to measure students’ performance when interpreting natural language. Student responses were gauged using pre- and post-intervention surveys. Students enjoyed being able to face actual challenges of interpreting ‘in the setting’, with the added advantage of receiving formative feedback that enabled them to reflect upon and improve their performance. One of the main challenges identified was that of interpreting informal paramedic discourse in a manner that was culturally appropriate, achieving pragmatic equivalence (Hale, 2014).
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