|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Child Interpreting in Social Work: Competence versus Legitimacy|
|Citation:||Lucas S (2015) Child Interpreting in Social Work: Competence versus Legitimacy, Transnational Social Review, 5 (2), pp. 145-160.|
|Abstract:||Child interpreting refers to persons under the age of 18, be it migrant children or children born to migrant parents, who interpret for their parents and other adults who do not share a mutual language. In England, it is estimated that over 300 language varieties are spoken on a daily basis. Within this multilingual context, social workers may work with families with different degrees of English language proficiency, and use an interpreter to facilitate interaction. This article draws upon empirical research from semi-structured interviews with nine social workers in social work settings in England and focuses on their experiences and viewpoints about children who interpret in social work contexts. The social workers approached child interpreting in two main ways, either permitting or prohibiting this practice. The article focuses on the way that the social workers construct understandings about children's competence to interpret, and how they navigate challenges and complexities. The findings illuminate an invisible area of social work practice, and offer a useful way to conceptualize debates about children's competence to act as interpreters, vis-à-vis their ascribed legitimacy.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Competence Article (2015).pdf||174.28 kB||Adobe PDF||Under Embargo until 31/12/2999 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.