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Interpreted investigative interviews: What do interpreters want police investigators to know?

Citation

Howes, LM, Interpreted investigative interviews: What do interpreters want police investigators to know?, 37th annual congress of the Australian and New Zealand Association of Psychiatry, Psychology and Law (ANZAPPL), Perth, Australia (2017) [Conference Extract]


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Abstract

This presentation discusses police investigative interviews and procedural justice. Procedural justice encompasses neutrality, which refers to the absence of bias, particularly in police dealings with minority groups. Interpreters play an essential role in facilitating communication between the police and people who are not proficient in the language. Yet research findings suggest that interpretersí presence, behaviour, and interpreting choices can impact negatively on the fairness of police investigative interviews. This study explored the under-researched topic of interpretersí experiences of police investigative interviews. Twenty community interpreters from diverse languages participated in interviews. Transcripts were analysed thematically. Interpretersí accounts demonstrated the perception that effective interpreting is impeded both by practical issues within the investigative interviewing context, and by systemic issues in the structure of the interpreting profession. Practical implications to enhance the fairness of interpreted interviews include the need to understand the structure of the interpreting profession, and suggestions for working effectively with interpreters throughout the interpreting assignment.

Item Details

Item Type:Conference Extract
Keywords:interpreters, police interviews, procedural justice
Research Division:Studies in Human Society
Research Group:Criminology
Research Field:Police Administration, Procedures and Practice
Objective Division:Law, Politics and Community Services
Objective Group:Justice and the Law
Objective Field:Criminal Justice
UTAS Author:Howes, LM (Dr Loene Howes)
ID Code:123176
Year Published:2017
Deposited By:Office of the School of Social Sciences
Deposited On:2017-12-19
Last Modified:2020-02-13
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