A SCHOLARLY BOOK REPOSITORY
As sign language interpreting has emerged and evolved in the last 20 years as an academic field of study, the scope of learning has broadened to include fields beyond the language and culture of deaf people. This text surveys six disciplines that have informed the study of sign language interpreting: history, translation, linguistics, sociology, social psychology, and cognitive psychology, along with their major ideas, principal scholars, and ways of viewing human interaction. Each chapter includes clear learning goals, definitions, discussion questions, and images to aid understanding. The Academic Foundations of Interpreting Studies is required reading for upper-level undergraduate or first-year graduate students in interpreting, Deaf studies, and sign language programs.
Winston and Fitzmaurice argue massive systemic paradigm shifts in interpreted educations are as needed now as they were when the first volume was published, and that these changes require the collaborative efforts of everyone on the educational team, including: administrators, general education teachers, teachers of the deaf, interpreters, and counselors. The contributors to this volume address research-based challenges and make recommendations for how interpreting practitioners, and all members of the educational team, can enact meaningful changes in their work towards becoming part of a more comprehensive solution to deaf education.
Picking up where Innovative Practices in Teaching Sign Language Interpreters left off, this new collection presents the best new interpreter teaching techniques proven in action by the eminent contributors assembled here. In the first chapter, Dennis Cokely discusses revising curricula in the new century based upon experiences at Northeastern University. Jeffrey E. Davis delineates how to teach observation techniques to interpreters, while Elizabeth Winston and Christine Monikowski suggest how discourse mapping can be considered the Global Positioning System of translation.
In other chapters, Laurie Swabey proposes ways to handle the challenge of referring expressions for interpreting students, and Melanie Metzger describes how to learn and recognize what interpreters do in interaction. Jemina Napier contributes information on training interpreting students to identify omission potential. Robert G. Lee explains how to make the interpreting process come alive in the classroom. Mieke Van Herreweghe discusses turn-taking and turn-yielding in meetings with Deaf and hearing participants in her contribution. Anna-Lena Nilsson defines “false friends,” or how contextually incorrect use of facial expressions with certain signs in Swedish Sign Language can be detrimental influences on interpreters. The final chapter by Kyra Pollitt and Claire Haddon recommends retraining interpreters in the art of telephone interpreting, completing Advances in Teaching Sign Language Interpreters as the new authoritative volume in this vital communication profession.
In Conversations with Interpreter Educators, Monikowski assembles a group of 17 professors in the field of sign language interpretation. Through individual interviews conducted via Skype, Monikowski engages them in informal conversations about their teaching experiences and the professional publications that have influenced their teaching philosophies. She guides each conversation by asking these experts to share a scholarly publication that they assign to their students. They discuss the merits of the text and its role in the classroom, which serves to highlight the varying goals each professor sets for students. The complexity of the interpreting task, self-reflection, critical thinking, linguistics, backchannel feedback, and cultural understanding are a sampling of topics explored in these exchanges. Engaging and accessible, Monikowski’s conversations offer evidence-based practices that will inform and inspire her fellow educators.
“The moment when a society must contend with a powerful language other than its own is a decisive point in its evolution. This moment is occurring now in American society.” Cynthia Peters explains precisely how American Sign Language (ASL) literature achieved this moment by tracing its past and predicting its future in Deaf American Literature: From Carnival to the Canon.
Peters connects ASL literature to the literary canon with the archetypal notion of carnival as “the counterculture of the dominated.” Throughout history, carnivals have been opportunities for the “low,” disenfranchised elements of society to displace their “high” counterparts. Citing the Deaf community’s long tradition of “literary nights” and festivals like the Deaf Way, Peters recognizes similar forces at work in the propagation of ASL literature. The agents of this movement, Deaf artists and ASL performers—“Tricksters,” as Peters calls them—jump between the two cultures and languages. Through this process, they create a synthesis of English literary content reinterpreted in sign language, which raises the profile of ASL as a distinct art form in itself.
In this trailblazing study, Peters applies her analysis to the craft’s landmark works, including Douglas Bullard’s novel Islay and Ben Bahan’s video-recorded narrative Bird of a Different Feather. Deaf American Literature, the only work of its kind, is its own seminal moment in the emerging discipline of ASL literary criticism.
Deaf Eyes on Interpreting brings Deaf people to the forefront of the discussions about what constitutes quality interpreting services. The contributors are all Deaf professionals who use interpreters on a regular basis, and their insights and recommendations are based on research as well as on personal experiences. These multiple perspectives reveal strategies to maximize access to interpreted work and hearing environments and to facilitate trust and understanding between interpreters and Deaf consumers. Interpreter educators, interpreting students, professional interpreters, and Deaf individuals will all benefit from the approaches offered in this collection.
This incisive book explores the current state of educational interpreting and how it is failing deaf students. The contributors, all renowned experts in their field, include former educational interpreters, teachers of deaf students, interpreter trainers, and deaf recipients of interpreted educations.
Educational Interpreting presents the salient issues in three distinct sections. Part 1 focuses on deaf students—their perspectives on having interpreters in the classroom, the language myths that surround them, the accessibility of language to them, and their cognition. Part 2 raises questions about the support and training that interpreters receive from the school systems, the qualifications that many interpreters bring to an interpreted education, and the accessibility of everyday classrooms for deaf students placed in such environments. Part 3 presents a few of the possible suggestions for addressing the concerns of interpreted educations, and focuses primarily on the interpreter.
The contributors discuss the need to (1) define the core knowledge and skills interpreters must have and (2) develop standards of practice and assessment. They also stress that interpreters cannot effect the necessary changes alone; unless and until administrators, parents, teachers, and students recognize the inherent issues of access to education through mediation, little will change for deaf students.
This volume brings together a cadre of world-renowned interpreting educators and researchers who conduct a rich exploration of paradigms, both old and new, in interpreter education. They review existing research, explicate past and current practices, and call for a fresh look at the roots of interpreter education in anticipation of the future. Expert commentary accompanies each chapter to provide a starting point for reflection on and discussion of the growing needs in this discipline.
Volume coeditor Christine Monikowski begins by considering how interpreter educators can balance their responsibilities of teaching, practice, and research. Her chapter is accompanied by commentary about the capacity to “academize” what has been thought of as a semi-profession. Helen Tebble shares research on medical interpreting from an applied linguistic perspective. Terry Janzen follows with the impact of linguistic theory on interpretation research methodology. Barbara Shaffer discusses how interpreting theory shapes the interpreter’s role. Elizabeth A. Winston, also a volume coeditor, rounds out this innovative collection with her chapter on infusing evidence-based teaching practices into interpreting education. Noted interpreter educators and researchers also provide an international range of insights in this collection, including Rico Peterson, Beppie van den Bogaerde, Karen Bontempo, Ian Mason, Ester Leung, David Quinto-Pozos, Lorraine Leeson, Jemina Napier, Christopher Stone, Debra Russell, and Claudia Angelelli.
Deaf Americans have identified healthcare as the most difficult setting in which to obtain a qualified interpreter. Yet, relatively little attention has been given to developing evidence-based resources and a standardized body of knowledge to educate healthcare interpreters. In Our Hands: Educating Healthcare Interpreters addresses these concerns by delineating the best practices for preparing interpreters to facilitate full access for deaf people in healthcare settings.
The first section of this volume begins with developing domains and competencies toward a teaching methodology for medical and mental health interpreters. The next chapter describes a discourse approach that relies on analyzing actual transcripts and recordings to train healthcare interpreters. Other chapters feature a model mental health interpreter training program in Alabama; using a Demand-Control Schema for experiential learning; the risk of vicarious trauma to interpreters; online educational opportunities; and interpreting for deaf health care professionals. The second section offers four perspectives on education, including healthcare literacy of the clients; the education of Deaf interpreters; the development of standards for spoken-language healthcare interpreters; and the perspectives of healthcare interpreter educators in Europe. The range and depth of In Our Hands takes significant strides in presenting educational opportunities that can enhance the critical services provided by healthcare interpreters to deaf clients.
Researchers now understand interpreting as an active process between two languages and cultures, with social interaction, sociolinguistics, and discourse analysis as more appropriate theoretical frameworks. Roy’s penetrating new book acts upon these new insights by presenting six dynamic teaching practices to help interpreters achieve the highest level of skill.
Jeffrey Davis illustrates the translation skills that form the basis for teaching consecutive and simultaneous interpreting to help students understand the intended meaning of the source message, and also the manner in which listeners understand it. Rico Peterson demonstrates the use of recall protocols, which can be used to teach metacognitive skills and to assess the student’s sign language comprehension. Finally, Janice Humphrey details the use of graduation portfolios, a valuable assessment tool used by faculty to determine a student’s level of competency. These imaginative techniques in Innovative Practices promise gains in sign language interpreting that will benefit teachers, students, and clients alike in the very near future.
The Fourth Volume in the Interpreter Education Series
From the moment the World Association of Sign Language Interpreters (WASLI) was established in 2005, an overwhelming wave of requests from around the world arrived seeking information and resources for educating and training interpreters. This new collection provides those answers with an international overview on interpreter training from experts in Austria, Australia, Brazil, Canada, Fiji, Finland, Ireland, Japan, Kenya, Kosovo, the Netherlands, New Zealand, Scotland, Sweden, and the United States. Whether from income-rich or income-poor countries, the 31 contributors presented here provide insights on how sign language interpreter training has developed in each nation, and also how trainers have dealt with the difficulties that they encountered.
Many of the contributors relate the movement away from ad hoc short courses sponsored by Deaf communities. They mark the transition from the early struggles of trainers against the stigmatization of sign languages to full-time degree programs in institutions of higher education funded by their governments. Others investigate how culture, religion, politics, and legislation affect the nurturing of professional sign language interpreters, and they address the challenges of extending training opportunities nationally through the use of new technology. Together, these diverse perspectives offer a deeper understanding and comparison of interpreter training issues that could benefit the programs in every nation.
Initiatives described in this collection range from the implementation of on-demand interpreting using iPad technology to create personalized, small-group, multidimensional models suited to digital media for 160 languages; introducing students to interpreting in a 3D world through an IVY virtual environment; applying gaming principles to interpreter education; assessing the amenability of the digital pen in the hybrid mode of interpreting; developing multimedia content for both open access and structured interpreter education environments; to preparing interpreting students for interactions in social media forums, and more. Interpreter Education in the Digital Age provides a context for the application of technologies in interpreter education from an international viewpoint across languages and modalities.
The work of interpreters in legal settings, whether they are spoken or signed language interpreters, is filled with enormous complexity and challenges. This engrossing volume presents six, data-based studies from both signed and spoken language interpreter researchers on a diverse range of topics, theoretical underpinnings, and research methodologies.
In the first chapter, Ruth Morris analyzes the 1987 trial of Ivan (John) Demjanjuk in Jerusalem, and reveals that what might appear to be ethical breaches often were no more than courtroom dynamics, such as noise and overlapping conversation. Waltraud Kolb and Franz Pöchhacker studied 14 asylum appeals in Austria and found that interpreters frequently aligned themselves with the adjudicators. Bente Jacobsen presents a case study of a Danish-English interpreter whose discourse practices expose her attempts to maintain, mitigate, or enhance face among the participants.
In the fourth chapter, Jemina Napier and David Spencer investigate the effectiveness of interpreting in an Australian courtroom to determine if deaf citizens should participate as jurors. Debra Russell analyzed the effectiveness of preparing sign language interpreter teams for trials in Canada and found mixed results. The final chapter presents Zubaidah Ibrahim-Bell’s research on the inadequate legal services in Malaysia due to the fact that only seven sign interpreters are available. Taken together, these studies point to a “coming of age” of the field of legal interpreting as a research discipline, making Interpreting in Legal Settings an invaluable, one-of-a-kind acquisition.
Each chapter features discussion questions and prompts that interpreter educators can use in the classroom. While intended as a foundational text for use in courses, this body of work also provides insight into the current state of the legal interpreting field and will be a valuable resource for scholars, practitioners, and consumers.
The latest addition to the Interpreter Education series expands the tools available to instructors with six new, vital chapters on new curricula and creative teaching methods. Series editor Cynthia B. Roy leads the way by calling for the use of a discourse-oriented curriculum for educating interpreters. In the following chapter, Claudia Angelelli outlines the bottom-line principles for teaching effective health-care interpreting, postulating a model that depends upon the development of skills in six critical areas: cognitive-processing, interpersonal, linguistics, professional, setting-specific, and sociocultural. Risa Shaw, Steven D. Collins, and Melanie Metzger collaborate on describing the process for establishing a bachelor of arts program in interpreting at Gallaudet University distinct from the already existent masters program.
In the fourth chapter, Doug Bowen-Bailey describes how to apply theories of discourse-based interpreter education in specific contexts by producing customized videos. Jemina Napier blends three techniques for instructing signed language interpreters in Australia: synthesizing sign and spoken language interpreting curricula; integrating various interpreting concepts into a theoretical framework; and combining online and face-to-face instruction. Finally, Helen Slatyer delineates the use of an action research methodology to establish a curriculum for teaching ad hoc interpreters of languages used by small population segments in Australia.
Alley considers the question of how VRS fits into the professional field of interpreting, and discovers that—regardless of the profit-focused mentality of VRS providers—interpreters make decisions with the goal of creating quality customer service experiences for deaf consumers, even if it means “breaking the rules.” Her findings shed light on the decision-making process of interpreters and how their actions are governed by principles of self-care, care for colleagues, and concern for the quality of services provided. Professional Autonomy in Video Relay Service Interpreting is essential reading in interpreter education courses and interpreter training programs.
Through a series of qualitative interviews and quantitative questionnaires with district administrators, school administrators, general education teachers, and teachers of the deaf, Fitzmaurice documents their perceptions of educational interpreters. Findings from the data reveal the perceptions of administrators and teachers set the stage for role ambiguity, role conflicts, and subsequent role overload for educational interpreters. Fitzmaurice elaborates on the implications of the research, and also provides concrete recommendations for researchers and practitioners, including an emphasis on the importance of involving the Deaf community in this work. This volume aims to offer clarity on the role of the educational interpreter, and dispel the confusion and conflicts created by divergent perspectives. A shared understanding of the role of the educational interpreter will allow administrators, teachers, and interpreters to work collaboratively to improve educational outcomes for deaf students.
Former golf pro Amy Kellen, recently widowed and the mother of a three-year-old daughter, hoped that her new job as a video relay service interpreter for deaf clients would bring stability into her life. She also wished to stay close to the Deaf community that meant so much to her late husband, who was deaf. Little did she know, however, that her new profession would cause her to witness the vicious killing of a deaf client during a video call. In this way author T. J. Waters thrusts Amy into a murder mystery that catches her up in intersecting worlds of intrigue—Internet scams, burglaries, and presidential politics—all connected through the rich Deaf community in Washington, DC.
During the investigation, Amy meets local detective Mike Seer and Secret Service agent Heath Rasco. Despite Seer’s insistence, she refuses to violate her professional ethics and discuss the content of the fatal call. Agent Rasco, who is hard of hearing, admires her commitment to her deaf clients. Amy admits her own attraction to the agent, but her first concern is to learn more about how her client, a respected deaf political strategist, was killed. Her pursuit causes her to witness two more murders and discover a third. She also finds herself and her daughter the targets of assassins. Secret Signs brings these extraordinary elements together in an electrifying combination that promises to surprise and satisfy.
Institutions of higher learning around the nation have embraced the concept of student civic engagement as part of their curricula, a movement that has spurred administrators in various fields to initiate programs as part of their disciplines. In response, sign language interpreting educators are attempting to devise service-learning programs aimed at Deaf communities. Except for a smattering of journal articles, however, they have had no primary guide for fashioning these programs. Sherry Shaw remedies this in her new book Service Learning in Interpreter Education: Strategies for Extending Student Involvement in the Deaf Community.
Shaw begins by outlining how to extend student involvement beyond the field experience of an internship or practicum and suggests how to overcome student resistance to a course that seems atypical. She introduces the educational strategy behind service-learning, explaining it as a tool for re-centering the Deaf community in interpreter education. She then provides the framework for a service-learning course syllabus, including establishing Deaf community partnerships and how to conduct student assessments.
Service Learning in Interpreter Education concludes with first-person accounts from students and community members who recount their personal and professional experiences with service learning. With this thorough guide, interpreter education programs can develop stand-alone courses or modules within existing coursework.
Sign Language Interpreting relies upon an interactional sociolinguistic approach to ask fundamental questions regarding interpreter neutrality. First, do interpreters influence discourse, and if so, how? Also, what kind of expectations do the participants bring to the event, and what do the interpreters bring to discussions? Finally, how do their remarks affect their alignment with participants in the interaction? Using careful assessments of how these interviews were framed, and also re-interviewing the participants for their perspectives, this penetrating book discloses the ways in which interpreters influence these situations. It also addresses the potential implications of these findings regarding sign language interpretation in medical, educational, and all other general interactions. Interpreter trainers and their students will join certified interpreters and Deaf studies scholars in applauding and benefiting from the fresh ground broken by this provocative study.
Each chapter provides students with objectives, keywords, and discussion questions. The chapters convey clear information about topics that include credentialing, disposition and aptitude for becoming an interpreter, interpreting for people who are DeafBlind, and working within specialty settings, such as legal and healthcare. A key resource for interpreter certification test preparation, this text follows the interpreter’s ethical, practical, and professional development through a career of lifelong learning and service.
The contributors explore other important topics in interpreter education including ethics, Deaf translation, performance evaluation, consecutive and simultaneous interpreting, discourse analysis, critical thinking, curriculum sequencing, the social construction of learning, and mentoring. Through this collaborative approach featuring more than thirty scholars, Signed Language Interpreting Pedagogy presents a wealth of theoretical and practical information for interpreter educators and their students.
The book begins by investigating various "levels" of language-high and low style, prose and poetry-and the ways in which these have been used historically to mark social positions and relationships. It next considers some of the political and historical implications of dialogue theatre, as well as theatre that literally employs several languages, from classical Greek examples to the postmodern era. Carlson treats with special attention the theatre of the postcolonial world, and especially the triangulation of the local language, the national language, and the colonial language, drawing on examples of theatre in the Caribbean, Africa, Australia, and New Zealand. Finally, Carlson considers the layering of languages in the theatre, such as the use of supertitles or simultaneous signing.
Speaking in Tongues draws important social and political conclusions about the role of language in cultural power, making a vital contribution to the fields of theatre and performance.
Marvin Carlson is Sidney E. Cohn Professor of Theatre and Comparative Literature, CUNY Graduate Center. He is author of Performance: A Critical Introduction; Theories of the Theatre: A Historical and Critical Survey, from the Greeks to the Present; and The Haunted Stage: The Theatre as Memory Machine, among many other books.
As access to deaf people grows around the world, a new profession has begun to emerge as well, that of Deaf translators and interpreters (T/Is). In his new study Toward a Deaf Translation Norm, Christopher Stone explores this innovation, including its antecedents and how it is manifested in public places. Most importantly, Stone investigates whether or not a translation norm has evolved for Deaf T/Is as increasing numbers of them work in the mainstream translating for websites, public services, government literature, and television media.
For his study, the sixth volume in the Studies in Interpretation series, Stone concentrated his research in the United Kingdom. Specifically, he examined the rendering of English broadcast television news into British Sign Language (BSL) by both Deaf and hearing T/Is. Segments of the data feature simultaneous Deaf and hearing in-vision T/I broadcasts. Recording these broadcasts produced a controlled product that enabled direct comparison of the Deaf and hearing T/Is. Close analysis of these examples revealed to Stone that Deaf T/s not only employ a Deaf translation norm, they take labors to shape their BSL text into a stand-alone product rather than a translation. Ultimately, Toward a Deaf Translation Norm opens up engrossing new vistas on current deliberation about neutrality in translation and interpretation.
The Third Volume in the Studies in Interpretation Series
This new volume focuses on scholarship over a refined spectrum of issues that confront interpreters internationally. Editors Melanie Metzger and Earl Fleetwood call upon researchers from the United States, Ireland, Australia, and the Philippines to share their findings in six chapters.
In the first chapter, Roberto R. Santiago and Lisa A. Frey Barrick reveal how interpreters deal with translating source language idioms into American Sign Language (ASL). In Chapter 2, Lorraine Neeson and Susan Foley-Cave review the particular demands for decision-making that face interpreters on several levels in a class on semantics and pragmatics. Liza B. Martinez explains in Chapter 3 the complicated, multilingual process of code switching by Filipino interpreters when voice-interpreting Filipino Sign Language.
Chapter 4 offers a deconstruction by Daniel Roush of the stereotype that Deaf ASL-users are direct or blunt, based on his analysis of two speech/social activities of requests and refusals. Jemina Napier investigates interpreting from the perspective of deaf consumers in Australia in Chapter 5 to explore their agenda for quality interpreting services. In the final chapter, Amy Frasu evaluates methods for incorporating visual aids into interpretations from spoken English to American Sign Language and the potential cognitive dissonance for deaf persons that could result.
“Signed language interpreting is about access,” states author Jeremy L. Brunson at the outset of his new book, and no manifestation of access for deaf people can be considered more complex than video relay services (VRS). In Video Relay Service Interpreters: Intricacies of Sign Language Access, Brunson delineates exactly how complicated the service can be, first by analyzing sign language interpreting as a profession and its relation to both hearing and deaf clients. He describes how sign language interpreters function in Deaf communities and how regulatory processes imposed by VRS providers can constrain communication access based on each individual’s needs.
Brunson proceeds by acclimating readers to the environment of VRS and how the layout of the typical physical plant alters the practice of interpreting. The focus then falls upon intended VRS users, providing insights into their expectations. Interpreters shared their experiences with Brunson in 21 formal interviews and discussions. Many remarked on the differences between face-to-face interpreting and VRS training, which often runs counter to the concept of relating informally with deaf clients as a way to expand access. This thoughtful, sociological study outlines texts that originate between users and interpreters and how they can be used to develop VRS access. Video Relay Service Interpreters concludes with the implications of VRS interpreting for sign language interpreting in general and suggests where scholarship will lead in the future.
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