Book Review: The Routledge Handbook Of Interpreting,
2016
Clemson University
Book Review: The Routledge Handbook Of Interpreting, Sabrina Schulte
International Journal of Interpreter Education
No abstract provided.
Editorial: Research Underpinning And Informing Interpreter Education,
2016
Auckland University of Technology
Editorial: Research Underpinning And Informing Interpreter Education, Ineke Crezee, George Major
International Journal of Interpreter Education
No abstract provided.
Understanding The Work Of Designated Healthcare Interpreters,
2016
St. Catherine University
Understanding The Work Of Designated Healthcare Interpreters, Laurie Swabey
International Journal of Interpreter Education
Interpreters who work regularly with a deaf health professional are often referred to, in the U.S., as designated healthcare interpreters (DHIs). To date, there have not been any systematic studies that specifically investigate the work of DHIs, yet the number of deaf people pursuing careers in the health professions continues to grow (Zazove et al., 2016), and the number of qualified DHIs to work with these professionals is insufficient (Gallaudet University, 2011). Before educational programming can be effectively developed, we need to know more about the work of DHIs. Using a job analysis approach (Brannick, Levine, & Morgeson, 2007), we …
Full Issue,
2016
Clemson University
Dissertation Abstracts,
2015
Kent State University
Dissertation Abstracts, Leah Subak, Danielle Hunt, Daniel Roush, Mark A. Halley
International Journal of Interpreter Education
No abstract provided.
Interview: Interpreter Consumer And Deaf Advocate Filip Verstraete,
2015
Auckland University of Technology
Interview: Interpreter Consumer And Deaf Advocate Filip Verstraete, Ineke Crezee, George Major
International Journal of Interpreter Education
No abstract provided.
Storied Classrooms: Narrative Pedagogy In American Sign Language–English Interpreter Education,
2015
Gallaudet University
Storied Classrooms: Narrative Pedagogy In American Sign Language–English Interpreter Education, Brenda S. Nicodemus, Janis Cole, Laurie Swabey
International Journal of Interpreter Education
Narrative pedagogy is an educational method that draws on the power of stories to cultivate learning. Narrative has been described as the fundamental way that individuals “make sense” of events by connecting new information to their own lived experiences. In this article, we argue that narratives are underutilized in American Sign Language–English interpreter education, perhaps due to concerns about confidentiality. This article describes an educational project that incorporated narratives from experienced medical interpreters into an interpreting course. The primary learning objective for students was to become familiar with specific competencies necessary for successful practice in medical settings. Drawing on the …
Recommendations For Interpreter Training For Asylum Interview Settings: The South Korean Case,
2015
Ewha Womans University
Recommendations For Interpreter Training For Asylum Interview Settings: The South Korean Case, Jieun Lee, Moonsun Choi
International Journal of Interpreter Education
The growing number of asylum applications submitted in South Korea and the recent passage of the Refugee Act (2013) call for a system for the provision of professional interpreting service and the training of interpreters for the asylum process. Although a few ad hoc training initiatives have been implemented in recent years, there is currently no training course that fulfills the requirements of the Act. This article thus aims to propose an appropriate training program for the certification of interpreters to be engaged in asylum interviews. To ensure the effectiveness of the training, the proposed training framework begins with prescreening …
Editorial: The Voice Of Interpreter Educators,
2015
Auckland University of Technology
Editorial: The Voice Of Interpreter Educators, George Major, Ineke Crezee
International Journal of Interpreter Education
No abstract provided.
Reaping The Benefits Of Vicarious Trauma,
2015
Private Practice
Reaping The Benefits Of Vicarious Trauma, Michael A. Harvey
International Journal of Interpreter Education
This article illustrates a mode of inquiry for reaping the benefits of experiencing vicarious trauma that can be utilized in interpreter education, mentoring and supervisory relationships, debriefing, and personal reflection. An adaptation of constructivist self-development theory and a narrative therapy approach are described. The latter approach includes the uncovering of what is absent but implicit, the uncovering of actions reflective of one’s personal agency, the relevant skills that one utilizes, and the social/relational history of these skills. Mitigating the risks and reaping the benefits of vicarious trauma may catalyze significant professional and personal growth such as clarification of values, self-identity, …
Formalizing Community Interpreting Standards: A Cross-National Comparison Of Testing Systems, Certification Conventions And Recent Iso Guidelines,
2015
Monash University
Formalizing Community Interpreting Standards: A Cross-National Comparison Of Testing Systems, Certification Conventions And Recent Iso Guidelines, Jim Hlavac
International Journal of Interpreter Education
Community interpreting has become a global phenomenon, and the need for standard assurances of practice is being met by credentialing systems that certify a community interpreter through testing and/or training. This paper examines credentialing systems in Australia, Canada, Norway and the UK and poses the questions of whether the spread and development of testing systems has led to a widening of the skills now required for community interpreting, and whether testing alone is a means for the demonstration of all of these skills. Some attributes of credential candidates are pretest admission prerequisites. Testing alone is the common pathway for community …
Full Issue,
2015
Clemson University
Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages,
2015
University of North Dakota
Computer-Assisted Vocabulary Learning For Deaf Learners Of Foreign Sign Languages, Benjamin J. Cavaletto
Theses and Dissertations
Deaf people have as great or greater need and desire to learn foreign languages as their hearing peers. Currently it is difficult for these learners to find courses and materials that are appropriate for their learning needs. Especially difficult is finding courses or learning materials for learning sign languages, which are more motivating and more accessible for Deaf learners than spoken languages. Additionally, evidence is presented that learning a foreign sign language can act as a bridge to learning a spoken language from the same region. The study presented in this thesis tested the efficacy of a computer-assisted vocabulary learning …
Implementing Findings From Interpreter Education Research: The Asylum Crisis In Europe And The Case Of Belgium,
2015
KU Leuven
Implementing Findings From Interpreter Education Research: The Asylum Crisis In Europe And The Case Of Belgium, Heidi Salaets, Katalin Balogh
International Journal of Interpreter Education
No abstract provided.
Interpreter Output In Talking Therapysummary Of Thesis,
2015
Clemson University
Interpreter Output In Talking Therapysummary Of Thesis, Jan Cambridge
International Journal of Interpreter Education
No abstract provided.
Job Demands And Resources: An Exploration Of Sign Language Interpreter Educators’Experiences,
2015
Heriot-Watt University
Job Demands And Resources: An Exploration Of Sign Language Interpreter Educators’Experiences, Stacey Webb, Jemina M. Napier
International Journal of Interpreter Education
This article presents preliminary research regarding sign language interpreter educators’ experiences of job demands and job resources. The study draws on job demand–resources theory (Bakker et al, 2014), where job demands have been identified as leading causes of burnout leading to poor health and negative organizational outcomes, and job resources are the main drivers of work engagement leading to increased well-being and positive organizational outcomes. In considering the ‘readiness to work’ gap evident in graduating sign language interpreting students (Anderson & Stauffer, 1990), not enough attention has been paid to interpreter educators’ ability to deliver what is needed. …
From The Classroom To The Community: Supported Fieldwork For Asl-English Interpreters,
2015
University of North Florida
From The Classroom To The Community: Supported Fieldwork For Asl-English Interpreters, Janice H. Humphrey
International Journal of Interpreter Education
This article aims to describe an approach to supervised mentorship that can help close the current readiness-to-work gap among graduates of both 2 and 4-year interpreter education programs, expand student confidence, prepare students for transition to work or additional education and partially restore the role of Deaf community members as cultural guides and gatekeepers. This sequence of mentorship settings can also be used to guide instructors in determining a student’s readiness for practicum or internship placement, identifying the most appropriate fieldwork setting for each student, and alerting students and potential employers of their readiness to work.
Book Review: Research Methods In Interpretting,
2015
Auckland University of Technology
Book Review: Research Methods In Interpretting, Jo Anna Burn
International Journal of Interpreter Education
No abstract provided.
Interview With A Trailblazer: Jessica Dunkley, Md,
2015
University of Aberta
Interview With A Trailblazer: Jessica Dunkley, Md, Debra Russell, Jessica Dunkley
International Journal of Interpreter Education
No abstract provided.
Bridging The Gap Between Interpreting Classrooms And Real-World Interpreting:,
2015
Hong Kong Polytechnic University
Bridging The Gap Between Interpreting Classrooms And Real-World Interpreting:, Binhua Wang
International Journal of Interpreter Education
Developing students’ interpreting competence requires not only systematic training of interpreting skills but also sufficient authentic and deliberate practice, as well as acquisition of professional interpreting strategies and norms. To this end, students need to be encouraged to do more autonomous, situated, and self-reflective learning in addition to classroom learning. This article reports on an interpreting-corpus-based blended-learning project of interpreter training, which, by complementing in-class instruction with out-of-class online practice, was designed to enhance students’ awareness of interpreting strategies and to develop their professional competence. The design, implementation and effectiveness of the project are described and an experiential learning model …
