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- Keyword
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- Deaf interpreters; court interpreting; reasonable accommodation; statutory standards; common law standards (1)
- Experiential learning theory; interpreting students; learning cycle; reflective practice; mentoring; interpreter education program (1)
- Human rights; Convention on the Rights of People with Disabilities; accessibility; interpreter education; code of ethics; developing countries (1)
- Interpreters and interpreter education; meaning-in-context; narratives and retellings; American Sign Language (ASL) and spoken English; sibling sexual abuse (1)
- Interpreting; multiparty interpreting; footing; third person; reporting; pedagogy (1)
Articles 1 - 9 of 9
Full-Text Articles in Education
Interview With A Scholar: In Conversation With Risa Shaw, Debra Russell, Risa Shaw
Interview With A Scholar: In Conversation With Risa Shaw, Debra Russell, Risa Shaw
International Journal of Interpreter Education
This open forum article consists of an interview with Risa Shaw, a signed language interpreter educator, in which she reviews her doctoral research. Her study examined narratives and retellings, in both English and American Sign Language, of disclosures to family members of sexual assault. The findings reveal the importance of context in creating meaning and in shaping narrative structure in discourse. In addition, the work highlights the manner in which interpreters must prepare for the work in order to effectively interpret in the diverse settings where narratives are retold. This interdisciplinary study has implications for interpreters and interpreter educators, across …
Modifying Instruction In The Deaf Interpreting Model, Carla Mathers
Modifying Instruction In The Deaf Interpreting Model, Carla Mathers
International Journal of Interpreter Education
While there is much current discussion of the use of deaf interpreters, in practice, deaf interpreters in the United States are generally used for a small segment of the population and typically confined to legal settings. The use of a deaf interpreter paired with an interpreter who can hear, in an ancillary or supporting role, is a reasonable accommodation in a variety of settings, for a variety of deaf individuals, and with a variety of interpreters who can hear. Interpreter education programs need to develop or revise their curricula to incorporate the discrete tasks as performed by deaf interpreters. Research-based …
Accessibility To Theater For Deaf And Deaf-Blind People: Legal, Language And Artistic Considerations, Brian R. Kilpatrick
Accessibility To Theater For Deaf And Deaf-Blind People: Legal, Language And Artistic Considerations, Brian R. Kilpatrick
International Journal of Interpreter Education
Without accessibility, theater can be meaningless to the deaf, hard of hearing, and deaf-blind consumers. As part of a larger study conducted by B. Kilpatrick (2007), the authors interviewed 38 participants who have been professionally involved in deaf children’s theater as to their opinions related to theater accessibility options. Their responses bring forward for discussion options ranging from English text-based accessibility, the closest to the English language, to shadow interpreting, which provides accessibility closest to the play being delivered in full in American Sign Language. Using historical research methods, semi-structured and structured interviews, open-ended questions, archival materials, and published documents …
Editorial: The Real Voyage Of Discovery, Jemina Napier
Editorial: The Real Voyage Of Discovery, Jemina Napier
International Journal of Interpreter Education
No abstract provided.
Dissertation Abstracts, Brenda Nicodemus, Maria Cristina Pires Pereira, Carolyn Ball
Dissertation Abstracts, Brenda Nicodemus, Maria Cristina Pires Pereira, Carolyn Ball
International Journal of Interpreter Education
No abstract provided.
Characteristics Of An Interpreted Situation With Multiple: Implications For Pedagogy, Masato Takimoto
Characteristics Of An Interpreted Situation With Multiple: Implications For Pedagogy, Masato Takimoto
International Journal of Interpreter Education
By examining a naturalistic interpreted situation with a number of participants, this paper identifies and considers the distinctiveness of such a context. With an increased number of participants, the interaction becomes highly complex, and an interpreter is required to undertake functions that may be considered additional to or different from an interpreter-mediated interaction with two primary interlocutors. Such additional tasks consist of the management of information, including reporting and summarizing, and monitoring the participants’ information needs. In order to analyze the complex nature of the interaction, the notion of footing is employed as a theoretical framework. These findings have important …
Sign Language Interpreting: A Human Rights Issue, Hilde Haualand
Sign Language Interpreting: A Human Rights Issue, Hilde Haualand
International Journal of Interpreter Education
Viewed as isolated cases, sign language interpreters facilitate communication between 1 or more people. Viewed broadly, sign language interpreting may be seen as a tool to secure the human rights of sign language using deaf people. To fulfill this goal, interpreters must be provided with proper training and work according to a code of ethics. A recent international survey of 93 countries, mostly in the developing world (H. Haualand & C. Allen, 2009), found that very few respondents had an established sign language interpreter service, formal education and training opportunities for interpreters, or an endorsed code of ethics to regulate …
The Experiential Learning Theory And Interpreter Education, Jessica Bentley Sassaman
The Experiential Learning Theory And Interpreter Education, Jessica Bentley Sassaman
International Journal of Interpreter Education
Learning to become an interpreter is a hands-on and interactive experience. Students entering an interpreting program have a wide variety of language skill levels and backgrounds. In the context of American Sign Language (ASL)/English interpreter education, some students arrive at an interpreting program with no knowledge of ASL, whereas others have more experience and some proficiency with the language. Even though some of the students may be familiar with ASL, the process of interpreting is often a new skill set. As students learn how to interpret through hands-on practice, they follow a 4-mode learning cycle that is based on their …