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Full-Text Articles in American Sign Language
An Exploratory Case Study Of Accredited Interpreter Education Programs In The United States, Len Roberson, Sherry Shaw, Carolyn Ball, Sierra A.W. Rance
An Exploratory Case Study Of Accredited Interpreter Education Programs In The United States, Len Roberson, Sherry Shaw, Carolyn Ball, Sierra A.W. Rance
Journal of Interpretation
This exploratory qualitative case study examines how undergraduate signed language interpreter education programs accredited by the Commission on Collegiate Interpreter Education (CCIE) maintain programmatic distinctiveness while complying with shared accreditation standards. Drawing on document analysis and semi-structured interviews with program directors from all 19 CCIE-accredited programs in the United States, the study investigates institutional, curricular, and contextual variables that contribute to successful accreditation and program sustainability. The study analyzed publicly available documents alongside interview data to identify commonalities and variations across programs in areas such as curriculum design, faculty composition, admissions and progression requirements, field experience, and institutional support. Findings …
Signed Language Interpreter Education Programs In North America: A Descriptive Study, Len Roberson, Sherry Shaw
Signed Language Interpreter Education Programs In North America: A Descriptive Study, Len Roberson, Sherry Shaw
Journal of Interpretation
The objective of this study is to provide interpreter education faculty, university administrators, accrediting bodies, stakeholders, interpreters, and students (current or prospective) a descriptive snapshot-in-time of interpreter education curriculum and programs in North America. This study expands upon work done in the late 1987-1990 and 2007-2009 to capture a descriptive snapshot-in-time of the preparation of signed language interpreters. Researchers anticipated learning how programs align their curricula with CCIE accreditation standards (whether they are accredited or not), how two- and four-year programs (including Canada) allocate faculty time and resources, and how student characteristics and support systems differ among programs. This study …