International Perspectives on Sign Language Interpreting

Training of Sign Language Interpreters in Japan: Achievements and Challenges

Training of Sign Language Interpreters in Japan: Achievements and Challenges 190 E I I C H I T A K A D A A N D S H I N ’ I C H I K O I D E IN ORDER to discuss how sign language interpreter training began in Japan, we will provide a historical context. The training of sign language interpreters by deaf people in Japan did not start with a clear intention. Things started to change in 1963 when a citizens’ volunteer group, which called themselves Mimizuku (long-eared owl), began meeting regularly. Their aim was to learn sign language, to be friends with deaf people and participate in their activities, and to build a better society. They did not, however , begin learning sign language in order to become sign language interpreters. Learning to sign and learning to become a sign language interpreter is a process that requires hard work over a long period of time. In many countries, teachers in schools for the deaf and hearing children of deaf parents ended up becoming interpreters based on their sign language ability. Although they had developed their sign language abilities either naturally or through dedicated effort, they did not see themselves as interpreters in the professional sense. This was partly due to the discriminatory customs and views against people with disabilities in general at that time. As a result, a developed nation like Japan had been without interpreters for a long time. However, Mimizuku’s ideals of equality and full participation in society were a good starting point for sign language interpreter training. Until the 1950s, deaf people and teachers from deaf schools, with the aid of local groups such as the Lions Club, held public classes and basic workshops for bus guides in several parts of Japan. However, these programs were only offered for a short time. Their aim was not to train interpreters ; it was to help hearing people learn about sign language. Because the time frame was short, it was seen as a starting point, rather than a chance to master the language. Either way, no sign language interpreters grew out of these programs. But, meeting with deaf people and joining in their activities gave students the opportunity to naturally build communication skills over time. The Japanese Federation of the Deaf (JFD), especially its Youth Department , took the opportunity to give their full support to the newly emerging Mimizuku group. Among others helping the circle develop were Ito Shunsuke (a teacher at the local deaf school and a sign language interpreter ) and Kono Yoshikazu (a hearing person with deaf parents). Shunsuke understood the significance of defending deaf people’s rights. Later, an organized group of sign language interpreters appeared for the first time in Japan. They were members of Mimizuku, who had been well trained as interpreters. This experience in Kyoto quickly spread to all parts of Japan with the support of the Youth Department of the JFD. These groups were developing fast and getting a lot of media attention. In time, these volunteer groups (called sign language circles though their particular names varied) emerged all over Japan. Among the active members of the JDF-Youth Department in those days was Ando Toyoki, current president of the JDF; Takada Eiichi, former JDF president; Matsumoto Masayuki, former JDF vice president; Itabashi Masakuni; Kawai Yousuke; and many others who would later become central figures in the history of the Japanese Deaf movement. GOVERNMENT INVOLVEMENT IN SIGN LANGUAGE INTERPRETER TRAINING The JDF is a national body of deaf people reorganized after World War II. It is a democratic organization with the aims of independence and autonomy for deaf people. It has outlived the prewar subordinate status of being controlled by the administrators of deaf schools. After the war, JDF demanded a state-funded official sign language interpreting (SLI) system and the building of centers for deaf people in their local communities. But in a society still full of discriminatory customs and views against people with disabilities in general, the government granted neither of the demands. The national and local governments did not take JDF and its local chapters seriously and responded negatively as follows: “In deaf schools you are taught spoken Japanese and teaching in sign language is not allowed, much less sign language interpreting. You were taught in deaf schools to read lips and you can communicate by exchanging written notes.” JAPAN 191 192 EIICHI...