Evolving Paradigms in Interpreter Education:

Infusing Evidence into Interpreting Education: An Idea Whose Time Has Come

164 E L I Z A B E T H A . W I N S T O N Infusing Evidence into Interpreting Education: An Idea Whose Time Has Come Abstract In this chapter Elizabeth A. Winston explores the pressing need for, the rich potential of, and the challenges associated with infusing effective evidence-based teaching practices into sign language interpreting education. As a first step, criteria need to be delineated for evaluating evidence and review processes must be established for identifying evidence-based practices in interpreter education. Once identified, interpreter educators and sign language researchers need to join forces to ensure that these practices are incorporated widely into interpreter education. Winston argues for a comprehensive and principled approach to interpreting education that is founded on the principles of effective evidence-based practices. The infusion of evidence-based practices into interpreter education is both needed and long overdue. Evidence, developed by and collected from research that evaluates the impact and effectiveness of educational practices, should be a basic factor in decisions about curriculum, assessment, choice of resources, materials, and strategies. Communities across the world have pressing needs for qualified interpreters, regardless of language combinations . In the case of sign language interpreter education, we also face an ever-increasing distance from our roots in the Deaf community (Cokely 2005; Monikowski and Peterson 2005). Moreover, we recognize that current preparation practices are not satisfying the demand for qualified interpreters (NCIEC 2007–2010). It is essential that educational practices be firmly grounded in evidence to most efficiently prepare qualified, successful Evidence-Based Practices 165 interpreters. Evidence-based teaching approaches need to replace seat-ofthe -pants practices, which are often based in little more than folklore. Infusion of evidence-based practices into any field presupposes that such practices have been identified and are available. In a field as young as sign language interpreter education, that is not yet the case. Indeed, this early in our history, evidence may need to be defined more broadly than it is in experimental sciences, such as chemistry or physics. It is useful to look to other service professions1 to understand their approaches to evidencebased practice, definitions of evidence, types of acceptable evidence, and relative strengths of various types. With such definitions and criteria in hand, it will be possible to gather all of our known practices, evaluate the evidence that demonstrates their impact, and determine their effectiveness in interpreter education. This will only be possible if educators and researchers collaborate to ensure that practices are solidly grounded in research and that they satisfy the needs of interpreting educators. The fragmented pieces of knowledge, theories, approaches, strategies, and practices that exist today overwhelm educators in sheer number and variety. At first glance they appear to be scattered in all directions, with few discernible patterns or shapes to provide a sense of logic to them.Collecting and evaluating each practice to determine if it is based on evidence is a first step. Understanding where each fits into the puzzle that is interpreter education , and which pieces are missing, is the next step. Ensuring that they are accessible to any who needs them is the final goal. It is incumbent upon us to take stock of what exists so that we gain perspective about the scope of the challenge to infuse evidence-based practices into interpreter education. Existing Practices Before exploring ways to infuse evidence into interpreter education practices , it is critical to review the existing body of knowledge and identify what already exists to help in this endeavor. By examining related fields, such as language acquisition, assessment, adult education, and spoken language translation and interpretation, we can broaden our horizons and 1. Although many people currently refer to interpreting as a “practice profession,” I use the descriptor “service profession” to reflect the purpose of our practice. 166 Elizabeth A. Winston expand the possibility of finding evidence-based practices already in existence . In fact, there are many resources that currently exist within sign language interpretation. Like pieces of an unfinished puzzle, the resources may seem scattered, or an unlikely fit, but with careful examination, we will find their niche within the picture as a whole. With thoughtful examination , research findings that sometimes seem irrelevant to daily practice can be translated2 into accessible, applicable, evidence-based practices. Likewise, daily teaching activities, while sometimes appearing to lack any theoretical foundations or measurable impact, can be translated into viable research projects, easily evaluated...