Deaf Americans have identified healthcare as the most difficult setting in which to obtain a qualified interpreter. Yet, relatively little attention has been given to developing evidence-based resources and a standardized body of knowledge to educate healthcare interpreters. In Our Hands: Educating Healthcare Interpreters addresses these concerns by delineating the best practices for preparing interpreters to facilitate full access for deaf people in healthcare settings. The first section of this volume begins with developing domains and competencies toward a teaching methodology for medical and mental health interpreters. The next chapter describes a discourse approach that relies on analyzing actual transcripts and recordings to train healthcare interpreters. Other chapters feature a model mental health interpreter training program in Alabama, using a Demand-Control Schema for experiential learning, the risk of vicarious trauma to interpreters, online educational opportunities, and interpreting for deaf health care professionals. The second section offers four perspectives on education, including healthcare literacy of the clients; the education of Deaf interpreters; the development of standards for spoken-language healthcare interpreters; and the perspectives of healthcare interpreter educators in Europe. The range and depth of In Our Hands takes significant strides in presenting educational opportunities that can enhance the critical services provided by healthcare interpreters to deaf clients.

While Yiddish theater is best known as popular entertainment, it has been shaped by its creators’ responses to changing social and political conditions. Inventing the Modern Yiddish Stage: Essays in Drama, Performance, and Show Business showcases the diversity of modern Yiddish theater by focusing on the relentless and far-ranging capacity of its performers, producers, critics, and audiences for self-invention. Editors Joel Berkowitz and Barbara Henry have assembled essays from leading scholars that trace the roots of modern Yiddish drama and performance in nineteenth-century Eastern Europe and span a century and a half and three continents, beyond the heyday of a Yiddish stage that was nearly eradicated by the Holocaust, to its post-war life in Western Europe and Israel. Each chapter takes its own distinct approach to its subject and is accompanied by an appendix consisting of primary material, much of it available in English translation for the first time, to enrich readers’ appreciation of the issues explored and also to serve as supplementary classroom texts. Chapters explore Yiddish theater across geography—from Poland and Russia to France, the United States, Argentina, and Israel and Palestine. Readers will spend time with notable individuals and troupes; meet creators, critics, and audiences; sample different dramatic genres; and learn about issues that preoccupied both artists and audiences. The final section presents an extensive bibliography of book-length works and scholarly articles on Yiddish drama and theater, the most comprehensive resource of its kind available. Collectively these essays illuminate the modern Yiddish stage as a phenomenon that was constantly reinventing itself and simultaneously examining and questioning that very process. Scholars of Jewish performance and those interested in theater history will appreciate this wide-ranging volume.

This book is a descriptive and documentary analysis of the Mankon I-language and E-language mirrored through aspects of history, geography, flora and fauna. These aspects manifest in the taxonomic nomenclatures attributed to referents in society. Because these referents were hitherto transmitted orally from generation to generation, the author has painstakingly analysed and documented aspects of Mankon culture for posterity. The work focuses in particular on Mankon proverbs for insights into the structure and function of the language. As a vehicle of communication, language plays a primordial role in encoding and decoding ëmetalinguisticí data. Through thorough scientific linguistic universals and principals, Chi Che has proposed orthography for Mankon pedagogy that is simple, tenable and practicable. This book is the answer to the international clarion call for societies to analyse and document their endangered indigenous cultures. Schools, linguists, sociolinguists, anthropologists, historians and others will find this book especially useful.

Kaqchikel is one of approximately thirty Mayan languages spoken in Belize, Guatemala, Mexico, and, increasingly, the United States. Of the twenty-two Mayan languages spoken in Guatemala, Kaqchikel is one of the four “mayoritarios,” those with the largest number of speakers. About half a million people living in the central highlands between Guatemala City and Lake Atitlán speak Kaqchikel. And because native Kaqchikel speakers are prominent in the field of Mayan linguistics, as well as in Mayan cultural activism generally, Kaqchikel has been adopted as a Mayan lingua franca in some circles. This innovative language-learning guide is designed to help students, scholars, and professionals in many fields who work with Kaqchikel speakers, in both Guatemala and the United States, quickly develop basic communication skills. The book will familiarize learners with the words, phrases, and structures used in daily communications, presented in as natural a way as possible, and in a logical sequence. Six chapters introduce the language in context (greetings, the classroom, people, the family, food, and life) followed by exercises and short essays on aspects of Kaqchikel life. A grammar summary provides in-depth linguistic analysis of Kaqchikel, and a glossary supports vocabulary learning from both Kaqchikel to English and English to Kaqchikel. These resources, along with sound files and other media on the Internet at ekaq.stonecenter.tulane.edu, will allow learners to develop proficiency in all five major language skills—listening comprehension, speaking, reading, writing, and sociocultural understanding.

This book is ideally suited both for practising teachers and participants in teacher education programmes in Hong Kong and the rest of S.E. Asia.