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Educating Healthcare Interpreters
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.
Growing Up Hearing in a Deaf World
At last, Ruth Sidranksy’s groundbreaking book In Silence: Growing Up Hearing in a Deaf World is back in print. Her account of growing up as the hearing daughter of deaf Jewish parents in the Bronx and Brooklyn during the 1930s and1940s reveals the challenges deaf people faced during the Depression and afterward. Inside her family’s apartment, Sidransky knew a warm, secure place. She recalls her earliest memories of seeing words fall from her parents’ hands. She remembers her father entertaining the family endlessly with his stories, and her mother’s story of tying a red ribbon to herself and her infant daughter to know when she needed anything in the night. Outside the apartment, the cacophonous hearing world greeted Sidransky’s family with stark stares of curiosity as though they were “freaks.” Always upbeat, her proud father still found it hard to earn a living. When Sidransky started school, she was placed in a class for special needs children until the principal realized that she could hear and speak. Sidransky portrays her family with deep affection and honesty, and her frank account provides a living narrative of the Deaf experience in pre- and post-World War II America. In Silence has become an invaluable chronicle of a special time and place that will affect all who read it for years to come.
Researchers now understand interpreting as an active process between two languages and cultures, with social interaction, sociolinguistics, and discourse analysis as more appropriate theoretical frameworks. Roy’s penetrating new book acts upon these new insights by presenting six dynamic teaching practices to help interpreters achieve the highest level of skill. Elizabeth Winston and Christine Monikowski begin by explaining discourse mapping to enable students to develop a mental picture of a message’s meaning and the relationships of context, form, and content. Kyra Pollitt discusses critical discourse analysis, to reveal some of the cultural influences that shape a speaker’s language use. Melanie Metzger describes preparing role-plays so that students learn to effectively switch back and forth between languages, manage features such as overlap, and make relevant contributions to interaction, such as indicating the source of an utterance. Jeffrey Davis illustrates the translation skills that form the basis for teaching consecutive and simultaneous interpreting to help students understand the intended meaning of the source message, and also the manner in which listeners understand it. Rico Peterson demonstrates the use of recall protocols, which can be used to teach metacognitive skills and to assess the student’s sign language comprehension. Finally, Janice Humphrey details the use of graduation portfolios, a valuable assessment tool used by faculty to determine a student’s level of competency. These imaginative techniques in Innovative Practices promise gains in sign language interpreting that will benefit teachers, students, and clients alike in the very near future.
From the moment the World Association of Sign Language Interpreters (WASLI) was established in 2005, an overwhelming wave of requests from around the world arrived seeking information and resources for educating and training interpreters. This new collection provides those answers with an international overview on interpreter training from experts in Austria, Australia, Brazil, Canada, Fiji, Finland, Ireland, Japan, Kenya, Kosovo, the Netherlands, New Zealand, Scotland, Sweden, and the United States. Whether from income-rich or income-poor countries, the 31 contributors presented here provide insights on how sign language interpreter training has developed in each nation, and also how trainers have dealt with the difficulties that they encountered. Many of the contributors relate the movement away from ad hoc short courses sponsored by Deaf communities. They mark the transition from the early struggles of trainers against the stigmatization of sign languages to full-time degree programs in institutions of higher education funded by their governments. Others investigate how culture, religion, politics, and legislation affect the nurturing of professional sign language interpreters, and they address the challenges of extending training opportunities nationally through the use of new technology. Together, these diverse perspectives offer a deeper understanding and comparison of interpreter training issues that could benefit the programs in every nation.
Innovation, Access, and Change
This collection brings together innovative research and approaches for blended learning using digital technology in interpreter education for signed and spoken languages. Volume editors Jemina Napier and Suzanne Ehrlich call upon the expertise of 21 experts, including themselves, to report on the current technology in applying digital enhancement to interpreter education in Australia, New Zealand, Brazil, Belgium, the United Kingdom, and the United States. Divided into three parts, Innovation, Change, and Community Engagement, this study focuses on the technology itself, rather than how technology enhances curriculum, delivery, or resources. Initiatives described in this collection range from the implementation of on-demand interpreting using iPad technology; creating personalized, small-group, multidimensional models suited to digital media for 160 languages; introducing students to interpreting in a 3D world by through an IVY virtual environment; applying gaming principles to interpreter education; assessing the amenability of the digital pen in the hybrid mode of interpreting; development of multimedia teaching and learning objects to support blended delivery of Deaf; developing multimedia content for both open access and structured interpreter education environments; to preparing Interpreting Students for Interactions in social media forums, and more. Interpreter Education in the Digital Age provides a context for the application of technologies in interpreter education from an international viewpoint across languages and modalities.
The work of interpreters in legal settings, whether they are spoken or signed language interpreters, is filled with enormous complexity and challenges. This engrossing volume presents six, data-based studies from both signed and spoken language interpreter researchers on a diverse range of topics, theoretical underpinnings, and research methodologies. In the first chapter, Ruth Morris analyzes the 1987 trial of Ivan (John) Demjanjuk in Jerusalem, and reveals that what might appear to be ethical breaches often were no more than courtroom dynamics, such as noise and overlapping conversation. Waltraud Kolb and Franz Pöchhacker studied 14 asylum appeals in Austria and found that interpreters frequently aligned themselves with the adjudicators. Bente Jacobsen presents a case study of a Danish-English interpreter whose discourse practices expose her attempts to maintain, mitigate, or enhance face among the participants. In the fourth chapter, Jemina Napier and David Spencer investigate the effectiveness of interpreting in an Australian courtroom to determine if deaf citizens should participate as jurors. Debra Russell analyzed the effectiveness of preparing sign language interpreter teams for trials in Canada and found mixed results. The final chapter presents Zubaidah Ibrahim-Bell’s research on the inadequate legal services in Malaysia due to the fact that only seven sign interpreters are available. Taken together, these studies point to a “coming of age” of the field of legal interpreting as a research discipline, making Interpreting in Legal Settings an invaluable, one-of-a-kind acquisition.
Nineteen international interpreting authorities contribute their research and findings to Interpreting in Multilingual, Multicultural Contexts, the seventh volume in the Studies in Interpretation series. These experts probe the complex nature of interpreted interaction involving Deaf and hearing people of diverse linguistic and cultural backgrounds. They also analyze the contextualized interpreting practices and considerations that transpire from this diversity.
In healthcare, the accuracy of interpretation is the most critical component of safe and effective communication between providers and patients in medical settings characterized by language and cultural barriers. Although medical education should prepare healthcare providers for common issues they will face in practice, their training often does not adequately teach the communication skills necessary to work with patients who use interpreters. This new volume in the Studies in Interpretation series addresses critical topics in communication in healthcare settings around the world. Investigations in Healthcare Interpreting consists of ten chapters contributed by a broad array of international scholars. They address topics as diverse as the co-construction of medical conversation between interlocutors, healthcare interpretation in Ireland, and how interpreters make requests for clarification in their work. Using a variety of methodological approaches including ethnography, questionnaires, observation, and diary accounts, these scholars report on trials of simultaneous video interpreting in Austrian hospitals; direct, interpreted, and translated healthcare information for Australian deaf people; the interpretation of medical interview questions from English into ASL; and specialized psychological/psychiatric diagnostic tests for deaf and hard of hearing clients. Researchers, practitioners, and students, as well as all healthcare professionals, will find this volume to be an invaluable resource.
New Perspectives on Language and Deaf Education
Of the more than 400 studies presented at the 18th International Congress on Education of the Deaf, the 20 most incisive papers were selected, rewritten, and edited to construct the trenchant volume Issues Unresolved: New Perspectives on Language and Deaf Education. The resulting book provocatively challenges the invested reader in four critical areas of deaf education worldwide. Part 1, Communication: Signed and Spoken Languages, addresses matters that range from considering critical periods for language acquisition, researched by Susan D. Fischer, to assessing the impact of immigration policies on the ethnic composition of Australia’s deaf community, intriguing work by Jan Branson and Don Miller. Part 2, Communication: Accessibility to Speech, continues the debate with works on the perception of speech by deaf and hard of hearing children, contributed by Arthur Boothroyd, and automatic speech recognition and its applications, delineated by Harry Levitt. Educational issues are brought to the forefront in Part 3 in such engrossing studies as Lea Lurie and Alex Kozulin’s discourse on the application of an instrumental-enrichment cognitive intervention program with deaf immigrant children from Ethiopia. Stephen Powers offers another perspective in this section with his retrospective evaluation of a distance education training course for teachers of the deaf. Part 4, Psychological and Social Adjustment reviews progress in this area, with Anne de Klerk’s exposition on the Rotterdam Deaf Awareness Program, and Corinne J. Lewkowitz and Lynn S. Liben’s research on the development of deaf and hearing children’s sex-role attitudes and self-endorsements. These and the many other contributions by renowned international scholars in the field make Issues Unresolved a compelling new standard for all involved in deaf education.
Politeness in American Sign Language
The general stereotype regarding interaction between American Sign Language and English is a model of oversimplification: ASL signers are direct and English speakers are indirect. Jack Hoza’s study It’s Not What You Sign, It’s How You Sign It: Politeness in American Sign Language upends this common impression through an in-depth comparison of the communication styles between these two language communities. Hoza investigates relevant social variables in specific contexts and explores the particular linguistic strategies ASL signers and English speakers employ when they interact in these contexts. It’s Not What You Sign, It’s How You Sign It is framed within politeness theory, an apt model to determine various interpretations of what speakers or signers mean in respect to the form of that which they say or sign. The variations reveal how linguistic and cultural differences intersect in ways that are often misinterpreted or overlooked in cross-c+AP23ultural communication. To clarify these cross-linguistic differences, this volume explores two primary types of politeness and the linguistic strategies used by English speakers and ASL signers to express politeness concerns in face-to-face interaction. Hoza’s final analysis leads to a better understanding of the rich complexity of the linguistic choices of these language groups.