International Perspectives on Sign Language Interpreting

INDEX

309 I N D E X Page numbers in italics denote a figure or table. accessibility: availability of services, 30, 44–45, 127, 129; bilingual education and, 236; legislation, 18–19, 98–99, 124 accreditation, 6–8, 44, 151–54, 161, 202. See also regulation Adedeji, Matthew, 175–76, 179 Alade, Modupe, 177, 179 Alade, Wale, 176–78 Australia: challenges, 156–59, 167; Deaf interpreters, 161–67; history, 149–50; interpreter educators, 159– 60; interpreter training programs, 154–56; regulation, 151–54, 161 Austria: history, 3–4; interpreter training programs, 8–13; professionalization, 4–7; regulation, 6–8 Bologna Process, 3, 30. See also ECTS Brazil: history, 222–26; interpreter educators, 221; interpreter training programs, 228–34; regulation, 227; research activities, 234–40 Canada: about, 248–49, 266; challenges, 258–61; future directions, 261–63; history, 252–54; interpreter training programs, 254– 57; regulation, 249; research activities, 257–58; spoken language interpreting, 251–52; work settings, 250 certification, 164–65, 195–96, 227, 249. See also regulation class size, 256 cochlear implants, 78, 88, 214 CODAs (children of deaf adults), 42, 67 code switching, 87–88 conference interpreting, 153–54 curricula: course details, 25–29, 60–65, 70–72, 136–39, 233–34, 245–47; materials, 114–15, 229–33, 298 Deaf community: advanced education, 50–51, 142, 215; attitudes toward training programs, 39, 67; international partnerships, 58–59, 186; interpreter use, 92; mentoring, 41, 158–59, 212; in Netherlands, 78; professional engagement with, 268– 69, 277–78; on standardization, 89 Deaf interpreters: about, 161–63, 251; demand for, 13, 82, 99; effective practices, 286; professionalization, 165–67, 216; regulation, 164–65; training programs, 51–52, 143, 163– 65, 259–60 Deaf organizations: Africa, 296; Americas, 226; Asia-Pacific, 178, 180–81, 191, 205; Europe, 21, 37– 38, 41, 42, 299 Deaf translators. See translators Denmark, 299 dialectal variations, 29–30, 84–86 distance interpreting. See video-relay interpreting distance learning, 157, 213, 228–34, 263 310 INDEX ECTS (European Credit Transfer System), 3, 15. See also Bologna Process educational interpreting, 77–78, 208, 223–24, 235–37, 238–40, 279 educators. See interpreter educators EUMASLI (European Master in Sign Language Interpreting), 31, 109 Fiji: about, 171–73; deaf education, 173–74; history, 175–78; interpreter training programs, 181–88; language contact, 178–79; professionalization, 179–81; sign language development, 174–75 Finland: availability of services, 30; challenges, 31–32; history, 15–19, 21–22; interpreter training programs, 22–31; Kosovo partnership, 58–59, 69; regulation, 19–20 funding: by Deaf organizations, 41; evolution of, 68; international partnerships, 58–59, 181; of interpreter services, 20, 80, 127, 208; of interpreter training, 38–40, 192–93, 271–75; of resources, 89– 90 gender variations, 37, 39n6, 86 Goswell, Della, 183, 185–86 Harland, Vivienne, 174–75, 179 Hilton, Frank, 173–74 Humphrey, Jan, 257 identity issues, 237–38 immigration, 214 international partnerships, 58–59, 63– 64, 68, 109, 181–88, 203–4, 299 internship. See practical experience interpreter agencies, 42–44, 79 interpreter educators: international partnerships, 63–64, 68, 109, 181– 88, 203–4, 299; mentoring, 27, 209, 256–57; recruitment, 52–53, 263; supply challenges, 48–50, 115–16, 281; training programs, 144, 159– 60, 221 interpreter training programs: certificate courses, 59–66, 70–76, 127–41; degree-level programs, 8– 13, 22–31, 81–84, 228–34, 285; diploma programs, 45–48, 103–13, 103n8, 154–56, 208–9, 254–57; distance learning, 157, 213, 228–34, 263; evolution of, 181–88, 193–95, 297–300; practical experience, 26– 27, 113, 209, 254–55, 261; preparatory courses, 11–12 Ireland: accessibility, 44–45; challenges, 48–51, 54; Deaf interpreters, 51–52; history, 35–43; interpreter training programs, 45– 48; regulation, 43–44; research activities, 53 Japan: history, 190–93; interpreter training programs, 193–95; regulation, 195–96; research activities, 197; work settings, 196– 97 Kenya: history, 296; interpreter training programs, 297–300; research activities, 297; spoken language interpreting, 295 Kosovo: about, 57–58; challenges, 67– 68; Finland partnership, 58–59, 69; interpreter training programs, 59– 66, 70–76; regulation, 66 language contact: code switching and, 88; via Deaf educators, 174, 225; via interpreters, 178–79, 259; via training programs, 39 legal interpreting, 83–84, 205–6, 257, 287 legislation: accessibility, 18–19, 98– 99, 124; sign language recognition, 5, 205–6, 223, 226–27, 243–44 listservs, 223 INDEX 311 Malm, Carl Oscar, 17 Mareko, Tina, 175...