Mark my Words: The linguistic, social and political significance of the assessment of signed language interpreters (original) (raw)
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Sign language interpreter aptitude: The trials and tribulations of a longitudinal study
The International Journal of Translation and Interpreting Research, 2017
This paper discusses the process of undertaking an exploratory longitudinal study of language learning and interpreter aptitude. It discusses the context of aptitude testing, the test selection for a test battery, the recruitment of subjects within the small-scale study (n=22) and the administration of that battery within the context of whether longitudinal studies are feasible with small cohorts of sign language interpreters. Sign languages continue to be languages of limited diffusion in Europe. Even with gradually increasing numbers of 'hearing' sign language users, typically those wishing to become sign language interpreters do not have high levels of sign language fluency prior to enrolling in sign language interpreter training. As such, these students need to gain fluency in sign language, whilst also beginning to engage in interpreter education and interpreting-skills development. To date there is little understanding of how best to screen sign language interpreter program applicants to ensure the effective use of resources, i.e. to educate those who will both learn sign language to C1 fluency (Pro-signs, 2016) during the BA and also be able to learn how to interpret. Longitudinal studies enable us to take a longer view of learning and the professionalisation of skills and knowledge. They do, however, require significant time and this in itself can prove to be an obstacle when university researchers are required to produce tangible research outputs for career goals such as promotion or tenure.
Sign Language Interpreter Training, Testing, and Accreditation: An International Comparison
American Annals of The Deaf, 2004
HE ARTICLE EXPLORES sign language interpreter training, testing, and accreditation in three major English-speaking countries, Australia, the United Kingdom, and the United States, by providing an overview of the training and assessment of sign language interpreters in each country. The article highlights the reasons these countries can be considered leaders in the profession and compares similarities and differences among them. Key similarities include the provision of university interpreter training, approval for training courses, license "maintenance" systems, and educational interpreting guidelines. Differences are noted in relation to training prerequisites, types and levels of accreditation, administration of the testing system, and accreditation of deaf interpreters. The article concludes with predictions about future developments related to the establishment of the World Association of Sign Language Interpreters and the development of sign language interpreting research as a research discipline.
This thesis is comprised of a series of thematically linked work that explores and investigates factors that may be predictors of interpreter performance. The research study identifies the skills, knowledge and abilities deemed necessary for competent performance as a signed language interpreter; measures perceived competence in interpreters; gathers data on the skills gaps of interpreters and a range of personality constructs; and applies this potentially predictive data. The application of the findings of the research study include piloting interpreter education program admission screening procedures; establishing a diagnostic skills analysis and performance management process for educational interpreters; and documenting the risk associated with interpreting in traumatic settings, and introducing strategies to enhance the personal coping skills of interpreters working in such environments. The data gathered from this unified corpus of research, and the efforts outlined to apply the findings in purposeful ways in a series of practical projects, will contribute to the field of interpreter education by increasing the body of knowledge about interpreter aptitude, ability and achievement. Knowing what qualities may be predictive of successful performance in the profession may lead to the development of more effective screening tools for assessing occupational suitability for interpreting; the potential for better predicting achievement in programs of study; improved capacity for addressing skills gaps in interpreters; and better training opportunities and safeguards for working practitioners. It will also provide direction and guidance to interpreter educators, employers, and practitioners themselves, in regard to curricula; staff supervision and support; interpreter performance management; and individual awareness of the aptitudes and abilities recommended for effective interpreting practice. The results of the study have implications for both spoken and signed language interpreting fields in regard to research, pedagogy and practice. KEYWORDS: Aptitude, personality, performance, sign language interpreting, skills gaps Completion of thesis Place: Macquarie University, Australia Year: 2012 Supervisor: Assoc. Prof. Jemina Napier
This paper focuses on public service interpreting in Australia, which, like many predominantly Anglophone countries, had policies and practices that openly discouraged bi-and multilingualism and that marginalised translation and interpreting. A change to this occurred in the mid-1970s when social policy caught up with post-WWII reality and multiculturalism became a cornerstone of public policy at all levels. Virtually overnight, national policy required the establishment of a national body that registered suitably attributed interpreters and translators to service the needs of non-English-speaking residents. This has led to the development of T&I infrastructure that is responsive to larger and smaller, older and newer linguistic groups, but which encounters attendant difficulties in the harmonisation of standards of practice amongst interpreters across different languages. The relationship of testing to training is examined and this paper concludes with data on those currently entering the sector: statistics are provided from a sample of 50 trainees, attending an introductory, 40-hour course entitled 'Entry-level Interpreting' on their motivational and career-aspirational features, and on their views and experiences of interpreting practice. Resumen: Este artículo se centra en los servicios públicos de interpretación en Australia, y provee información general sobre elementos sociales e históricos de Australia. Australia, como muchos otros países angloparlantes, tenía políticas y procedimientos diseñados para desalentar el bilingüismo y poliglotismo, lo cual consecuentemente marginalizó la traducción e interpretación. Esto comenzó a cambiar a mediados de los años setenta, cuando la política social se puso al corriente de las realidades de la posguerra y el multiculturalismo se volvió una pieza clave de la política pública a todos niveles. Prácticamente de un día a otro, la política nacional requirió el establecimiento de una entidad que registrara intérpretes y traductores adecuadamente acreditados para satisfacer los servicios requeridos por aquellos residentes que no hablaban inglés. Esto llevo al desarrollo de una infraestructura de intérpretes y traductores capaz de responder a las necesidades de grupos lingüísticos grandes y pequeños, nuevos y viejos, pero que a la vez se encuentra con la constante dificultad de asegurar que sus intérpretes en diferentes idiomas mantengan los mismos estándares profesionales. Este artículo examina la relación entre capacitación y examen, y concluye con información sobre estudiantes que se encuentran a punto de unirse a la industria. Las estadísticas provistas son de una muestra de cincuenta estudiantes, los cuales estudiaron un curso de introducción de cuarenta horas llamado " Curso de interpretación de nivel básico ". Así mismo, este artículo provee información sobre la motivación de los estudiantes, sus ambiciones profesionales, y sus opiniones y experiencias sobre la práctica de interpretación. 60 Palabras clave: servicio público de interpretación, políticas gubernamentales de servicios de idiomas, estudiantes de interpretación, pedagogía de interpretación.
Accreditation Reform for South African Sign Language Interpreters : An Action Research Study
2015
Author Natasha Parkins-Maliko Number of Pages 92 Title Accreditation Reform For South African Sign Language Interpreters An action research study Supervisor(s) Prof J. Napier Subscriber and/or Mentor Abstract Purpose: This study focused on accreditation systems specifically to inform an accreditation system for South African Sign Language interpreters. The study was based on action enquiry which was mainly informed by the UK accreditation system. Methods: A questionnaire and triadic focus group discussion were used to source data to inform findings and recommendations. Results: Over the course of data analysis, common concerns emerge regarding the current SATI testing system, although there are also responses which lean strongly on the advantages of the test. A major concern among interpreters is that the accreditation system proposed under the SALPC will lead to fragmentation and conflict instead of providing a sustainable solution for the already unpopular SATI accreditation tests...
The Sign Language Translator …, 2007
This article presents the findings of a survey of sign language interpreters' perceptions of the skills, knowledge and abilities required for effective practice. Specifically, practitioners were asked to rate the degree of importance of some of the identified key skills, knowledge and abilities for professional practice based on the literature, and then rate their own degree of competence as a practitioner on the same parameters. Furthermore, interpreters supplied an overall rating of competence, based on their perception of their own performance as a practitioner. A skills gap analysis was conducted to determine the significant differences between ratings of importance and ratings of competence on each of the skills, knowledge and abilities documented. This yielded information with regard to the most critical skills, knowledge and abilities perceived by sign language interpreters, and clearly identified gaps in competence among practitioners. Interpreter accreditation level emerged as a significant dimension in the context of self-reported level of competence and skill for sign language interpreters. Such findings have important implications for the education and training of sign language interpreters, and repercussions for ongoing professional development and selfmonitoring by practitioners.
Bown, S. and Dekesel, K., (2015) “Shared mind – shared effort”: the cognitive processes and strategies applied by trainee sign language interpreters., 2015
1. Introduction As interpreter educators we often inform our trainees that there are multiple ways of doing things in order to achieve an effective interpretation. Bellos confirms that “... One of the most awkward & wonderful truths about translation... Any utterance of more than trivial length has no one translation. All utterances have innumerably many acceptable translations.” (2011:5) The early needs of trainee sign language interpreters, however, often results in an insistence of being shown the ‘right’ way or being provided with ‘show and tell’ concrete examples (modelling). It is also the case that trainees are often understandably intrigued by what their peers, and in particular what other qualified interpreters, might actually do in the situation they are presented with. Their view of translation is that educators will provide them with recipes to follow, indicating the exact ingredients, whereas the reality is that they are eventually required as interpreting professionals, to be able to cook without recipes. Though trainees are provided with a range of models, approaches, procedures and strategies, their personal selection from those available, in other words which they apply or do not apply, is not always obvious in their end product. There is an understandable obsession from various stakeholders towards this end product created by interpreters, especially given that a tangible error analysis , for example Cokely (1986; 1992), can be conducted to indicate the so called ‘flaws’. From an educational and developmental perspective, however, we are more interested in the choices that lead to this product, namely the process. We are of the view that overall quality can be enhanced by “manipulating” or “tinkering” with the thoughts behind the choices made (Bown & Dekesel, 2011, 2012), in order to achieve the ultimate goal which Nord defines as "what should be going on in a translator's mind" (1991:234).