Preparing interpreting students to be allies in the Deaf community

The profession of interpreting is directly linked to consumers who rely upon the linguistic skill, cultural competence, ethical conduct, and professional dispositions of qualified interpreters to provide them with equal access to information. The norms for a signed language interpreter’s behavior that align with a standard of quality are of particular interest when contemplating how interpreters could be involved within the Deaf community. This paper addresses the ongoing discussion in the U.S. about (1) preparing signed language interpreters to share common goals and form alliances with the community, and (2) ethical perceptions of collaboration outside the interpreted event that do not violate the organizational code of conduct. Realizing that issues such as trust, clear role definition, ethical norms, and “maintaining professional relationships” (Australian Institute of Interpreters and Translators, 2012) have similarities across nations and their various codes of ethics, a perceived gap in the U.S. between professional interpreters and consumers is the catalyst for evaluating options that will close this gap

Signed Language Interpreter Education Programs in North America: A Descriptive Study

The objective of this study is to provide interpreter education faculty, university administrators, accrediting bodies, stakeholders, interpreters, and students (current or prospective) a descriptive snapshot-in-time of interpreter education curriculum and programs in North America. This study expands upon work done in the late 1987-1990 and 2007-2009 to capture a descriptive snapshot-in-time of the preparation of signed language interpreters. Researchers anticipated learning how programs align their curricula with CCIE accreditation standards (whether they are accredited or not), how two- and four-year programs (including Canada) allocate faculty time and resources, and how student characteristics and support systems differ among programs. This study examined interpreting education programs (IEP) in the U.S. and Canada across five distinct areas: (a) university and unit, (b) faculty, (c) students, (d) curriculum and internship, and (e) accreditation. Data were collected via a Qualtrics online survey with 67 questions sent to 125 IEP program directors with 58 total usable responses (46% return rate)

Interpreter Preparedness for Specialized Settings

Sign language interpreters who begin work soon after graduating from post-secondary programs, either associate-level training programs or bachelor-level interpreter education programs are vulnerable to unique challenges for which they may be inadequately prepared, especially if they work as community interpreters in specialized settings. This descriptive study represents the initial attempt to understand how graduates determine personal readiness and identifies contributors to preparedness for working in specialized settings. The sample of recent program graduates provided a snapshot of how prepared interpreters felt in their first years following graduation regarding competency in Legal, Healthcare, Mental Health, Educational, and Deaf-Blind situations. This study highlights specializations in which interpreting graduates feel most and least prepared to work and informs us about the types of instruction or experience that most contributed to their readiness. The results revealed to what extent participants perceived their interpreter education programs prepared them for specialized settings

Persistent Emotional Extremes and Video Relay Service Interpreters

This mixed methods study explored how call content emotionally affects video interpreters (VIs) who work in Video Relay Service (VRS) and how this influences perceptions of job satisfaction and general well-being. The participants included 889 self-reported VIs who completed a survey containing open and closed-ended questions regarding their work. Whereas VRS call content can be extremely emotional for the non-deaf and deaf callers, whether positive or negative, the study seeks to identify a spectrum of coping strategies to perceived stressors brought about by these emotionally charged incidents. The study examined the frequency of these types of calls processed by the VI as well as information regarding coping methods the VIs utilized pre, during and post VRS call utilizing a constant comparison technique. The researchers found that interpreters who work in this setting experience emotional extremes that may influence longevity in the field. VIs are resourceful in their coping strategies which include debriefing, breaks, exercise and positive self-talk and reflection. Efficacy of coping strategies requires further study in a VRS setting. Suggestions for future studies focusing on VRS are recommended

Moving Interpreter Education Online: A Conversation With Sherry Shaw

In this Open Forum conversation between Doug Bowen-Bailey, a signed language interpreter educator and resource developer, and Sherry Shaw, a signed-language-interpreter educator, Sherry shares her experience of establishing and teaching an online master’s program in interpreting at the University of North Florida. The conversation shares insights into the structure of the online program, as well as the benefits and challenges of teaching in an online environment. These include issues of time management for both students and faculty, faculty recruitment and retention, choices in technology, and establishing a program within an institutional environment

Service Learning during the COVID-19 Pandemic: A Model of Temporal, Spatial, and Cultural Adaptability

In this study, the researchers analyze the progress of undergraduate and graduate ASL/English interpreting students (n = 34) in service learning courses during the COVID-19 pandemic. The study was an exploratory investigation of student adaptability and approaches to collaboration with the Deaf community amidst the global crisis. Using student assignments as the primary data source, the analysis yielded five themes that contextualized student growth throughout their service learning journeys: outlook, approach, effort, focus, and locus of control. Further, the findings are framed within the concepts of habitus and boundary work, resulting in a model of temporal, spatial, and cultural adaptability that conceptualizes student experience. Taken together, the data indicate that service learning activities and coursework continue to offer mutually beneficial opportunities to students and community partners even amidst challenging circumstances

Impact of Study Abroad to Nazi Concentration Camps: Perceptions of Interpreting Students on Identity-Building

This study focuses on the perceptions of post-secondary interpreting students who traveled to concentration camps, Auschwitz-Birkenau (Poland) and Schloss Hartheim (Austria). The historical context of spoken language interpreters in concentration camps, eugenics in the Deaf community, and extermination of people with disabilities underpin the study’s mixed-methods design, incorporating social identity and transformative learning theories to explore professional identity development. A Deaf, Jewish moderator-participant facilitated four focus groups using photo elicitation to foster narratives. Participants ranked photos and value statements to reveal identity components that most impacted them. A grounded theory approach to analysis revealed four themes triangulated with survey data: productive dissonance, justice and equity, communal coping, and consumer orientation. Data verified students were strongly impacted by negotiating communication with Deaf nationals, sharing disorienting experiences with colleagues, and applying Holocaust education to their personal, social, and professional identities. Results are useful for students, interpreters, and programs seeking ways to address social justice concerns through experiential learning

Time in Nature Associated with Decreased Fatigue in UK Truck Drivers

Funding: The data presented in this paper were collected as part of the ‘Structured Health Interven- tion For Truckers (SHIFT)’ randomised controlled trial. This research was funded by the National Institute for Health Research (NIHR) Public Health Research Programme (reference: NIHR PHR 15/190/42). Funding Acquisition, S.A.C., J.A.K., V.V-M. The views expressed are those of the authors and not necessarily those of the NHS, the NIHR or the Department of Health and Social Care. Acknowledgments: SAC: JAK, AS and NJP are supported by the NIHR Leicester Biomedical Re- search Centre—Lifestyle theme. AG has received funding for their PhD Studentship from the Colt Foundation (reference: JD/618).Peer reviewedPublisher PD