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1.
Napier J 《American annals of the deaf》2004,149(4):350-359
The 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. 相似文献
2.
The translation work of sign language interpreters involves much more than language. The characteristics and goings-on in the physical environment, the dynamics and interactions between the people who are present, and even the "inner noise" of the interpreter contribute to the accuracy, or lack thereof, of the resulting translation. The competent interpreter must understand and respond appropriately to the language and nonlanguage aspects of each interpreting assignment. We use the framework of demand-control theory (Karasek, 1979) to examine the complex occupation of sign language interpreting. Demand-control theory is a job analysis method useful in studies of occupational stress and reduction of stress-related illness, injury, and burnout. We describe sources of demand in the interpreting profession, including demands that arise from factors other than those associated with languages (linguistic demands). These include environmental, interpersonal, and intrapersonal demands. Karasek's concept of control, or decision latitude, is also explored in relation to the interpreting profession. We discuss the prevalence of cumulative trauma disorders (CTD), turnover, and burnout in the interpreting profession in light of demand-control theory and data from interpreter surveys, including a new survey study described herein. We conclude that nonlinguistic demand factors in particular and perceived restrictions in decision latitude likely contribute to stress, CTD, burnout, and the resulting shortage of sign language interpreters. We make suggestions for improvements in interpreter education and professional development, including the institution of an advanced, supervised professional training period, modeled after internships common in other high demand professional occupations. 相似文献
3.
In this article, we examine the literature on educational interpreting for information related to optimal interpreting in school settings. this literature review is coupled with an examination of 15 guidelines for educational interpreters in school districts and programs for the deaf and hard of hearing across the United States. With this information, we then explore discrepancies between what guidelines recommend, what actually occurs in classrooms, and what research on the process of interpreting has found on the basis of three major areas of concern: the production of the message by the interpreter, the reception of the message by the student, and additional responsibilities required of interpreters working in school programs. 相似文献
4.
Yarger CC 《American annals of the deaf》2001,146(1):16-30
The present study examined the experiences, preparation, and perceptions of 63 educational interpreters employed in two rural states, using surveys and subsequent in-depth interviews with selected subjects. Only 10 of the 63 interpreters had completed interpreter preparation programs, with 5 of these having no course work related to education. None of the interpreters working in elementary or secondary schools held certification from the Registry of Interpreters for the Deaf or any other certifying body. Of the 63 interpreters, 43 were assessed using the Educational Interpreter Performance Assessment (EIPA), which uses a scale of 0-5. Test takers who score 3.5 or better are considered "coherent." The mean score on the EIPA for the 43 educational interpreters was 2.6. Respondents reported concerns about their limited understanding of American Sign Language (ASL), their ability to interpret from ASL to English, and their salaries, training, and professional status. 相似文献
5.
Specialized psychotherapy for deaf people in the Dutch and Western European mental health systems is still a rather young specialism. A key policy principle in Dutch mental health care for the deaf is that they should receive treatment in the language most accessible to them, which is usually Dutch Sign Language (Nederlandse Gebarentaal or NGT). Although psychotherapists for the deaf are trained to use sign language, situations will always arise in which a sign language interpreter is needed. Most psychotherapists have the opinion that working with a sign language interpreter in therapy sessions can be a valuable alternative option but also see it as a second-best solution because of its impact on the therapeutic process. This paper describes our years of collaborationship as a therapist and a sign language interpreter. If this collaborationship is optimal, it can generate a certain "therapeutic power" in the therapy sessions. Achieving this depends largely on the interplay between the therapist and the interpreter, which in our case is the result of literature research and our experiences during the last 17 years. We analyze this special collaborative relationship, which has several dimensions and recurrent themes like, the role conception of the interpreter, situational interpreting, organizing the interpretation setting, or managing therapeutic phenomena during therapy sessions. 相似文献
6.
For many deaf and hard-of-hearing students, access to the general education curriculum is provided, in part, by using the services of an educational interpreter. Even with a highly qualified interpreter, full access to the content and social life in a hearing classroom can be challenging, and there are many aspects of the educational placement that can affect success. The skills and knowledge of the educational interpreter are one critical aspect. This study reports results from a study of approximately 2,100 educational interpreters from across the United States. All the interpreters were evaluated using the Educational Interpreters Performance Assessment (EIPA), an evaluation instrument used to assess and certify classroom interpreters (see Schick, Williams, & Bolster, 1999). The results show that approximately 60% of the interpreters evaluated had inadequate skills to provide full access. In addition, educational interpreters who had completed an Interpreter Training Program had EIPA scores only .5 of an EIPA level above those who had not, on average. Demographic data and its relationship with EIPA ratings are explored. In general, the study suggests that many deaf and hard-of-hearing students receive interpreting services that will seriously hinder reasonable access to the classroom curriculum and social interaction. 相似文献
7.
D M Mertens 《American annals of the deaf》1991,136(1):48-52
The purpose of this study was to explore the quality of the educational experience of deaf students when they communicate with hearing teachers through interpreters and to determine the implications of that experience for the students' classroom behavior. Qualitative methods were used to collect data from the academic staff and the 28 profoundly to severely deaf adolescents who participated in four-week experientially based workshops in marine science in the summers of 1988 and 1989. Three salient issues emerged: the teacher's knowledge of deafness, the role of the interpreter, and behavior management. Several of the issues that emerged support previous research, such as physical arrangement of students in the classroom, use of notetakers, student attention span, quality of interpreting, and a tendency toward lenient discipline standards. The implications of the study are discussed in terms of teachers and interpreters working together to improve the deaf adolescent's educational experience. 相似文献
8.
The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters' performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test-retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels previously reported for interpreters who sign (e.g., Schick, Williams, & Kupermintz, 2006), these results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment. 相似文献
9.
Sign language interpreters working in schools often face isolation in terms of their sign language vocabulary development opportunities. The purposes of this study were to determine the key demographic characteristics of educational interpreters in British Columbia, to identify the resources they use to learn new vocabulary, and to shed light on their Internet use and access levels, with a view to exploring the viability of this resource as a tool for vocabulary development for interpreters working in educational settings. Key demographics associated with interpreters' access to time and materials in advance of a lesson were job title and graduation from an interpreter training program. Interpreters with job titles that reflected their status as interpreters had more preparatory time each week than interpreters who had job titles focused on their roles as educational assistants. Interpreters overwhelmingly expressed the need for continuing professional development with respect to vocabulary development. In terms of the resources currently used, human resources (colleagues, deaf adults) were used significantly more often than nonhuman (books, videotapes, Internet). The resource use results showed that convenience was more important than quality. Books were used more often than videotapes, CD-ROMs, and the Internet, although the latter three had higher percentages of very satisfied users than did books. The design and content of online vocabulary resources and limited interpreter preparation time were identified as current issues keeping the Internet from reaching its potential as an easily accessible visual resource. Recommendations aimed at enhancing the viability of the Internet as a vocabulary development tool for educational interpreters are discussed. 相似文献
10.
Miller KR 《American annals of the deaf》2001,146(4):328-330
Historically, the provision of sign language interpreters to deaf suspects, defendants, and offenders has been a problematic issue in the criminal justice system. Inconsistency in the provision of interpreter services results largely from the ignorance of criminal justice professionals regarding deaf people's communication needs and accommodation options. Through analysis of 22 post-Americans with Disabilities Act cases and a survey of 46 professional sign language interpreters working in criminal justice settings, the present study considered access issues concerning sign language interpreters in law enforcement, courtrooms, and correctional settings. Recommendations to increase the accessibility of interpreting services include providing ongoing awareness training to criminal justice personnel, developing training programs for deaf legal advocates, and continuing access studies. 相似文献
11.
随着国际经济合作交流的日益增强,英语口译人才需求不断增加并呈现日益专业化的特点。而英语口译人才培养上还存在一些问题,比如高校培养目标、课程设置、教学模式不够合理,企业和翻译协会等社会机构继续教育弱化,使得口译人才供需矛盾仍较为突出。本文从高校、企业和翻译协会等方面,综合提出加强英语口译人才培养的对策,以满足辽宁省外向型企业对英语口译人才的需求。 相似文献
12.
Napier J 《Journal of deaf studies and deaf education》2002,7(4):281-301
This study describes Auslan/English interpreters' use of translation style when interpreting for a university lecture. Some interpreters switched translation style, between free and literal methods of interpretation, as a linguistic strategy for dealing with the sociolinguistic influences of the discourse environment. In particular, attention was paid to the interpreters' educational background (and therefore their familiarity with academic discourse), the linguistic features and lexical density of the text, and their influences on the interpretation. The key finding of the study was that Auslan/English interpreters predominantly used a free or literal interpretation approach, but switched between translation styles at particular points of the text, leading to the suggestion of the concept of "translational contact." The findings of this study are not only significant in Australia but can also benefit interpreters and interpreter educators internationally. 相似文献
13.
陈亚敏 《苏州教育学院学报》2007,24(4):31-33,63
随着社会对外语口译人才需求量的加大,口译教学在高等院校方兴未艾。对口译学习者而言,了解基本的口译理论是学习者参与口译实践不可或缺的知识。通过介绍口译在人脑中的工作方式、口译的模式、口译的训练和口译人员的素质要求,可以初步阐明口译的基本知识及其技能培养。 相似文献
14.
The quality of interpretations produced by sign language interpreters was investigated. Twenty-five experienced interpreters were instructed to interpret narratives from (a) spoken Dutch to Sign Language of The Netherlands (SLN), (b) spoken Dutch to Sign Supported Dutch (SSD), and (c) SLN to spoken Dutch. The quality of the interpreted narratives was assessed by 5 certified sign language interpreters who did not participate in the study. Two measures were used to assess interpreting quality: the propositional accuracy of the interpreters' interpretations and a subjective quality measure. The results showed that the interpreted narratives in the SLN-to-Dutch interpreting direction were of lower quality (on both measures) than the interpreted narratives in the Dutch-to-SLN and Dutch-to-SSD directions. Furthermore, interpreters who had begun acquiring SLN when they entered the interpreter training program performed as well in all 3 interpreting directions as interpreters who had acquired SLN from birth. 相似文献
15.
The Educational Interpreter Performance Assessment, or EIPA, is an evaluation tool designed specifically for educational interpreters. An evaluation using the EIPA considers the child's grade level, the sign language or sign system that the interpreter is using as well as any other child-specific factors. Fifty-nine educational interpreters were evaluated using the EIPA. They had different backgrounds and training, and used different types of sign language or sign language or sign systems. The results show that not all of the educational interpreters were qualified to provide a child with an adequate interpretation of classroom discourse. Less than half of the educational interpreters assessed in this study performed at a level considered minimally acceptable. These data also show that sign vocabulary skills were significantly better than grammatical skills. Eighteen interpreters were evaluated twice in order to test-retest reliability, which showed that scores were not significantly different between the two evaluations. The picture that emerges from these data is that many deaf children receive an interpretation of classroom discourse that may distort and inadequately represent the information being communicated. 相似文献
16.
培养手语翻译员是创造无障碍交流的社会人文环境的重要途径,也是社会和谐的重要内容。开展手语翻译员的培养工作,至关重要的是要建设一支专兼职手语翻译员队伍,核心内容是要求手语翻译员掌握必需的手语知识,同时要具备相应的职业道德。手语翻译员的培养工作是一项持久而艰巨的任务,需要社会制定适当的倾斜政策和统一的就业标准,同时要建立健全手语翻译员的监督机制。 相似文献
17.
单原 《泰州职业技术学院学报》2010,10(6):95-98
随着我国改革开放的不断深入和对外交流的日趋频繁,社会和市场对各个层次口译人才的需求日益增长。为适应时代发展和市场需求,各院校英语专业在本科阶段普遍开设了口译课程。文章在对目前我国英语口译教学现状分析的基础上,提出本科阶段口译教学应面向市场错位发展,从口译师资、口译训练模式和口译语料等方面与市场的接轨着手,加强学生口译能力的培养,向口译市场金字塔的腰底部输送合格的口译人才。 相似文献
18.
本文通过解释记者招待会口译过程中译员显身和隐身的必要性,并通过详细案例,指出在记者招待会的口译过程中译员是即是忠实的"传话筒",也是对话的共建者和协调者。 相似文献
19.
Marschark M Sapere P Convertino C Seewagen R 《Journal of deaf studies and deaf education》2005,10(1):38-50
Despite the importance of sign language interpreting for many deaf students, there is surprisingly little research concerning its effectiveness in the classroom. The limited research in this area is reviewed, and a new study is presented that included 23 interpreters, 105 deaf students, and 22 hearing students. Students saw two interpreted university-level lectures, each preceded by a test of prior content knowledge and followed by a post-lecture assessment of learning. A variety of demographic and qualitative data also were collected. Variables of primary interest included the effects of a match or mismatch between student interpreting preferences (interpreting vs. transliteration) and the actual mode of interpreting, student-interpreter familiarity, and interpreter experience. Results clarify previous contradictory findings concerning the importance of student interpreting preferences and extend earlier studies indicating that deaf students acquire less than hearing peers from interpreted college-level lectures. Issues relating to access and success in integrated academic settings are discussed as they relate to relations among student characteristics, interpreter characteristics, and educational settings. 相似文献
20.
Mine Güven 《Open Learning》2013,28(2):116-130
This study addresses the need for trained medical interpreters in various local/ethnic languages especially at public health institutions in Turkey, and argues that distance learning would be an effective tool for medical interpreting training, given the particular constraints of the situation. Designed to meet the respective needs of different target groups, two certificate programmes are proposed: a three-month programme for health professionals and a one-year programme for prospective medical interpreters. These certificate programmes involve delivery of the theoretical content by distance mode in addition to face-to-face interpreting practice guided by professional interpreter trainers and experts of the local/ethnic languages concerned. 相似文献