• Interpreting in international sign: decisions of Deaf and non-Deaf interpreters

      Stone, Christopher; Russell, Debra; Costello, Brendan; Thumann, Mary; Shaw, Risa (WASLI, 2011)
      The professional use of Deaf Interpreters (DIs) is increasing in several countries and across several contexts. However, there have been few studies that have explored the nature of the work when it involves a Deaf and nondeaf interpreting team. The current study examined the work of two teams of Deaf/non-deaf interpreters providing service in a conference setting. The participants were videotaped while providing service in order to examine the linguistic decisions made by non-deaf interpreters acting as a natural signed language feed, the linguistic decisions made by Deaf interpreters working into International Sign (IS), as well as the meta-communication strategies the team used while constructing the interpretation. The data suggest that interpreting teams that are more familiar with each other rely on different strategies when chunking information, asking for feeds, and for making accommodations. There also appear to be significant differences in the work when the two interpreters share a common natural signed language. All of the data analyzed thus far offer insight into the nature of the relationship and may provide guidance to those arranging interpreting services for international events.
    • Shaping our academic future

      Brunson, Jeremy; Roy, Cynthia; Stone, Christopher (WASLI, 2020-09-13)
      Many countries around the world struggle to provide Deaf people with qualified interpreters. Those who are institutionalizing a solution for this often do so through Interpreter Education Programs (IEPs) and typically situate their philosophy within a skill based training- interpreting. We suggest this presents a myopic view of interpreting; a view that assumes language and interaction occur within a vacuum. Therefore, we believe a more useful paradigm under which to teach interpreting is a theoretical-based education- Interpreting Studies (IS). In order to do this, educators and students must be able to define Interpreting Studies and recognize the contribution of various disciplines that make up this field. Embedding these disciplines within IS requires grounding in each discipline's theoretical principles which is significant as the education of interpreters takes hold in academia.