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Category Archives: Deaf Eyes on Interpreting

The Heart of Interpreting from Deaf Perspectives — From Deaf Eyes on Interpreting

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DEOnIbookpageThis is the fifth weekly installment featuring highlights from the 20 chapters in the new book, Deaf Eyes on Interpreting, edited by Thomas K. Holcomb and David H. Smith which is scheduled to be released in June by Gallaudet University Press. This chapter, “The Heart of Interpreting from Deaf Perspectives” was written by Kim Kurz and Joseph Hill.

In the video above, Kim Kurz describes the motivation for conducting research with Deaf Professionals to discover their expectations and concerns regarding interpreters. Using qualitative and quantitative methods, they interviewed 10 Deaf professionals to identify what they would consider as “the heart of interpreting.” After analyzing their data, they found some common themes and concerns. These include:

1) A lack of bilingual skills (English and ASL) among interpreters  2) A less than effective use of fingerspelling to support the Deaf professionals  3) Skill in employing the elements of depiction in ASL, such as the use of space, classifiers, constructed action, and role shifting were found to be sorely lacking among many interpreters. These areas of concern, the authors feel, may be due to changes in the formation of interpreters from traditional cultural immersion to more emphasis on academic settings.

Providing ASL Interpreters in College Classes Does Not Ensure Equity —— From Deaf Eyes on Interpreting

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DEOnIbookpageThis is the 4th weekly installment from the 20 chapters in the new book, Deaf Eyes on Interpreting, edited by Thomas K. Holcomb and David H. Smith, which is scheduled to be released in June by Gallaudet University Press. This chapter, American Sign Language Interpreting in a Mainstreamed College Setting: Performance Quality and Its Impact on Classroom Participation Equity, has three co-authors John Pirone, Jonathan Henner, and Wyatte C. Hall.

As John Pirone describes in the video clip above, their research shows it is an illusion to think that providing an ASL  interpreter in mainstreamed college classes provides equity for the Deaf students. He enumerates several areas of concern regarding interpreters’ skills and actions, including lack of ASL fluency, less than adequate ASL receptive skills, intercultural incompetency and lack of professionalism. In the full chapter,  the co-authors propose solutions to this troubling state of affairs for Deaf students in interpreted college classrooms.

Accountability and Transparency: The Missing Link in Ensuring Quality from Deaf Eyes on Interpreting

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This is the third weekly installment featuring highlights from the 20 chapters in the new book, Deaf Eyes on Interpreting, DEOnIbookpageedited by Thomas K. Holcomb and David H. Smith, which is scheduled to be released in June by Gallaudet University Press. This chapter, entitled Accountability and Transparency: The Missing Link in Ensuring Quality in Interpreting, has three co-authors: Chad Taylor, Ryan Shephard, and Justin “Bucky” Buckhold.

It focuses on how the new “professional” relationship between agencies, interpreters and Deaf consumers has resulted in a lack of accountability and transparency. Interpreting agencies assign interpreters to jobs without much attention to quality. Interpreters accept jobs without any accountability for their work. These facts have resulted in less than satisfactory experiences for many Deaf people involved in interpreted sessions. Expert interpreters are often embarrassed by the unprofessional, subpar work of their poorly qualified peers. The authors argue that both interpreters and interpreting agencies must be held accountable for their work and that increased transparency is long overdue for this profession. Chad Taylor, in the video clip above, suggests that using crowdsourcing reviews can return to Deaf people the decision making power and control they deserve when it comes to hiring interpreters, instead of just having to accept “a roll of the dice.”.

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Deaf Dream Team: The DEAM Approach from Deaf Eyes on Interpreting

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DEOnIbookpageThis is the second weekly installment featuring highlights from the 20 chapters in the new book, Deaf Eyes on Interpreting, edited by Thomas K. Holcomb and David H. Smith which is scheduled to be released in June by Gallaudet University Press.

In this chapter, Thomas K. Holcomb coins a new term, DEAM, which is a play on three English words: Deaf, Dream, and Team. He discusses how both interpreters and Deaf individuals often leave interpreted sessions feeling less than satisfied, even with the best interpreters involved. He proposes that the current standard practice is not adequate for Deaf people to fully understand the interpreted message and participate well in mostly hearing groups and suggests several ASL discourse techniques that interpreters can incorporate while interpreting lectures by hearing presenters.   He also questions several long traditions in the field of interpreting, such as the 20-minute switch rule. Tom encourages both Deaf people and interpreters to explore these issues in depth to come up with solutions that will result in better experiences for both Deaf people and interpreters.

Announcing an Important New Book: Deaf Eyes on Interpreting

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DEOnIbookpage

Tom: Have you wondered if we need something better, something different when it comes to our interpreting experiences?  Have you ever wished that interpreters could do their work in a way that would make it easier for us to understand the message, easier for us to participate in “hearing” environments,” and easier for them to interpret our signed words more accurately.

Good news!  Dave Smith and I just completed editing a book that addresses this very topic.  It is called Deaf Eyes on Interpreting and will be released by Gallaudet Press on June 30, 2018. Over 30 Deaf people shared their perspectives, ideas, and solutions on improving the interpreting experience for everyone involved.

For the next 20 weeks, we will be sharing one chapter each week from the book by showing a five minute video summary in ASL.  The goal is to generate discussions among Deaf people, interpreters, and others on issues relevant to our experiences with interpreting.

To begin, Trudy Suggs explains the value of storytelling from her chapter, The Importance of Storytelling to Address Deaf Disempowerment.