Uploaded August 2022 | Updated September 2026, 2 weeks ago
Russell, Debra, & Nicholson, Jeanette. (2022). Response: Twenty Years Later: What's Old Is New? In Laurie Swabey & Rachel E. Herring (Eds.), SIGNED LANGUAGE INTERPRETING PEDAGOGY: INSIGHTS AND INNOVATIONS FROM THE CONFERENCE OF INTERPRETER TRAINERS (pp. 247-258). Gallaudet University Press.
https://gupress.gallaudet.edu/Books/S/Signed-Language-Interpreting-Pedagogy
****This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.****
Russell: Hello, I'm Debra Russell from Canada. Previously, I've studied consecutive and simultaneous interpreting. And some of that work was published in 2002, based on the presentation I'd given at CIT. And now some 20 years later, I’m writing about this again with another author.
Nicholson: Hello! My name is Jeanette Nicholson. I am very honored to have been invited to be a coauthor with you Debra. Thank you so much!
Russell: So, in this chapter, we revisit consecutive interpreting 20 years later, what's new? What's changed? What has stayed the same? We opened our chapter by looking back and thinking about the original study of consecutive interpreting and simultaneous interpreting in legal settings. We discuss how the research may have shaped practices in Canada, and maybe in other countries. We also explore how it is that each of us applied that research to our own interpreting work, given that both of us are still working interpreters, then we move forward.
Nicholson: Yes, after your original research, we were curious as to whether this work is still relevant today and the ways in which the profession of signed language interpreting may have applied the evidence. We were wondering if programs within the United States and Canada, and also practitioners applied it to their own professional practice, which also included newer graduates. We surveyed fifteen programs all over the United States and Canada, as well as interpreters who had graduated from programs since 2016. It has been a very interesting study indeed!
Russell: In addition, our chapter also compares Spoken Language Interpreter Education and Signed Language Interpreter Education. We looked at the ways that both fields are including the teaching of consecutive interpreting in Canada, the US, and Europe, which gives us an idea of how currently those topics are addressed. We also have explored the future. I'm an older educator and Jeanette is the future of Interpreter Education. We wonder about how new educators might be applying research to their education to their teaching?
Nicholson: The last part of our chapter includes a call to action that includes Debra’s previous research from twenty years ago and our newest study. You will see that our chapter does include a call for consecutive interpreting to be positioned within curriculum and lesson planning in programs, and also encourage new graduates to understand and apply the research to their own professional practice.
Russell: So again, we want to thank CIT and also the editors Laurie and Rachel for asking us to contribute to this volume. We hope that you enjoy reading the chapter, and if you have comments and feedback, we welcome that. Thank you.
Nicholson: Again, as a newer interpreter educator I am honored and humbled to be included in this chapter.
Russell, Debra, & Nicholson, Jeanette. (2022). Response: Twenty Years Later: What's Old Is New? In Laurie Swabey & Rachel E. Herring (Eds.), SIGNED LANGUAGE INTERPRETING PEDAGOGY: INSIGHTS AND INNOVATIONS FROM THE CONFERENCE OF INTERPRETER TRAINERS (pp. 247-258). Gallaudet University Press.
https://gupress.gallaudet.edu/Books/S/Signed-Language-Interpreting-Pedagogy
****This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.****
Russell: Hello, I'm Debra Russell from Canada. Previously, I've studied consecutive and simultaneous interpreting. And some of that work was published in 2002, based on the presentation I'd given at CIT. And now some 20 years later, I’m writing about this again with another author.
Nicholson: Hello! My name is Jeanette Nicholson. I am very honored to have been invited to be a coauthor with you Debra. Thank you so much!
Russell: So, in this chapter, we revisit consecutive interpreting 20 years later, what's new? What's changed? What has stayed the same? We opened our chapter by looking back and thinking about the original study of consecutive interpreting and simultaneous interpreting in legal settings. We discuss how the research may have shaped practices in Canada, and maybe in other countries. We also explore how it is that each of us applied that research to our own interpreting work, given that both of us are still working interpreters, then we move forward.
Nicholson: Yes, after your original research, we were curious as to whether this work is still relevant today and the ways in which the profession of signed language interpreting may have applied the evidence. We were wondering if programs within the United States and Canada, and also practitioners applied it to their own professional practice, which also included newer graduates. We surveyed fifteen programs all over the United States and Canada, as well as interpreters who had graduated from programs since 2016. It has been a very interesting study indeed!
Russell: In addition, our chapter also compares Spoken Language Interpreter Education and Signed Language Interpreter Education. We looked at the ways that both fields are including the teaching of consecutive interpreting in Canada, the US, and Europe, which gives us an idea of how currently those topics are addressed. We also have explored the future. I'm an older educator and Jeanette is the future of Interpreter Education. We wonder about how new educators might be applying research to their education to their teaching?
Nicholson: The last part of our chapter includes a call to action that includes Debra’s previous research from twenty years ago and our newest study. You will see that our chapter does include a call for consecutive interpreting to be positioned within curriculum and lesson planning in programs, and also encourage new graduates to understand and apply the research to their own professional practice.
Russell: So again, we want to thank CIT and also the editors Laurie and Rachel for asking us to contribute to this volume. We hope that you enjoy reading the chapter, and if you have comments and feedback, we welcome that. Thank you.
Nicholson: Again, as a newer interpreter educator I am honored and humbled to be included in this chapter.
