Uploaded September 2024 | Updated September 2026, 2 weeks ago
Find out more at https://gupress.gallaudet.edu/internationalperspectives
"Thirty-Five Years of Sign Language Interpreter Education and Professional Practice in Aotearoa New Zealand" | Chapter summary in New Zealand Sign Language
Chapter authors: Rachel McKee, George Major, and Susie Ovens
From “International Perspectives on Sign Language Translator and Interpreter Education”
Edited by Jemina Napier, Stacey Webb, and Robert Adam
Published by Gallaudet University Press
**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.**
Visual description: The signer is an older Deaf man, David McKee. The background of the signer is mainly grey with the corner of a blue poster on the left. New Zealand Sign Language is being used.
Transcript:
Hello. I will summarize a chapter by three authors, Rachel McKee, George Major, and Susie Ovens. The chapter title is “Thirty-Five Years of Sign Language Interpreter Education and Professional Practice in New Zealand.” I will outline key points of that chapter.
New Zealand is situated in the South Pacific, near Australia and the Pacific Islands.
The population of New Zealand is approximately five million.
The majority of the population lives in the largest city, Auckland. About one-third of the population resides in Auckland.
The dominant language in New Zealand is English. The Māori language was officially recognized by the government in 1987. In 2006, New Zealand Sign Language was also recognized as an official language. Official recognition gave deaf people the right to interpreters in courts. No other new rights were created, but since recognition, the government has given more attention and support to NZSL in various ways.
The NZ Deaf community had a history of oralist education until 1980.
In 1985, the NZ Deaf Association hosted the first short interpreter training program in Auckland. It was taught by a US interpreter trainer, and it lasted for three months.
Subsequently, three interpreters were employed in three cities - Auckland, Wellington, and Christchurch.
In 1992, a permanent training program started in Auckland. That was a two-year, full-time diploma. The teaching team was hearing and Deaf.
In 2011, the program was extended to a three-year bachelor’s degree. Entry was open to students without prior knowledge of NZSL who wished to train as interpreters.
The change to a degree brought more academic depth and higher professional status. But teaching contact time was reduced and the need for independent learning was increased.
It has become challenging for interpreting students to get enough language practice because of changes in the Deaf community. There are fewer large gatherings at deaf clubs, schools, and social venues. Students have fewer opportunities to get authentic language practice. On the other hand, there are more NZSL resources online that students can access.
There are several challenges for the future. First, there is a need to develop a professional standard beyond the current graduating level. Also, there is a need to train more interpreters who are fluent in Māori. Māori Deaf people have barriers in settings where Māori is spoken and want to see more Māori-speaking NZSL interpreters.
NZ doesn’t yet have training for Deaf people to work as interpreters or translators.
Find out more at https://gupress.gallaudet.edu/internationalperspectives
"Thirty-Five Years of Sign Language Interpreter Education and Professional Practice in Aotearoa New Zealand" | Chapter summary in New Zealand Sign Language
Chapter authors: Rachel McKee, George Major, and Susie Ovens
From “International Perspectives on Sign Language Translator and Interpreter Education”
Edited by Jemina Napier, Stacey Webb, and Robert Adam
Published by Gallaudet University Press
**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.**
Visual description: The signer is an older Deaf man, David McKee. The background of the signer is mainly grey with the corner of a blue poster on the left. New Zealand Sign Language is being used.
Transcript:
Hello. I will summarize a chapter by three authors, Rachel McKee, George Major, and Susie Ovens. The chapter title is “Thirty-Five Years of Sign Language Interpreter Education and Professional Practice in New Zealand.” I will outline key points of that chapter.
New Zealand is situated in the South Pacific, near Australia and the Pacific Islands.
The population of New Zealand is approximately five million.
The majority of the population lives in the largest city, Auckland. About one-third of the population resides in Auckland.
The dominant language in New Zealand is English. The Māori language was officially recognized by the government in 1987. In 2006, New Zealand Sign Language was also recognized as an official language. Official recognition gave deaf people the right to interpreters in courts. No other new rights were created, but since recognition, the government has given more attention and support to NZSL in various ways.
The NZ Deaf community had a history of oralist education until 1980.
In 1985, the NZ Deaf Association hosted the first short interpreter training program in Auckland. It was taught by a US interpreter trainer, and it lasted for three months.
Subsequently, three interpreters were employed in three cities - Auckland, Wellington, and Christchurch.
In 1992, a permanent training program started in Auckland. That was a two-year, full-time diploma. The teaching team was hearing and Deaf.
In 2011, the program was extended to a three-year bachelor’s degree. Entry was open to students without prior knowledge of NZSL who wished to train as interpreters.
The change to a degree brought more academic depth and higher professional status. But teaching contact time was reduced and the need for independent learning was increased.
It has become challenging for interpreting students to get enough language practice because of changes in the Deaf community. There are fewer large gatherings at deaf clubs, schools, and social venues. Students have fewer opportunities to get authentic language practice. On the other hand, there are more NZSL resources online that students can access.
There are several challenges for the future. First, there is a need to develop a professional standard beyond the current graduating level. Also, there is a need to train more interpreters who are fluent in Māori. Māori Deaf people have barriers in settings where Māori is spoken and want to see more Māori-speaking NZSL interpreters.
NZ doesn’t yet have training for Deaf people to work as interpreters or translators.
