Uploaded September 2024 | Updated September 2026, 2 weeks ago

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Find out more at https://gupress.gallaudet.edu/internationalperspectives
"Conclusion" | Chapter summary in British Sign Language (BSL)
Chapter authors: Stacey Webb, Jemina Napier, and Robert Adam

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:
A middle-aged, bearded white deaf person with brown hair and glasses wearing a black shirt is signing in British Sign Language in front of a blue background.

Transcript:
Learning about sign language translation and interpreting (SLTI) education in different contexts helps us understand our current position, our progress, and the path ahead, offering ideas on how to advance. This volume aims to share insights and expertise on SLTI education within both established and ad hoc training environments, highlighting varying degrees of advancement across countries. Despite these differences, all share a commitment to professionalism in this vital field.

Several recurring themes have emerged throughout the chapters. First, the evolving dynamics within contemporary deaf communities make it increasingly difficult for interpreting students to gain authentic sign language exposure. Many programs admit students with no prior sign language knowledge, requiring them to learn both sign language and interpreting skills over a three- to four-year period, resulting in a readiness-to-work gap. While some programs include work placements or internships in sign language environments or shadowing interpreters, such practices are inconsistent.

SLTI educational programs mainly cater to hearing non-signing students. Opportunities for deaf interpreter/translator training, accreditation, or work are still in early stages in many countries, with few recognizing the potential for deaf interpreters and translators. Only a few countries have separate qualifications for deaf interpreters, and only one has a specific qualification for deaf translators.

Looking ahead, themes about the future of SLTI include strategies to encourage both deaf and hearing heritage signers to pursue careers in the profession and ways to support the development of the deaf SLTI profession. The growing importance of online learning, especially post-COVID-19, prompts discussions on expanding training through digital platforms. Future considerations involve identifying the soft and hard skills necessary for SLTI practitioners, diversifying the profession in terms of race, gender, disability, and sexuality, and teaching skills like subtitling, respeaking, and notetaking to meet diverse language access needs.

Discussions also focus on the role of SLT in SLTI and whether it should be taught as a separate discipline and to whom. These conversations aim to shape the future of SLTI education and practice, ensuring responsiveness to the evolving needs of both deaf people and interpreting professionals.

This volume delves into the complexities of SLTI education worldwide, offering a mix of similarities and differences that provide insights into our journeys. Learning about SLTI education in diverse contexts sparks questions about the future, encouraging reflection on how best to train deaf and hearing practitioners. These inquiries propel us forward in continuous improvement and innovation, ensuring SLTI connects languages, cultures, and people.