Uploaded September 2024 | Updated September 2026, 2 weeks ago
Find out more at https://gupress.gallaudet.edu/InternationalPerspectives
"Sign Language Translation and Interpreting Education Two Decades on: An Introduction to the Volume" | Chapter summary in ASL
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: Video opens with white text on black background: Sign language translation and interpreting education Stacey Webb, Jemina Napier & Robert Adam. Video transitions to Woman with white skin and short strawberry-blonde hair wearing navy top against black background signing a summary in American Sign Language.
Transcript:
This book is the second edition of the 2009 book that was published by Gallaudet University Press as part of the Interpreter Education series. Now, almost two decades later, many chapters have been updated and new chapters have been added. This volume has a new editorial team including Jemina Napier, Stacey Webb, and Robert Adam.
In this introduction chapter, the authors reflect on the evolution and diversity of sign language translation and interpreting (SLTI) education globally. It profiles the experiences and backgrounds of the three editors, who are educators and practitioners in the field. The chapter emphasizes the importance of personal reflection and understanding one's context within the broader landscape of SLTI education. Importantly, the chapter promotes readers to consider their own circumstances, successes, and challenges, encouraging a realistic perspective and self-care.
The chapter highlights the influence of global politics, societal changes, and neoliberal values on the profession. It also recognizes how SLTI education varies globally based on each country's professionalization stage. Traditionally rooted in deaf communities, SLTI began as a civic duty but has evolved into a more formalized profession in some regions. Where SLTI is professionalized, education is now offered at vocational, undergraduate, and postgraduate levels. Despite progress, challenges remain in meeting workforce readiness, and criticisms highlight gaps in graduates' skills, suggesting a need for more cooperative approaches and improved resources in SLTI education.
The chapter provides an overview of the structure and content of the book, which includes contributions from 22 countries, aiming for increased diversity and representation. Each chapter follows a consistent format, discussing the historical development, status, and outlook of SLTI education within its respective country. While acknowledging variations in terminology and professionalization levels, the editors also recognize that English is not the native language of many of these authors, and while the editors strive to maintain readability, they also wanted to preserve authors' voices throughout these chapters.
Find out more at https://gupress.gallaudet.edu/InternationalPerspectives
"Sign Language Translation and Interpreting Education Two Decades on: An Introduction to the Volume" | Chapter summary in ASL
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: Video opens with white text on black background: Sign language translation and interpreting education Stacey Webb, Jemina Napier & Robert Adam. Video transitions to Woman with white skin and short strawberry-blonde hair wearing navy top against black background signing a summary in American Sign Language.
Transcript:
This book is the second edition of the 2009 book that was published by Gallaudet University Press as part of the Interpreter Education series. Now, almost two decades later, many chapters have been updated and new chapters have been added. This volume has a new editorial team including Jemina Napier, Stacey Webb, and Robert Adam.
In this introduction chapter, the authors reflect on the evolution and diversity of sign language translation and interpreting (SLTI) education globally. It profiles the experiences and backgrounds of the three editors, who are educators and practitioners in the field. The chapter emphasizes the importance of personal reflection and understanding one's context within the broader landscape of SLTI education. Importantly, the chapter promotes readers to consider their own circumstances, successes, and challenges, encouraging a realistic perspective and self-care.
The chapter highlights the influence of global politics, societal changes, and neoliberal values on the profession. It also recognizes how SLTI education varies globally based on each country's professionalization stage. Traditionally rooted in deaf communities, SLTI began as a civic duty but has evolved into a more formalized profession in some regions. Where SLTI is professionalized, education is now offered at vocational, undergraduate, and postgraduate levels. Despite progress, challenges remain in meeting workforce readiness, and criticisms highlight gaps in graduates' skills, suggesting a need for more cooperative approaches and improved resources in SLTI education.
The chapter provides an overview of the structure and content of the book, which includes contributions from 22 countries, aiming for increased diversity and representation. Each chapter follows a consistent format, discussing the historical development, status, and outlook of SLTI education within its respective country. While acknowledging variations in terminology and professionalization levels, the editors also recognize that English is not the native language of many of these authors, and while the editors strive to maintain readability, they also wanted to preserve authors' voices throughout these chapters.
