Gallaudet University Press

11:2 Thursday, February 26, 2009

A World View of Teaching Sign Interpreters

Experts from Brazil to New Zealand Share
Perspectives on Interpreter Training Issues

In International Perspectives on Sign Language Interpreter Education, the fourth volume in the Interpreter Education series, more than 30 international interpreter training experts provide insights on how sign language interpreter training has developed in their nations, and how they have dealt with the difficulties that they encountered. Edited by Jemina Napier, the diverse perspectives of these contributors offer a deeper understanding and comparison of interpreter training issues that could benefit the programs in every nation.

Liz Scott Gibson, former president of the World Association of Sign Language Interpreters (WASLI), offers this insight: “I believe that significant progress in the education and training of interpreters can be made through collaborative relationships and dialogues, and the kind of information sharing so ably demonstrated in this book. The very breadth of the articles included are indeed a framework for the respectful sharing of ideas and experiences, and the promotion of best practice, but they should also lead us to critical scrutiny, to question, and ultimately to value the diversity of our profession as well as those things that we have in common.”

Use your exclusive subscriber discount to receive a savings of 20% off when you order International Perspectives on Sign Language Interpreter Education online or by mail. When ordering online, type “FEB2009” in the box labeled “use promo code” next to the “checkout” button.

In a recent review, Reference & Research Book News acknowledges Brian H. Greenwald and John Vickrey Van Cleve, editors of A Fair Chance in the Race of Life: The Role of Gallaudet University in Deaf History, stating, “Greenwald and Van Cleve present 12 articles that tell the history of Gallaudet U., based on papers given at the conference, ‘150 years on Kendall Green: Celebrating Deaf history and Gallaudet,’ held in April 2007. Current and former scholars and a past president from the university, as well as other schools in the US, describe the founding and early history of the institution, attitudes about deafness in the literary works of its first honorary degree recipient, John Carlin, its presidents, issues of audism and paternalism, the debate among early teachers over math curriculum, racist attitudes on campus and in precollege programs, the history of women students, fundraising, and the architectural history of the university for the deaf.” Read chapter eight, “The Struggle to Educate Black Deaf Schoolchildren in Washington, D.C.,” online, and order A Fair Chance in the Race of Life here.

Reference & Research Book News also commends Testing Deaf Students in an Age of Accountability: “[Robert C.] Johnson, [Ross E.] Mitchell and their contributors note that the No Child Left Behind act, despite its idealism, works to the disadvantage of students who are deaf. Due to the structure of standardized tests and ways in which they are delivered, students who are deaf on average have performed far lower below grade level. The authors and many other educators are convinced that results of high-stakes exams do not reflect the academic achievements of the deaf, based upon their studies in a range of US states (including North Carolina, Delaware, Illinois, California and Maryland) and settings. They explain the potential harm of such testing to students who are deaf, such as the reinforcement of stereotypes, unnecessary or deleterious modification of curricula, and damage to students’ motivation to learn.” Read more about this exciting new collection in chapter 10, “Testing, Accountability, and Equity for Deaf Students in Delaware,” and order your copy today!

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