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15:2 Tuesday, February 19, 2013

Promoting Brazilian Sign Language (Libras)

Scholars Advocate for Greater Academic Empowerment for Libras Interpretation Research

The year 2012 “marked the tenth anniversary of Brazil’s ‘Libras Law,’” notes the editors of Signed Language Interpreting in Brazil, “an event that clearly contributed to the evolution of interpretation-focused research in Brazil and to the select work represented in this volume. At its core, the Libras Law recognizes Brazilian Sign Language (Libras) as a national language. In 2005, one outcome of the law was the formulation of Decree 5.626, a document denoting actions necessitated by the law. One such action was the creation of a formal process for educating sign language interpreters and sign language translators. Subsequently, both signed and spoken undergraduate and postgraduate courses in interpretation and translation began being offered nationwide. Related research has blossomed accordingly.”

In Signed Language Interpreting in Brazil, the ninth volume in the Studies in Interpretation series, editors Ronice Müller de Quadros, Earl Fleetwood, Melanie Metzger and ten Brazilian researchers present six chapters on signed language interpreting while advocating greater academic empowerment for Libras interpretation research, and much more. “This volume provides a sampling of the sign language translation and interpretation research being conducted in Brazil.” Its addition to the Studies in Interpretation series is, the editors attest, “a taste of interpretation and translation studies around the world.”

Read Gender and Sign Language Interpretation, and save 20% today by using your exclusive subscriber discount. Simply type “FEB2013” in the box labeled “use promo code” next to the checkout button for online orders, or order by mail.


In International Practices in Special Education: Debates and Challenges, contributors to this volume combine two disciplines—comparative and international studies and special education—to explore the changing parameters in diverse nations of special education by documenting, exploring, discussing, and analyzing social and educational inclusion. The Midwest Book Review gives its approval by stating: “This book’s all-embracing international focus places it in a category by itself in special education collections. Highly recommended for international and special education collections alike.” Read chapter fourteen, “Current Developments in Education Policy for Students With Disabilities in Australia,” and order your copy by mail or online.


The Journal of Deaf Studies and Deaf Education recently featured a review of Ethical Considerations in Educating Children Who Are Deaf or Hard of Hearing: “This comprehensive exploration of salient topics in deaf education makes this book a valuable tool for preparation of preservice educators of children who are D/HH, as well as for practicing professionals and parents of children who are D/HH.” Edited by Kathee Mangan Christensen, Ethical Considerations sets the stage for a situation ethics approach to the concept of decision-making by considering the decisions that must be made in three crucial areas in a child’s education—parental choices, educational services, and interpreting. Read more about this innovative study in Christensen’s introduction, and order Ethical Considerations online or by mail.


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