In Signed Language Interpretation and Translation Research: Selected Papers from the First International Symposium, editors Brenda Nicodemus and Keith Cagle have gathered an international group of contributors who are recognized leaders in signed language interpreter education and research. This first-of-its-kind volume—number thirteen in the Studies in Interpretation Series— contains ten papers from the 2013 International Symposium on Signed Language Interpreting and Translation Research that document current research on critical areas in interpretation and translation studies.
“The growth in research publication on signed language interpreting and translation is linked to how signed language interpreters are now viewed—and view ourselves—as professionals,” note Nicodemus and Cagle. “It has been said that professions are essential to the functioning of a society. Society’s business is conducted by professionals who are specifically trained to carry out that business, whether it be educating children, treating disease, settling legal disputes, managing industries, or providing signed language interpreting and translation. With that in mind, this book provides additional information and evidence, bringing together ideas and insights from and for people who are seeking knowledge on the questions of signed language interpreting and translation.”
New for Fall 2015
Signed Language Interpretation and Translation Research is one of six new books the Press will debut this Fall, each of which will be featured in future editions of GUPress News. Click on the covers below to learn more about our latest titles.
Teaching and Learning in Bilingual Classrooms: New Scholarship, the 20th volume in the Sociolinguistics in Deaf Communities series, explores the effectiveness of the new initiative known as the Scholarship of Teaching and Learning (SoTL). ProtoView, formerly Reference & Research Book News, gives a concise summary of this unique study, stating: “Teaching and Learning in Bilingual Classrooms reflects upon the research and information that was gleaned by six faculty members at Gallaudet University through the Gallaudet Scholarship of Teaching and Learning Initiative (GSTLI), funded by the Booth Ferris Foundation. The work was intended to create an engaged learning community that combined research, reflection, and documentation of the methods and strategies that most effectively enhance learning for linguistically diverse, visually oriented populations. This work was carried out from fall 2011 to summer 2013 and covered findings from sociology, linguistics, and general studies courses. Chapters in this book are arranged by instructor/contributor; the book’s purpose is to initiate conversations about teaching and learning in similar classrooms.” Learn more about this exciting new research in chapter four, and order Teaching and Learning in Bilingual Classrooms.