A Focus on Learning Experiences and Specific Teaching Practices
Research on teaching practices in interpreter education is rare
Volume editors are leaders in the field of interpreter education
Will inform and advance instructional approaches
The tradition of infusing evidence-based practices into sign language interpreter education, while not new, has taken a long while to take root, spread, and grow. The Next Generation of Research in Interpreter Education contributes to the emerging body of research on learning experiences and teaching practices in sign language interpreter education. “To move forward,” note editors Cynthia B. Roy and Elizabeth A. Winston, “it is essential to first understand the terms and types of evidence we might explore. Three terms that need consideration are Standard practices: Practices that exist, with no evidence or theoretical foundation serving as a basis for predicting their success; Best practices: Practices that are research-verified, research-based, or followed by exemplary institutions; and Effective practices: Practices that are verified by research as yielding target outcomes.”
“The chapters in this volume demonstrate that the field of sign language interpreter education in the United States is on the move, with fresh minds willing to acknowledge past learning, build on it, expand it, and most importantly move forward from it, to infuse interpreter education with exciting and innovative approaches so needed by consumers and stakeholders! Each chapter brings a new and different perspective that takes us further along the journey to effective, evidence-based teaching and learning strategies. Each explores evidence and practices and each advances our emerging understanding of teaching and learning interpreting; moreover, each is within the realm of the potentially practical, while highlighting the ongoing need for more teacher education and teaching materials that support the pursuit of effective teaching and learning.”
Cynthia B. Roy is a retired professor in the Department of Interpretation and Translation at Gallaudet University, where she directed the BA program and the PhD program. She is the editor of the Interpreter Education series, published by GU Press, and the editor of the first three volumes in the series. Her areas of expertise include teaching and research in interpreting, curriculum development, and discourse analysis. She holds a PhD in Sociolinguistics from Georgetown University and an MA in Linguistics with a focus on American Sign Language from Gallaudet University.
Elizabeth A. Winston is the director of the Teaching Interpreting Educators and Mentors (TIEM) Center, which is focused on excellence and integrity in interpreter and mentor education and research. Her areas of expertise include teaching and research in interpreting, curriculum development, assessment and evaluation, English and ASL discourse analysis, interpreting skills development, educational interpreting, multimedia applications in ASL research and teaching, and teaching at a distance. She holds a PhD in Applied Linguistics from Georgetown University, an MA in Linguistics with a focus in American Sign Language from Gallaudet University, and an MEd in Technology and Education from Western Governors University.