Signed Language Interpreting Pedagogy

Insights and Innovations from the Conference of Interpreter Trainers

Edited by Laurie Swabey & Rachel E. Herring

Categories: Translation and Interpreting Studies
Series: Interpreter Education
Imprint: Gallaudet University Press
Hardcover : 9781954622074, 480 pages, September 2022
Ebook : 9781954622081, 408 pages, September 2022
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Table of contents

Editorial Advisory Board ix

Contributors xi

Preface xiii

List of Conferences and Proceedings Editors xvii

Part One: Two Snapshots from CIT Conferences

     The Issue Is Advocacy (1979 Keynote) 3

        Jeanne Audrey Powers

     Reaching New Heights in Interpreter Education Through Deaf Eyes (2018 Endnote) 13

        Thomas K. Holcomb

Part Two: Selected Papers and Responses

     The Art of Critique: Strategies, Aids, and Skills for Trainers (1981) 21

        Jeanne M. Wells

     Response: The Art of Performance Analysis 27

        Lisa Prinzi and Jeanne M. Wells

     The Morning After the Night Before: Thoughts on Curriculum Sequencing (1986) 38

        Dennis R. Cokely

     Response: Hair of the Dog: An Appreciation of Cokely’s “The Morning After the Night Before” 46

        Rico Peterson

     Evaluating Performance: An Interpreted Lecture (1986) 55

        Cynthia B. Roy

     Response: Evaluating Performance: Using Discourse Analysis to Enrich Interpreting Pedagogy, Practice, and Research 69

        Cynthia B. Roy and Annie Marks

     Process Diagnostics: The Deaf Perspective (1988) 80

        MJ Bienvenu

     Response: Engage, Imagine, and Align to Belong for Interpreter Training Programs 92

        Kirsi Majuri-Langdon

     Doing the Right Thing: Interpreter Role and Ethics Within a Bilingual/Bicultural Model (1990) 107

        Jack Hoza

     Response: “Doing the Right Thing” Revisited 125

        Jack Hoza and Laurie R. Shaffer

     A Vygotskian Perspective on Interpreter Assessment (1992) 146

        Sandra Gish

     Response: Social Construction and Working in the Zone of Proximal Development: Gish Revisited 169

        Campbell McDermid and Lisanne Houkes

     Assisting African American/Black ASL/IPP Students Navigate Between Learning in the Classroom and Outside the Classroom (1998) 178

        Jackie Bruce

     Response: The Twenty-Two Year Crawl: Recruitment and Retention of African American/Black Students in Interpreter Education Programs 191

        Krystal Butler, Nicole Shambourger, and Leandra Williams

     Learn to Use It! Taking the NMIP Curriculum Off the Shelf and Into the Classroom (2002) 202

        National Multicultural Interpreter Project Team Members

     Response: National Multicultural Interpreter Project 218

        Glenn Anderson, Mary L. Mooney, Angela Roth, and Anthony Aramburo

     Reconstructing Our Views: Are We Integrating Consecutive Interpreting Into Our Teaching and Practice? (2002) 234

        Debra Russell

     Response: Twenty Years Later: What’s Old Is New? Revisiting Consecutive and Simultaneous Interpreting 247

        Debra Russell and Jeanette Nicholson

     Deaf Language Mentors: A Model of Mentorship via Distance Delivery (2002) 259

        Anna Witter-Merithew, Leilani Johnson, Betti Bonni, Rachel Naiman, and Marty Taylor

     Response: Deaf Language Mentoring: Case Studies, Outcomes, and Looking Forward 281

        Anna Witter-Merithew, Marty M. Taylor, Leilani Johnson, and Elizabeth Bonni

     Enhancing Critical Thinking and Active Learning in Online Courses (2006) 296

        Betsy Winston

     Response: Looking Back and Peering Forward 309

        Betsy Winston

     Effective Practices for Establishing Mentoring Programs (2006) 326

        Lynne Wiesman and Eileen Forestal

     Response: A Paradigmatic Shift in Effective Mentoring Practices 338

        Eileen Forestal and Amy H. Drewek

     Collaboration in Learning: Situating Student Learning in Real World Contexts (2016) 357

        Annette Miner

     Response: Extending the Situated Learning Continuum: Interpreter Education and Beyond 369

        Annette Miner and Teddi Covey von Pingel

     Social Justice in Interpreting Education: An Infusion Model (2016) 383

        Dave J. Coyne and Joseph Hill

     Response: Infusing Social Justice in Interpreting Education 394

        Joseph C. Hill, Su Kyong Isakson, and Christine Nakahara

     Deaf Translation: Socio-Cultural Perspective (2018) 408

        Eileen Forestal and Janis Cole

     Response: Deaf Translation: Pedagogical Perspectives 422

        Janis Cole and Eileen Forestal

Part Three: Conclusion

     A Place at the Table? Reflections on the Past, Present, and Future of Signed Language Interpreter Education in the United States 439

        Elizabeth Bonni, Rachel E. Herring, Jeni Rodrigues, and Laurie Swabey

Index 453


ASL Chapter Summaries



For over forty years, the Conference of Interpreter Trainers has provided opportunities for advancing teaching and learning in interpreter education. This volume highlights fifteen seminal papers from past conference proceedings, along with newly written responses to the selected papers. Many of the new contributions are co-written by the author of the original paper and one or more emerging scholars, giving readers a historical lens on how the field of signed language interpreting pedagogy has evolved. The volume also calls attention to issues with which the field must urgently contend, such as implementing a Deaf-centric approach, multicultural interpreting curricula, the recruitment and retention of African American/Black students, and social justice.

       The contributors explore other important topics in interpreter education including ethics, Deaf translation, performance evaluation, consecutive and simultaneous interpreting, discourse analysis, critical thinking, curriculum sequencing, the social construction of learning, and mentoring. Through this collaborative approach featuring more than thirty scholars, Signed Language Interpreting Pedagogy presents a wealth of theoretical and practical information for interpreter educators and their students.


Laurie Swabey is Professor of Interpreting at St. Catherine University and Director of the CATIE Center, where she has been the principal investigator on several federally funded projects related to interpreter education. Her research interests include interpreting pedagogy and healthcare interpreting.

Rachel E. Herring is Director of the Translation and Interpreting Program at Century College as well as a per diem staff interpreter at Children’s Minnesota. She also serves as a trainer in continuing education courses on interpreter training and T&I research methods at the University of Geneva. Her academic work centers on cognitive processes, skill acquisition, and expertise in dialogue interpreting.