This work contributes to the emerging body of research on learning experiences and teaching practices in sign language interpreter education.
This collection contributes to an emerging body of research in sign language interpreter education, a field in which research on teaching practices has been rare. The Next Generation of Research in Interpreter Education investigates learning experiences and teaching practices that provide the evidence necessary to inform and advance instructional approaches. The five studies included in this volume examine role-play activities in the classroom, the experiences of Deaf students in interpreting programs, reducing anxiety in the interpreting process, mentoring, and self-assessment. The contributors are a nascent group of educators who represent a growing mastery of contemporary standards in interpreter education. Their chapters share a common theme: the experiences and learning environments of students as they progress toward entry into the interpreting profession.
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.
Elizabeth A. Winston is the director of the Teaching Interpreting Educators and Mentors (TIEM) Center in Loveland, CO, where she directs research into interpreter education practices, discourse analysis, assessment, and evaluation.
"On the whole, this book provides a valuable contribution toward furthering research-based signed language interpreter education in America and beyond...the book also offers valuable insights for the research and practice of spoken language interpreting: an area in which we are still far from completing the shift to systematic, research-based teaching...all educators could be inspired by this book to adopt a researcher perspective regarding their teaching."— Francesca Maria Frittella, International Journal of Interpreter Education