This article examines the impact of the COVID-19 pandemic on the sign language interpreting profession drawing on data from a fourth and final survey conducted in June 2021 as part of a series of online “living surveys” during the pandemic. The survey, featuring 331 respondents, highlights significant changes in the occupational conditions and practices of sign language interpreters due to the sudden shift towards remote video-mediated interpreting. The findings reveal a range of challenges faced by interpreters, including the complexities of audience design, lack of backchanneling from deaf consumers, the need for heightened self-monitoring, nuanced conversation management, and team work. Moreover, the study highlights the physical and mental health concerns that have emerged among interpreters as a result of the shift in working conditions, and a need for interpreters to acquire new skills such as coping with the multimodal nature of online interpreting. While the blend of remote, hybrid, and on-site work has introduced certain advantages, it also poses new challenges encompassing workload management, online etiquette, and occupational health concerns. The survey’s findings underscore the resilience and adaptability of SLIs in navigating the shift to remote interpreting, suggesting a lasting transformation in the profession with implications for future practice, training, and research in the post-pandemic era.
Abstract van prestentatie. According to Roy and Napier (2015), the earliest research on sign language interpreting dates to the mid-1970s. More recently we have acknowledged the need for research to be part of sign language interpreter (SLI) education programs (Winston, 2013). At present, educators feel an urgent need to embed research in their SLI programs with two goals: first, to firmly base their teaching in evidencebased practice, and second, to teach future interpreters how to continuously improve their practice
We present a description of our didactic approach to train undergraduate sign language interpreters on their interpersonal and reflective skills. Based pre-dominantly on the theory of role-space by Llewellyn-Jones and Lee (2014), we argue that dialogue settings require a dynamic role of the interpreter in which s/he constantly makes choices based on contextual, interpesonal skills (IPS) is essential to improve the interpreter's behaviour. We developed several courses of Interpreting Skills (INS) offered during a four-year tertiary education programme, based on the concepts of competency-based learning and teaching. We provide a short description of one in particular, INS7, and give some examples of practice (role-play) and (sef) assessment.
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