In this paper, we report on interview data collected from 14 Deaf leaders across seven countries (Australia, Belgium, Ireland, the Netherlands, Switzerland, United Kingdom, and the United States) regarding their perspectives on signed language interpreters. Using a semi-structured survey questionnaire, seven interpreting researchers interviewed two Deaf leaders each in their home countries. Following transcription of the data, the researchers conducted a thematic analysis of the comments. Four shared themes emerged in the data, as follows: (a) variable level of confidence in interpreting direction, (b) criteria for selecting interpreters, (c) judging the competence of interpreters, and (d) strategies for working with interpreters. The results suggest that Deaf leaders share similar, but not identical, perspectives about working with interpreters, despite differing conditions that hold regarding how interpreting services are provided in their respective countries. When compared to prior studies of Deaf leaders’ perspectives of interpreters, these data indicate some positive trends in Deaf leaders’ experience with interpreters; however, results also point to a need for further work in creating an atmosphere of trust, enhancing interpreters’ language fluency, and developing mutual collaboration between Deaf leaders and signed language interpreters. De url van de uitgeversversie van het artikel is: http://dx.doi.org/10.1556/084.2017.18.1.5
Sociocultural and dialogic theories of education have identified the need to integrate both pedagogical content and language knowledge into teachers’ professional development to promote effective interaction with students about subject content. In this intervention study, a meta-perspective on language was developed to understand how experienced teacher educators (N = 29) conceptualize ongoing language development in professional learning and teaching (referred to as language-developing learning in this study) as part of their pedagogical content knowledge. The data were analysed using content analysis. Language-developing learning was mainly conceived as teacher-oriented professional development. In this process, the language aspect was regarded not only as a tool that applies regulatory and explanatory language but also as a target that connects academic knowledge and interpersonally oriented language. The results increase our awareness of teacher educators’ practical knowledge of academic and interpersonal language in specific disciplinary contexts of teacher professional development in higher education.
