There is a longstanding need for valid, reliable measurements of interpreting competence. Although rubrics and checklists are commonly used in both academic and employment settings, a review of available rubrics indicates that many do not focus on interpreting performance. Traditional metrics for sign language interpreting often conflate language proficiency with interpreting proficiency. Conflating fundamental aspects of language in use—vocabulary, grammar, and prosody— with fundamental aspects of interpretation—content, intent, and monitoring—compromises the valid assessment of interpreting proficiency. Beyond Equivalence: Reconceptualizing Interpreting Performance Assessment argues for a shift toward more nuanced and evidence-based conceptualizations of interpreting, communication, and meaning to improve the creation and use of rubrics for assessment in interpreter education, certification, and professional development.
This inaugural volume in the Currents series introduces a rubric and accompanying scale, which can be used to assess both simultaneous and consecutive interpreting performance in terms of both process and product, in both signed and spoken language interpreting, and in a variety of settings. Beyond Equivalence offers an appreciation of the multivarious nature of meaning in the interpreting process and presents a new paradigm for the measurement of interpreting proficiency.
This study emphasizes the importance of family support for deaf members, particularly through the use of both American Sign Language (ASL) and spoken and/or written English. Research has shown how these factors influence such areas as a child’s development, performance in school, and relationships with brothers and sisters. In this volume, authors Barbara Bodner-Johnson and Beth S. Benedict concentrate on the vital, positive effects of bilingualism and how families that share their experiences with other families can enhance all of their children’s achievement and enrichment.
Bilingual Deaf and Hearing Families: Narrative Interviews describes the experiences of ten families who have at least one deaf family member. In five of the families, the parents are hearing and they have a deaf child; two of the children in these families have cochlear implants. In three families, both the parents and children are deaf. In one family, the parents are deaf and their daughter is hearing; and in one family, the parents and one child are deaf and they all have cochlear implants, and the deaf child’s twin is hearing.
The interviews were conducted in the families’ homes using set topics and questions. The family discussions cover a wide range of subjects: cochlear implants, where they live, their thoughts about family relationships, how they participate in the Deaf community, how they arrive at certain decisions, their children’s friendships, and the goals and resiliencies they have as a family.
Is perception reality? Editor Melanie Metzger investigates the cultural perceptions by and of deaf people around the world in Bilingualism and Identity in Deaf Communities.
“All sociocultural groups offer possible solutions to the dilemma that a deaf child presents to the larger group,” write Claire Ramsey and Jose Antonio Noriega in their essay, “Ninos Milagrizados: Language Attitudes, Deaf Education, and Miracle Cures in Mexico.” In this case, Ramsey and Noriega analyze cultural attempts to “unify” deaf children with the rest of the community. Other contributors report similar phenomena in deaf communities in New Zealand, Nicaragua, and Spain, paying particular attention to how society’s view of deaf people affects how deaf people view themselves.
A second theme pervasive in this collection, akin to the questions of perception and identity, is the impact of bilingualism in deaf communities. Peter C. Hauser offers a study of an American child proficient in both ASL and Cued English while Annica Detthow analyzes “transliteration” between Spoken Swedish and Swedish Sign Language. Like its predecessors, this sixth volume of the Sociolinguistics in Deaf Communities series distinguishes itself by the depth and diversity of its research, making it a welcome addition to any scholar’s library.
Contemporary research has identified resilience — the ability to rebound and learn despite obstacles and adversities — as a key element to success in school. Black Deaf Students: A Model for Educational Success searches out ways to develop, reinforce, and alter the factors that encourage resilience in African American deaf and hard of hearing students. To find the individual characteristics and outside influences that foster educational achievement, author Carolyn E. Williamson conducted extensive interviews with nine African American deaf and hard of hearing adults who succeeded in high school and postsecondary programs.
Until now, the majority of studies of African American deaf and hard of hearing students concentrated upon their underachievement. The only success stories available involved high-achieving African American hearing students. To create an effective model in Black Deaf Students, Williamson focuses on the factors that contributed to her subjects’ successes in postsecondary programs, what they viewed as obstacles and how they overcame them, and their recommendations for facilitating graduation from postsecondary programs. Her work gives “voice” to a group rarely heard in research, which enables readers to view them as a heterogeneous rather than homogeneous group. Their stories provide vital information for parents, school personnel, community stakeholders, and those enrolled in education and mental health preparation programs. In addition, the insights about how these adults succeeded can be useful in facilitating positive outcomes for students who are going into two-year colleges, vocational training, and work settings.
As a young blind girl, Georgina Kleege repeatedly heard the refrain, “Why can’t you be more like Helen Keller?” Kleege’s resentment culminates in her book Blind Rage: Letters to Helen Keller, an ingenious examination of the life of this renowned international figure using 21st-century sensibilities. Kleege’s absorption with Keller originated as an angry response to the ideal of a secular saint, which no real blind or deaf person could ever emulate. However, her investigation into the genuine person revealed that a much more complex set of characters and circumstances shaped Keller’s life.
Blind Rage employs an adroit form of creative nonfiction to review the critical junctures in Keller’s life. The simple facts about Helen Keller are well-known: how Anne Sullivan taught her deaf-blind pupil to communicate and learn; her impressive career as a Radcliffe graduate and author; her countless public appearances in various venues, from cinema to vaudeville, to campaigns for the American Foundation for the Blind. But Kleege delves below the surface to question the perfection of this image. Through the device of her letters, she challenges Keller to reveal her actual emotions, the real nature of her long relationship with Sullivan, with Sullivan’s husband, and her brief engagement to Peter Fagan. Kleege’s imaginative dramatization, distinguished by her depiction of Keller’s command of abstract sensations, gradually shifts in perspective from anger to admiration. Blind Rage criticizes the Helen Keller myth for prolonging an unrealistic model for blind people, yet it appreciates the individual who found a practical way to live despite the restrictions of her myth.
“What you have in your hands is a bomb. But it is the kind you need to hold on to for dear life, not run away from.”
—From the Foreword, John Lee Clark
Christopher Jon Heuer lost his hearing early, but not before “being able to hear a lot as a kid.” He also received a good education, both in a speech-oriented setting and a signing environment. These varied experiences provided him with the perfect background to write about biases he faced, not only those of a mostly oblivious hearing society, but also those of ideologically restrictive members of the Deaf community. BUG: Deaf Identity and Internal Revolution combines new work of Heuer’s with his best columns from The Tactile Mind Weekly and the National Association of the Deaf’s Mind Over Matter. He addresses all topics – exit interviews, baldness, faith healing, marriage, cats, Christmas trips, backyard campfires in boxer shorts – with a withering wit that spares no aspect of life and deafness.
Being “bugged” for Heuer began early: “When I was growing up, my mother’s response to every problem I had was: ‘Well, he just needs to adjust to his deafness.’ Bloody nose? ‘Chris, you need to adjust to your deafness.’ Homework not done? ‘I know it’s hard adjusting to your deafness, honey, but ....’ Acne scarring? ‘Lots of teenagers get zits, Chris. I know it’s hard for you, dealing with this while trying to adjust to your ....’” He rebelled then, and continues through his even-handed irreverence in BUG, a bomb that should go off in everyone’s consciousness about being deaf and Deaf.
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