Sign Language Interpreting

The development of a considerable body of literature on British
Sign Language (BSL) now permits analyzing and describing the so-
ciolinguistic history of the language. An impressive amount of so-
ciolinguistic information on BSL pertaining to the United Kingdom
(UK) provides rich material for such analysis, but, until now, very
little BSL research has focused on Northern Ireland. BSL is the first
and preferred language of the deaf community in Northern Ireland,
and has held that position since the nineteenth century. Despite this,
almost no attention has been given to the sociolinguistic history of
BSL in the region. The aim in this article is to fill the gap in knowl-
edge by detailing, as far as possible, the sociolinguistic history of BSL
in Northern Ireland rooted in British colonialism. The study shows
how Protestant schools played an important role in the transmission
of BSL across the island of Ireland. This research is, therefore, an
attempt to place the study of BSL in Northern Ireland within the
canon of literature on sign language.

In diesem Artikel wird ein Überblick über die beiden größten Berufsorganisationen für Translator*innen, nämlich der Vereinigung der Sprachmittler (VdS) für Fachübersetzer*innen und Dolmetscherinnen auf der einen Seite sowie die Übersetzersektion im Deutschen Schriftstellerverband (DSV) auf der anderen Seite, hinsichtlich ihrer Geschichte, Entwicklung und Leistungen für die beteiligten Akteur*innen gegeben. Im Anschluss wird gesondert auf persönliche Erfahrungen von (literarischen) Übersetzer*innen und Dolmetscher*innen mit diesen Berufsverbänden eingegangen und davon berichtet, welche Bedeutung eine aktive Einbindung in die Verbände für sie hatte. Besondere Wichtigkeit haben hier die Schilderungen eines der beiden Autor*innen, Manfred Schmitz, der selbst jahrelang als Vorsitzender der VdS wirkte. Durch diese Darstellungen werden einerseits die Gemeinsamkeiten zwischen den Berufsorganisationen in den Fokus genommen, und andererseits wird ein Einblick in die beruflich-soziale Einbettung von (literarischen) Übersetzer*innen und Dolmetscher*innen gegeben, was wiederum einen wichtigen Beitrag zur retrospektiven Darstellung einer möglichen Translationskultur der DDR leistet.

Este estudio propone para dignificar y profesionalizar la figura del Especialista en Lengua de Signos Española (ELSE) en el ámbito educativo de la Comunidad de Madrid, con el objeto de garantizar una educación de calidad para el alumnado sordo. La investigación confirma que el ELSE cumple un papel esencial en las etapas de Educación Infantil y Primaria, actuando como referente lingüístico, cultural y social para los niños sordos. Sin embargo, las condiciones laborales actuales, en muchos casos, no se ajustan a lo establecido legalmente, y la educación inclusiva continúa siendo un reto pendiente. En este contexto, se plantea la necesidad urgente de mejorar aspectos estructurales y formativos que favorezcan una inclusión efectiva y reconozcan el papel del ELSE como figura clave en el proceso educativo del alumnado sordo.

Una obra colectiva que consolida la cooperación académica entre España y Brasil en el ámbito de la interpretación de lenguas de señas. El libro reúne investigaciones de la Universidad Rey Juan Carlos y la Universidade Federal de Santa Catarina para analizar la profesionalización, la formación y las tecnologías aplicadas a la Lengua de Signos Española (LSE) y la Lengua Brasileña de Señas (Libras).

This study is the first to investigate the prevalence and variety of legal contexts where ASL-English interpreters work in the United States. Effective interpreting service ensures that deaf individuals' civic and constitutional rights are protected when they engage in the U.S. legal system. We sought to understand the current landscape of legal interpreting practice by ASL-English interpreters to better inform professional training and allocation of resources. There is a severe, national shortage of legally qualified sign language interpreters and a need for regular educational pathways and professional development to train generalist interpreters in specialized legal settings. An online survey was distributed to sign language interpreters who work in the United States and its territories. Family, juvenile, and traffic-related settings were common among the type of court and cases where interpreters reportedly work. In the courtroom, the introductory procedures were the most commonly encountered. Outside of the courtroom, the most frequent procedures were court-oriented programs, attorney-client conferences, and plea bargaining. The qualification profile of practitioners indicates that legal specialist training was significantly more prevalent in lieu of or in addition to the suspended national Registry of Interpreters for the Deaf specialist legal certification. Findings indicate that a significant proportion of legal interpreting work is done outside of the trial setting, thus educational opportunities and training resources need to address the range of legal settings to best prepare interpreters for professional assignments.

Objectives • To understand how the visual modality and the unique nature of signed languages shapes the professional practice of signed language interpreting and translation. • To learn about socio-cultural factors implicated in signed language interpreting and translation. • To understand how signed language interpreting emerged and developed as a profession. • To identify factors that create variation in signed language use and the impact on interpreting and translation. • To recognize the importance of consumer/stakeholder involvement in signed language interpreting and translation.

This article explores the convergences and divergences between translation and interpretation as two central practices of linguistic mediation. While both disciplines share the common purpose of transferring meaning across languages and cultures, they differ significantly in their modalities, constraints, and professional demands. Drawing on theories from translation studies (Nida's dynamic equivalence, Venuti's domestication and foreignization, Vermeer's Skopos theory, Toury's descriptive translation studies) and interpreting studies (Gile's Effort Model, Pöchhacker's disciplinary autonomy, Rozan's note-taking techniques), the study conducts a comparative analysis of practical cases in diplomatic, legal, and commercial contexts. Findings reveal that translation privileges precision, documentary support, and deferred revision, whereas interpretation requires immediacy, memory, stress management, and oral adaptability. The article argues that conflating these practices risks undervaluing specialized skills and producing inadequate training frameworks. It recommends clearer academic curricula, differentiated professional recognition, and integrated language policies to strengthen both disciplines as complementary tools of intercultural communication.

As its main contribution, the article proposes an integrated model of institutional indicators, structured into political-pedagogical, innovative, structural, practical, and integrative dimensions. This model aims to support school management, guide public policies, and promote a more equitable, accessible, and culturally relevant education for Deaf students in Mozambique.

In 2024, Portugal commemorated the 50th anniversary of the Carnation Revolution, marking the end of a 41-year dictatorship and colonial wars. In this context, a group from Portugal's oldest institution offering higher education for Portuguese Sign Language (LGP) interpreters-the School of Education of the Polytechnic Institute of Setúbal-undertook a voluntary project to translate Amílcar Cabral's final speech into LGP. The project aimed to create an accessible video with LGP, Portuguese subtitles, and Cabral's original audio to engage diverse audiences and provide educational content. Led by two professors with extensive interpreting experience, the project involved third-year students of a Translation and Interpretation of Portuguese Sign Language program (TILGP) and relied on collaboration with Deaf advisors to select appropriate signs. It sparked discussions within the Portuguese Deaf Community on decolonising LGP signs and examining racism in those signs from Black, Indigenous, and People of Colour (BIPOC) perspectives. The project explored the challenges of interpreting a historically-significant speech, focusing on cultural and historical nuances of Guinea-Bissau, Cabo Verde, and Portugal. This article examines ethical, cultural, and technical aspects, showing how such projects enhance interpreter competence and intercultural mediation, and highlights extracurricular activities' role in improving sign language translation skills.

Partant du constat que la Langue des Signes Malagasy (LSM) demeure une langue minoritaire insuffisamment reconnue à Madagascar, cette contribution analyse le premier dictionnaire de la LSM publié en 2010 comme un acte à la fois linguistique, social et politique. À travers un double ancrage métalexicographique et sociolinguistique, l'étude décortique les choix opérés lors de l'élaboration de cet outil (macrostructure, microstructure, nomenclature plurilingue, juxtaposition des signes officiels et régionaux) pour montrer que le dictionnaire dépasse sa fonction normalisatrice et didactique : il constitue un vecteur de légitimation institutionnelle et de reconnaissance de la communauté sourde malgache en tant que communauté linguistique à part entière. Inscrite dans une perspective écolinguistique, l'analyse révèle que la publication de ce dictionnaire a enclenché une dynamique d'aménagement linguistique portée par des acteurs non étatiques, tout en posant des questions cruciales sur la place de la LSM dans les politiques linguistiques éducatives à venir et sur l'inclusion effective des sourds dans la société malgache.

A presente resenha registra os aspectos principais da entrevista concedida por Christopher Stone, professor, pesquisador e renomado tradutor e intérprete de língua de sinais, sobretudo na esfera midiática. A entrevista percorre questões importantes na trajetória do entrevistado, desde sua formação, interesses de pesquisa, contribuições que realizou através de sua atuação e pesquisa para a comunidade surda bem como o conceito de Norma Surda engendrado em seu doutoramento. A leitura traz reflexões importantes para os profissionais tradutores e intérpretes traçando um novo panorama das relações que se estabelecem atualmente na área.

O objetivo deste artigo é apresentar a construção enunciativa-discursiva do próprio tradutor-autor da tradução da canção “Construção” — Chico Buarque de Hollanda — da Língua Portuguesa (LP) para a Língua Brasileira de Sinais (Libras), por meio de uma tradução comentada. A pesquisa está fundamentada na Análise Dialógica do Discurso (ADD) — advinda de Bakhtin e do Círculo — nos estudos da verbo-visualidade e nos Estudos da Tradução e da Interpretação de Língua de Sinais (ETILS). Conclui-se que o
tradutor-autor recria outro objeto artístico por meio da construção verbo-visual, posiciona-se valorativamente e instaura uma outra autoria.

Aborda-se o perfil do intérprete de Língua de Sinais (ILS) do poder legislativo federal, atuando em janela de Libras na Tv Câmara, investigando as especificidades da atuação em contraste com os requisitos de contratação da Câmara dos Deputados. Identificaram
se suas habilidades com base em Cavallo (2019). Recorremos também a autores dos Estudos da Interpretação, como, Dirike (2018), Balestro e Gorovitz (2021), Pöchhacker (2004), Wadsensjö (1998). A pesquisa avaliou a congruência de documentos norteadores desse profissional frente às habilidades necessárias nesse âmbito. Conclui-se que o ILS recorre aos aspectos técnicos da interpretação de conferência, apesar de sua natureza comunitária.

Depuis plusieurs années, Etienne Chosson, curateur et chercheur, mène divers projets collectifs à l’intersection des études critiques du handicap, de la traduction et des arts contemporains.
Notre entretien se consacre à deux d’entre eux : CrashRoom.ooo, plateforme numérique de traduction consacrée au handicap, à la neurodiversité et aux pratiques de l’accessibilité, et une recherche menée sur Mel Baggs, militant·e handicapé·e non oralisant·e qui a eu une influence décisive sur le mouvement de la neurodiversité.
Entre les deux se tissent des liens ténus, au futur antérieur, entre opérations de traduction, pratiques d’accessibilité, et émergence d’une scène artistique handix francophone.

Under the types of interpreting, consecutive, simultaneous and conference interpreting take place. Just as different strategies are used during the interpreting processes, there are also different preparation stages. Interpreters' levels of anxiety, mindfulness, and stress are expected to have a significant impact on the quality of translation processes. This research investigates the relationship between mindfulness and perceived stress levels among interpreting students in a higher education context. Drawing on both cognitive and somatic dimensions of mindfulness, the research aims to determine the extent to which mindfulness influences students' stress management and coping abilities during interpreting training. Quantitative data were collected through validated scales measuring overall mindfulness, its subcomponents, and perceived stress. This research aims to have a survey with students who have already taken and are still taking courses related to interpreting. This study encompasses nine distinct research questions. The relationships between mindfulness and stress, as well as the interplay among interpreting, mindfulness levels, and stress, were examined and analysed. The findings reveal statistically significant relationships between mindfulness and reduced stress, also suggest that students with higher levels of mindfulness are better equipped to regulate emotional and physiological responses to stress, especially in performance-driven interpreting tasks. Based on the results, several pedagogical recommendations are proposed, including integrating mindfulness practices into interpreting curricula, offering dedicated training, and encouraging the use of digital tools that promote self-regulation. This research contributes to the emerging literature on psychological resilience in interpreter training and offers valuable insights for curriculum designers, educators, and researchers in Translation and Interpreting Studies.

The evolution of deaf education and advocacy in Ghana reflects a significant shift from early missionary-led foundational literacy to a modern, rights-based framework centered on linguistic sovereignty. This research examines the historical influence of Dr. Andrew Foster and the subsequent development of Ghanaian Sign Language (GhSL) as a distinct linguistic identity. Despite constitutional mandates for equality, deaf citizens continue to face systemic barriers in tertiary education, healthcare, and public service due to a shortage of qualified interpreters and inadequate pedagogical adaptations. This paper analyzes recent policy advancements (2020–2026), including the harmonization of the GhSL curriculum and the integration of adaptive "Deaf-Tech" solutions. By advocating for a Universal Design for Learning (UDL) framework and the formal recognition of GhSL as an official national language, this study highlights the essential transition from nominal policy adherence to practical, inclusive implementation that ensures equitable participation for the Deaf community in Ghana’s socio-economic development.

A certified record is not the truth. It is a decision. Someone made it. Someone signed it. Someone chose not to correct it when they found out it was wrong. This book documents what happens inside that decision and what it costs the person on the other side of it.

The professional class has built a system in which the credential substitutes for the conscience, the procedure substitutes for accountability, and the certified stamp substitutes for the truth. It is a system designed to exhaust anyone who challenges it and to discredit anyone who survives the exhaustion. It runs on complexity, delay, and the calculated certainty that most people will eventually stop looking.

This book exists because someone did not stop.

The argument is precise. The evidence is documented. The finding is this: the false record does not survive a forensic audit conducted by someone who was raised to know the difference between a certified document and a true one. The institution built its entire architecture on the assumption that no one would look that carefully.

They were wrong about that from the first entry.

ámbito que, en los últimos años, ha empezado a tener un reconocimiento social y académico más amplio. Sin embargo, la formación en interpretación a nivel universitario carece de criterios objetivos que establezcan las competencias deseables para cada momento de las fases de formación. En este trabajo presentamos una propuesta de creación y establecimiento de niveles de formación en la enseñanza universitaria de la interpretación de lengua de signos. Los cuatro niveles se dividen en inicial, elemental, intermedio y avanzado. Además de exponer las especificidades y características transversales de los cuatro niveles, para cada uno detallamos los contenidos gramaticales y las competencias que proponemos que se trabajen, así como también una descripción y repositorio preliminar de los materiales didácticos pertinentes para cada nivel. Mientras que las lenguas del repositorio de materiales son la lengua de signos catalana (LSC), el castellano y el catalán, tanto los contenidos (gramaticales, interpretativos y extralingüísticos) como las competencias que hemos establecido son extrapolables a otras combinaciones lingüísticas.

Se presentan los resultados de la encuesta realizada en 2020 a los socios del CTPU. Mediante SPSS y XLSTAT se analizaron las respuestas sobre áreas de traducción principales (ATP), lenguas de trabajo (LT), niveles de ingreso por traducción (IT), origen geográfico de los clientes (OGC) e interpretación (INT), para determinar posibles asociaciones entre IT y las demás variables.

Dentro da perspectiva de uma revisão bibliográfica, buscou-se, nesse artigo, analisar as produções relacionadas ao Tradutor Intérprete de Libras/Língua Portuguesa, no Estado de Goiás. Trata-se de mapeamento e de análise do que foi produzido, com base no método Prisma (GALVÃO; PANSANI; HARRAD, 2015) nos últimos dez anos (2010-2019), a partir de teses e dissertações disponíveis no banco de dados da CAPES. A amostra final foi composta por seis dissertações, cuja seleção, se deu após a leitura dos títulos, resumos e textos completos. Foram categorizadas, quanto às principais temáticas abordadas, relacionadas à formação dos tradutores intérpretes de Libras/Língua Portuguesa, sua atuação e relação com os professores regentes de salas de aulas regulares. Na maioria dos estudos, identificou-se que a formação dos intérpretes é deficitária e sua atuação não atende à legislação nacional e estadual vigentes, nem às diretrizes relacionadas ao perfil, requisitos e atribuições desses profissionais. Além disso, destaca-se dificuldades na relação desses profissionais com os professores. Isso implica, de acordo com os estudos, em um atendimento inadequado aos alunos surdos e sua inclusão no processo de ensino-aprendizagem na Educação Básica de Goiás.

This study examines vicarious trauma among American Sign Language (ASL) interpreters who communicate in first person, a practice that requires them to linguistically and emotionally embody the Deaf consumer and hearing professional. Using a primarily qualitative online survey of 63 current and former interpreters across the United States, the research explores exposure to trauma-laden content, self-reported symptoms, coping strategies, and perceived support and training related to vicarious trauma. Findings indicate that a substantial number of interpreters experience indicators of vicarious trauma, including emotional distress, intrusive thoughts or imagery, numbness, sleep and appetite changes, and physical or emotional exhaustion, particularly in medical, mental health, legal, and abuse‑related settings. Participants reported a range of coping strategies, from debriefing, exercise, and mindfulness to emotional suppression and other less healthy responses, alongside notable gaps in formal training, supervision, and employer or agency support. The study concludes that first‑person interpreting may intensify the psychological impact of traumatic content and underscores the need for enhanced education, ethical attention, and systemic resources to safeguard interpreter well‑being, strengthen resilience, and improve the quality and sustainability of communication access for the Deaf community

Deaf American Sign Language (ASL) users possess both human and legal rights to health. Yet, despite these rights, this linguistic minority group continues to experience challenges in accessing health care services. Using a structural violence framework, this study identifies the barriers to healthcare access of Deaf ASL users in one particular state - Rhode Island. More specifically, this study seeks to uncover the structural and social forces that constrain agency of Deaf ASL users in their attempts to access healthcare. Survey methodology is used to obtain both qualitative and quantitative data from 11 community stakeholder groups. Results show that Deaf ASL users in Rhode Island experience numerous structural barriers to accessing health care, including economic, civil, political, and cultural constraints. The structural disempowerment and reduced agency experienced by Deaf ASL users, perpetuated by the state's institutionalized social structures, prevents Deaf ASL users from getting their health needs met. Implications for embodied health risks that result from human needs deprivation, trauma, and social disadvantage are discussed. Recommendations are offered on actions toward transformative justice, which can lead to greater fulfillment of human needs and realization of the inherent dignity, worth, and human rights of Deaf ASL users.

This research report is intended to provide the National Languages Institute of Australia (NLIA.) with an overview of the issues demanding attention in the fields of interpreting and translating. While interpreting and translating have received attention in major language policy reports, subsequent language policy implementation has rarely encompassed these issues. This report argues that the NLIA could have a significant policy and practical role in evaluating present needs related to interpreting and translating and addressing problems in the field. The project described reviews major policy documents on language service organization and review; outlines institutional development in the CHAPTER 1 The past decades has seen a burgeoning of language policy issues in Australia, and the development of a quite unique -and internationally significant -National Policy on Languages. In discussions of language policy, mention has often been made of issues in InterpretingiTranslating (henceforth VT). Indeed, language services constitute a considerable expenditure for governments both federal and State, and a series of policy documents have identified UT as an important area. Nevertheless, in looking at this decade of language policy, it is clear that whatever was said in policy documents, VT has remained outside the mainstream of language policy development. This gap between the intentions of policy documents and the realities offunding and actual initiatives is by now apparent to all in the itr field. In November 1990, the chairman of the National Accreditation Authority for Translators and Interpreters (NAATI) referred to this in a public reception in Melbourne, mentioning that even 1% of the monies flowing in the National Policy on Languages would make a telling contribution to the development of a field which was vital for Australia's interests both internal and external. Yet III' has not only been omitted from language policy funding initiatives; over the past decade its salience within language policy discourse itself has seemed to decline, as a study of the major language policy documents and initiatives indicates. A useful starting point here is to go back to the seminal report on language policy in Australia, the report of the Senate Standing Committee on Education and the Arts in 1984 on a 1 1 6 Interpreting, translating and language policy National Language Policy. The Senate Committee in its long inquiries into this issue devoted considerable attention to yr issues, ranging widely over the historical development of the field, needs for DT among Australia's non-English speaking background (NESB) populations and for Australia's overseas needs, shortcomings in services, problems in establishing an I/ T profession, the particular problems of Yr in Aboriginal Uldis Ozo lins 11 Equitable and widespread language services. Lo Bianco's recommendation ofan advisory council resulted in the government's appointment of the Australian Advisory Council on Languages and Multicultural Education (AACLAME), which has had a Language Services Reference Group, but its hitherto focus has been very much on language disability (in terms of deafness, blindness and motor disorders). No member of the reference group has been centrally involved in DT issues. AACLAME's own report on the NPL for the period December 1987 -March 1990 acknowledged shortcomings in this area, concluding that of the four principles of the NPL "The principle of equitable and widespread language services is currently the one least well addressed by both State and Commonwealth governments" (AACLAME 1990: 10). And, it could be added, the one least well addressed by AACLAME. This can be seen in AACLAME's own recommendations on the continuation of NPL programs and recommendations for new ones. Under proposed desirable developments of the language services principle, AACLAME recommends two programs, one of $500,000 for training of personnel "dealing with clients experiencing communication difficulties created by some form of intellectual,learning, physical or sensory disabilities, such as aphasia or hearing impairment",

Abstract: This paper looks at the fast growing but vastly under-researched area of telephone interpreting (henceforth TI), within the context of the radical changes in telephony in recent decades. It examines what has been established in our knowledge of the TI field and where further research is needed, both for technological issues but perhaps even more pertinently for practice issues. The scattered research effort so far has given us a patchy picture of TI, with inconsistent or uncertain findings on basic questions such as how interpreters and other participants coordinate discourse via telephone, or the use of first or third person, as well as more technical issues of the extent of use of mobile vs. fixed-line phones, or which set-ups of TI are most effective. The research effort is hampered by abiding stereotypes of TI as an inferior form of interpreting, and by the lack of a theoretical basis for further exploration. Suggestions are made for starting points methodologically an...

This research report is intended to provide the National Languages Institute of Australia (NLIA.) with an overview of the issues demanding attention in the fields of interpreting and translating. While interpreting and translating have received attention in major language policy reports, subsequent language policy implementation has rarely encompassed these issues. This report argues that the NLIA could have a significant policy and practical role in evaluating present needs related to interpreting and translating and addressing problems in the field. The project described reviews major policy documents on language service organization and review; outlines institutional development in the CHAPTER 1 The past decades has seen a burgeoning of language policy issues in Australia, and the development of a quite unique -and internationally significant -National Policy on Languages. In discussions of language policy, mention has often been made of issues in InterpretingiTranslating (henceforth VT). Indeed, language services constitute a considerable expenditure for governments both federal and State, and a series of policy documents have identified UT as an important area. Nevertheless, in looking at this decade of language policy, it is clear that whatever was said in policy documents, VT has remained outside the mainstream of language policy development. This gap between the intentions of policy documents and the realities offunding and actual initiatives is by now apparent to all in the itr field. In November 1990, the chairman of the National Accreditation Authority for Translators and Interpreters (NAATI) referred to this in a public reception in Melbourne, mentioning that even 1% of the monies flowing in the National Policy on Languages would make a telling contribution to the development of a field which was vital for Australia's interests both internal and external. Yet III' has not only been omitted from language policy funding initiatives; over the past decade its salience within language policy discourse itself has seemed to decline, as a study of the major language policy documents and initiatives indicates. A useful starting point here is to go back to the seminal report on language policy in Australia, the report of the Senate Standing Committee on Education and the Arts in 1984 on a 1 1 6 Interpreting, translating and language policy National Language Policy. The Senate Committee in its long inquiries into this issue devoted considerable attention to yr issues, ranging widely over the historical development of the field, needs for DT among Australia's non-English speaking background (NESB) populations and for Australia's overseas needs, shortcomings in services, problems in establishing an I/ T profession, the particular problems of Yr in Aboriginal Uldis Ozo lins 11 Equitable and widespread language services. Lo Bianco's recommendation ofan advisory council resulted in the government's appointment of the Australian Advisory Council on Languages and Multicultural Education (AACLAME), which has had a Language Services Reference Group, but its hitherto focus has been very much on language disability (in terms of deafness, blindness and motor disorders). No member of the reference group has been centrally involved in DT issues. AACLAME's own report on the NPL for the period December 1987 -March 1990 acknowledged shortcomings in this area, concluding that of the four principles of the NPL "The principle of equitable and widespread language services is currently the one least well addressed by both State and Commonwealth governments" (AACLAME 1990: 10). And, it could be added, the one least well addressed by AACLAME. This can be seen in AACLAME's own recommendations on the continuation of NPL programs and recommendations for new ones. Under proposed desirable developments of the language services principle, AACLAME recommends two programs, one of $500,000 for training of personnel "dealing with clients experiencing communication difficulties created by some form of intellectual,learning, physical or sensory disabilities, such as aphasia or hearing impairment",

El presente estudio analiza las actividades de interpretación simultánea que se llevan a cabo en una iglesia evangélica de Barcelona. Arroja su enfoque con el fin de proporcionar herramientas que logren implantar mejoras en la realización de estos servicios y ayudar al equipo de los intérpretes en su cometido. El objetivo es conseguir medios que transmitan una imagen de profesionalidad a un trabajo que, aunque está realizado por un equipo de voluntarios, puede aumentar su calidad con la aportación de recursos tanto tecnológicos como lingüísticos. Esta idea se origina de la observación de un método de interpretación simultánea que practican actualmente personas con sólidos conocimientos del inglés,
pero con escasa formación en traducción e interpretación. Por ello, el propósito principal de este estudio es poder crear glosarios, memorias de traducción y léxico actualizado para que el equipo de intérpretes alcance fluidez en la lengua de llegada y sepa encadenar, con un tono natural y coherente, las palabras del discurso para comunicar un mensaje con pleno sentido.

People who work in social justice professions typically work with those who do not have a voice in the public square. Historically, these groups have been children, the aged, those poor and/or homeless, and the disabled, among others. This paper shows that those who interpret for deaf people should be classified as working in a social justice profession because its definition pertains to what sign language interpreters do. Social justice professions strive to give everyone a fair and equal opportunity in life, just as other groups enjoy.

A prática interpretativa do português para a Língua Brasileira de Sinais (Libras) é um dos objetos de estudo mais acionados nos últimos anos dentro dos Estudos da Tradução e Interpretação em Línguas de Sinais (ETILS). Isso ocorre, principalmente, pela emergência de reflexões mais aprofundadas sobre a formação dos tradutores e intérpretes de Libras-português (TILSP), que não é datada de muito tempo 1 . Para além disso, as especificidades da interpretação simultânea perpassam por etapas que podem exigir que o profissional recorra às estratégias linguísticas 2 , para, assim, possibilitar a efetivação da comunicação interlingual de português para Libras. Os Estudos da Interpretação (EI) como campo científico têm como alguns dos seus inúmeros objetos de pesquisa a análise do processo, do produto e dos elementos que compõem a interpretação entre línguas. De acordo com Pöchhacker (2009, p. 128), citado por Rodrigues e Beer (2015, p.

This study investigated individual differences in prediction during language comprehension in professional and student Turkish (A)-English (B) simultaneous interpreters as a function of simultaneous interpreting (SI) experience and working memory capacity (WMC). A Turkish visual-world eyetracking prediction task examined whether the accusative versus the nominative case markers on the initial nouns of sentences could be used as cues to predicting an upcoming argument. The participants' WMC was measured using an automated operation span task. We found a prediction effect (a significantly higher increase in fixations to the plausible agent with time in the accusative than in the nominative condition) for the professionals, but not for the students. WMC contributed positively to the prediction effect in the professionals. Our findings indicate an SI-related advantage for prediction in professional versus student interpreters. Importantly, the present findings revealed an SI-related advantage in a prediction task that did not require interpreting.

For deaf students, accessible classroom design is often provided through external services such as interpreters or speech-to-text providers. An approach based in Universal Design for Learning (UDL), though, seeks to engage students in learning by creating classroom spaces with accessibility integrated into the pedagogical approach. Realizing these goals requires participation from one of the most valuable, yet underused, resources: the students themselves. To that end, this paper examines a student-faculty collaborative approach to increasing accessibility for deaf students in postsecondary classrooms. Results of this study suggest that student observers are able to provide concrete and constructive feedback on strategies to increase classroom accessibility.

Cette étude menée dans deux écoles inclusives du Burkina Faso explore l'impact de l'attachement préférentiel sur les performances scolaires des filles et garçons, sourd•e•s et entendant•e•s. Elle s'appuie sur les théories de l'attachement , de la motivation (Deci & Ryan, 1985) et du socioconstructivisme (Vygotsky, 1978) pour analyser les effets des liens affectifs parentaux sur la réussite scolaire, en tenant compte du handicap auditif et du genre. À partir d'une méthodologie mixte combinant le test du dessin de la famille, des questionnaires et des entretiens semi-directifs, l'étude a mobilisé 111 participants : 77 élèves (dont 32 sourd•e•s et 45 entendant•e•s), 24 parents et 10 enseignants. Les résultats révèlent que l'attachement à la mère est un prédicteur fort en français, tandis que l'attachement au père est significatif en mathématiques, surtout chez les élèves sourd•e•s. Les filles nonentendantes bénéficient particulièrement du soutien paternel en mathématiques, et les garçons sourds mobilisent davantage l'attachement maternel pour progresser en français. Les élèves entendants montrent une influence parentale moins marquée. Les témoignages confirment que les figures parentales jouent un rôle structurant dans les apprentissages : le père favorise la logique et la structuration cognitive, la mère soutient le développement linguistique. L'étude recommande une implication différenciée des parents selon les disciplines et profils d'élèves, en valorisant le rôle des pères dans les apprentissages logiques et celui des mères dans l'acquisition du langage, afin de renforcer l'inclusion et la réussite scolaire des enfants, notamment ceux en situation de handicap auditif.

This article examines the accessibility of theater performances for Deaf audiences in Slovakia, with a main focus on the provision of Theater Sign Language Interpreting (TSLI). Drawing on analysis of current access strategies, the authors highlight examples of good practice aligned with more user-centred, inclusive and participatory access-provision models. Based on the results of an exploratory qualitative research interview with the  key representative of  the  Deaf community involved in their development in the country, the main principles within these strategies are
identified. Through this exploration, the article advocates for further enhancement of integrated and inclusive access strategies in Slovak theaters and further reveals the characteristics as well as the potential of professional TSLI.