Interpretation and Translation

The Interpretation Program offers a multidisciplinary approach, with a special focus placed on theory and research. Course research, as well as encouraged research, are done as ways for students to exercise theories and explore new strategies in problem-solving. The results of research done by students, faculty, and staff continually provide new insight to the interpretation field. Through its recently established Center for the Advancement of Interpreting and Translation Research (CAITR), the Interpretation Program also offers opportunities for scholars and students to collaborate on projects and promote initiatives that advance interpreting/translating research nationally and internationally.


'Deaf Studies Digital Journal'

ID: 831
Status: Ongoing
Start date: September 2008
End Date: January 2025

Description

The Deaf Studies Digital Journal (DSDJ) is a peer-reviewed, digital journal in American Sign Language and English text dedicated to advancing the cultural, creative and critical output of work in and about sign languages and its communities, in the form of scholarly video articles, original works of signed literature, interviews, reviews, and historical resources. This project will preserve and migrate past issues of DSDJ to a new open-access, technologically sustainable platform, which adheres to and advances accessibility standards in publishing through fully bilingual video and text articles, advanced interactive videos, integration into library databases, and innovative peer-review processes that support the exclusive use of sign language to produce the next iteration of DSDJ in an effort to transform scholarly communication.

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Products

ASL and Deaf Studies Department (2012). Deaf Studies Digital Journal, Vol. 3. Retrieved from http://dsdj.gallaudet.edu

ASL and Deaf Studies Department (2014). Deaf Studies Digital Journal, Vol. 4. Retrieved from http://dsdj.gallaudet.edu

ASL and Deaf Studies Department. (2009). Deaf Studies Digital Journal, Vol. 1. Retrieved from http://dsdj.gallaudet.edu

ASL and Deaf Studies Department. (2010). Deaf Studies Digital Journal, Vol 2. Retrieved from http://dsdj.gallaudet.edu

Bauman, D.H. (2017, August). Digital embodiment: Sign language publishing and the Deaf Studies Digital Journal. Presented at the Society for Textual Embodiment Scholarship Conference. University of Maryland, College Park, MD.

Boudreault, P. (2017, August). Deaf Studies Digital Journal: The Next Generation. Deaf Academics Conference. Copenhagen, Denmark.

Boudreault, P. (2018, July). Deaf Studies Digital Journal: The preservation, publication and dissemination in Sign Language. Presented at the National Association of the Deaf Conference 2018. Hartford, CT.

Boudreault, P. (2018, September). Deaf Studies Digital Journal: Publishing ASL Poems. Presented at the Center for the Humanities, City University of New York, New York, NY.

Willis, A., Codick, E., Kushalnagar, R. & Boudreault, P. (2018, July). Multimodal visual languages user interface, M3UI. Poster presented at the STM Poster Session, Gallaudet University, Washington, DC.


Address practices of deaf undergraduate students and deaf faculty: A study of language use, identity, and community

ID: 3525
Status: Ongoing
Start date: February 2018
End Date: December 2019

Description

In this study, we investigate the use of American Sign Language to establish and maintain social distance between deaf undergraduate students and deaf faculty members. One of the functions of language is to mark social standing and convey respect between interactants. Drawing on prior studies of spoken language in postsecondary settings, in this study we examine the use of address terms, reference terms, and introductions in ASL. Address terms are used in language to get attention, to single out an addressee, and to convey social and interpersonal meanings between individuals; reference terms convey social and interpersonal meanings, and provide cues for the existing relationship between the speaker and the referred person; and introductions reflect the current relationship between people, and how people expect the newly acquainted individuals to address each other. We will engage in two types of data collection: (a) observational data of natural language interaction, and (b) interview data with deaf undergraduate students and deaf faculty about their use and perceptions of these linguistic forms. The results will shed light on how deaf students and faculty create and sustain social distance and boundaries in the postsecondary setting.

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ASL Translational Strategies for Setting-Specific Demands

ID: 3641
Status: Ongoing
Start date: November 2018
End Date: November 2019

Description

Much data exists documenting the dearth of interpreters of Color in the field of ASL interpretation; today the Registry of Interpreters for the Deaf membership is 88% White. The lack of representation and recruitment of qualified interpreters of Color has been documented in a recent National Interpreter Education Center survey as reports of bias toward non-White signers, bias which in turn potentially contributes to and perpetuates a largely homogeneous interpreting profession unable to meet the needs of the rapidly diversifying American Deaf community. This pilot study hypothesizes that racial bias is a factor in determining quality standards for interpretation and translation products of ASL-English interpreters, with ASL products from a White interpreter source being preferred over non-White sources. Further, this study hypothesizes that colorism will be a contributing factor, meaning signing sources with lighter skin tones will be generally preferred over those with darker skin tones regardless of race. The question this study asks is: Does racial bias impact perceived quality of an ASL translation?

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Case Studies of the Cognitive Apprenticeship Approach to Develop Writing Skills of American Sign Language-English Interpreting Students

ID: 3367
Status: Ongoing
Start date: August 2017

Description

Effective writing is taken to be a measure of academic development at both the undergraduate and graduate levels, but interpreter education has not provided guidance for how to develop these skills in our students. Using a case study approach, the co-investigators will focus is on the development of students' cognitive maturity and self-authorship by examining their perceptions of the Cognitive Apprentice instructional approach during their writing coursework. An ultimate aim of this study is to determine whether cognitive apprenticeship may be a useful approach in guiding interpreting students in the development of their academic writing skills and, if so, to disseminate this information to other interpreter educators.

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Interpreting for Deaf professionals: Linguistic comparison of a novice and expert ASL-to-English interpretation

ID: 3639
Status: Ongoing
Start date: December 2018
End Date: May 2020

Description

This shift in workplace dynamics continues to see a growth in the number of active Deaf professionals (DPs), a phenomenon which requires an increase in the pool of interpreters with advanced ASL to English competencies. In an effort to meet the needs of this population, additional attention has been given to the "Deaf professional-Designated interpreter" model of linguistic and cultural mediation; however, the challenges surrounding DPs' access to qualified interpreters on the job persists. Previous research has examined this issue from the perspective of DPs and documented the impact of interpreter's work on the perceptions of DP's hearing, non-signing colleagues. Yet, those studies have not focused on effective linguistic tools employed by expert interpreters in practice. Through comparison of a novice and expert interpretation, this study aims to identify linguistic strategies that can be used to refine ASL to English interpretations and bridge the gap between general practitioner and specialist with regard to business and government related subject matter. Study results gathered through discourse analysis, interviews and focus groups can elevate the level of awareness and effectiveness of interpreters working with Deaf professionals in the workplace which can result in more socioeconomic success among the wider Deaf community.

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Language Attitudes about Interpreters

ID: 3369
Status: Ongoing
Start date: August 2017

Description

The notion of language attitudes has a place in psychology, sociology, anthropology, education, and history, among other disciplines Bilingualism and minority languages are not topics that are confined to linguistics or language studies, but are debated in a wide variety of fields, including Interpretation and Translation Studies. Drawing from data on social media sites, this study addresses the following questions: 1) What language attitudes do signed and spoken language interpreters, translators, and lay persons hold, specifically in relation interpretation and translation work? 2) What attitudes do signed and spoken language interpreters, translators, and lay persons hold about languages, specially in relation to one another's work? The aim of this project is to confront issues of attitudes within interpretation and translation and to show that they will refine and improve our understanding of how we view one another in Interpretation and Translation Studies.

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Letter or Spirit of the Law: An Institutional Ethnography of Effective Communication Access in U.S. Hospitals

ID: 3923
Status: Ongoing
Start date: February 2019
End Date: October 2020

Description

Federal legislation mandates effective communication for deaf U.S. hospital patients. Despite this directive, evidence indicates that access to healthcare remains inadequate, inappropriate, or unethical. This study employs an institutional ethnographic approach to investigate established policies for legislative compliance vis-à-vis medical professional actions and deaf patient experiences within a U.S. health care system. Participant observation, interviews, and textual analysis can isolate points of disjuncture and reveal institutional processes implicated in negotiating access. The aim is to identify systemic factors contributing to disparities reported by deaf patients.

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Translation and Interpretation Studies Special Edited Issue

ID: 3366
Status: Ongoing
Start date: September 2017

Description

Translation and Interpreting Studies (John Benjamins) accepted proposals for a special thematic issue on signed language interpretation and translation to be published in April of 2018. The editors bring together papers that address critical issues in the linguistic analysis of interpretations and translations that occur between a signed language and spoken or written language. The volume includes data driven papers on the spectrum between a microanalysis of one specific lexical item to the examination of a full interpreted or translated discourse. Papers may take a descriptive, applied, or theoretical approach to interpreting and translation of a signed language. The editors encourage a broad range of methodological approaches and theoretical frameworks, including qualitative, quantitative, and mixed methods.

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Scholarship and creative activity

2018

Shaw, Emily. (2018, July). Interpreting multimodality between hearing and deaf interactants in a task-based exchange. Presented at the International Society of Gesture Studies, Cape Town, South Africa.

Shaw, Emily. (April 28, 2018). Back in time: The history and etymology of American Sign Language. Presented at Columbia College Chicago, Chicago, IL.

2018

Boudreault, P. & Gertz, G. (2018) Case studies of international conferences: A social justice framework for interpreting. In T.H. Holcomb & D. Smith (Eds.), Deaf eyes on interpreting (pp. 145-161). Washington, D.C.: Gallaudet University Press.

2017

Boudreault, P. & Supalla, T., (2017, August) Sign Language Tool Kit. Deaf Academics Conference. Copenhagen, Denmark.

Boudreault, P. (2017, August) Deaf Studies Digital Journal: The Next Generation . Deaf Academics Conference 2017. Copenhagen, Denmark.

Boudreault, P. (2017, May). Technology and sign language: Deconstructing and disembodiment of academic texts. Presented at the Society for Textual Embodiment Scholarship Conference, University of Maryland, College Park, MD.

2017

Cagle, K., Metzger, M. & Hunt, D. (October 2016). Interpreter Education: AA, BA, MA… Oh My!. Presentation given at the CIT Biennial Convention, Lexington, KY.

Cagle, K., Nicodemus, B. Beldon, J., & Swabey, L. (2016, October). My fellow citizens. Presentation given at the CIT Biennial Convention, Lexington, KY.

2017

Mayhew, H. (2017, March). Social Issues Education Among ASL-English Interpreters. Presentation at the Symposium on Signed Language Interpretation and Translation Research, Gallaudet University, Washington, DC.

2017

Shaw, Emily (April 2017). Winning charades or achieving common ground? A micro-analytic take on gesture in multiparty interaction. Paper presented at the Iconicity in Language and Literature Conference at the University of Brighton, UK.