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Interpreting: Deaf Interpreter

It is often assumed that sign language interpreters are hearing and serve as a conduit between spoken and signed languages in various settings. Therefore, the use of signed language interpreting in a traditional sense is quite common and is extensively described in the literature. Signed language interpreting can be performed in various settings, such as educational, medical, legal, workplace, or social settings, and can include Video Relay Services as well. However, there is an increasing trend of having Deaf individuals perform the task of interpreter within their own community; they are called a “Deaf Interpreter,” which is commonly abbreviated as “DI.” This type of interpretation began to take place long before certification for DIs was implemented. These bilingual and multicultural Deaf individuals also possess numerous other skills needed to carry out a plethora of language-related tasks, including some forms of nonlinguistic communication.

DI as Certified Profession

Professional status for DIs was not considered until the late 1980s in the United States as new legislation mandated communication accessibility in legal and medical services. This increased the need for DIs to ensure effective communication with Deaf consumers who use idiosyncratic signs and gestures or who are semilingual, or even monolingual in some cases. Practitioners in the field of signed language interpreting began to realize the importance of having DIs for many interpreting situations when hearing interpreters have difficulty in performing their task for a number of reasons, especially when handling a semilingual individual. Teaming the hearing interpreter with a DI increases the quality of interpretation and ensures clear communication for all parties involved. This does not translate necessarily to the idea that hearing interpreters are less competent. The population of hearing interpreters is unique in the realm of professional interpreting because at least 90% of them are non-native users of signed language. This model of teaming is used to provide native-like fluency skills from a Deaf individual coupled with a hearing interpreter who generally has fewer years of ASL fluency development. In 1998, a formal certification for DIs—Certified Deaf Interpreter (CDI)—was added by RID. Since 2000, there has been an increasing acceptance and understanding of the role DIs can perform. There is a general assumption that the role of a DI is multifaceted but not limited to “language facilitator” or a “shadowing” interpreter. There are six main areas of Deaf Interpreting: (1) Bilingual interpreting between two signed languages, (2) Semilingual interpreting, (3) Deaf-Blind interpreting, (4) International signs interpreting, (5) Shadowing interpreting, and (6) Translation.

Bilingual Interpreting

Education

From the narrative of Deaf experiences, it is a common situation where a classroom teacher of a Deaf school does not communicate or transmit ideas clearly in signed language. Often the teacher’s signed language abilities are underdeveloped and may contain a confusing mixture of vocabulary and grammar from a sign language, gestures, and a variety of Manually Coded English. A Deaf student in the classroom frequently acts, informally or without expressly being asked, as a “relay” or “facilitator” between the teacher and the others in the class. Often there is at least one Deaf student who possesses the skills to grasp the teacher’s ideas because he or she is highly proficient in the signed language and has a good mastery of a second language (written or spoken), and thus shares the teacher’s message with classmates. Many communication situations such as those described above are possible for the bilingual Deaf person. These individuals also become advocates for Deaf people as they act as their interpreters in the classroom to ensure the understanding of academic content of their peers.

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