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Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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| 2 |
Proficiency benchmarking in Spanish
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In: World Languages and Cultures Faculty Publications (2022)
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FACE MASKS AND SPEECH PERCEPTION: EMOTIONS AND INTELLIGIBILITY PERCEIVED BY MONOLINGUAL AND BILINGUAL SPEAKERS
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In: Theses and Dissertations--Linguistics (2022)
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| 4 |
Demonstratives in Nsélišcn ‘Montana Salish’
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In: Graduate Student Theses, Dissertations, & Professional Papers (2022)
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| 5 |
Making the Old New: The Recontextualization and Traditionalization of Tree Spirits in Video Games
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In: All Graduate Plan B and other Reports (2022)
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| 6 |
Las Comunidades Asiáticas en Latinoamérica
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In: World Languages and Cultures (2021)
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| 7 |
Northern Paiute
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In: English Faculty Publications and Presentations (2021)
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| 8 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 9 |
Acquiring content questions in Japanese: The case of a sequential English-Japanese bilingual child
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In: Research outputs 2014 to 2021 (2021)
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| 10 |
Situated Immersive Gaming Environments for Irish Language Learning
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In: Doctoral (2021)
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| 11 |
When Honor Falls: A Study of Japanese Honor in Young Adult Literature
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In: Undergraduate Honors Theses (2021)
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| 12 |
Indigenous Librarianship and International Ideas Roundtable
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In: New Librarianship Symposia Series: Fall 2021 (2021)
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| 13 |
Ojibway Nature Center Colouring Book
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In: Healthy Headwaters Lab publications (2021)
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| 14 |
The Effects of multilingualism and Music Experience on Tone and Vowel Discrimination Ability
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In: Electronic Thesis and Dissertation Repository (2021)
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| 15 |
Invisible Tolls of Immigration: Mental Health Among Young Immigrants
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In: Showcase of Osprey Advancements in Research and Scholarship (SOARS) (2021)
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| 16 |
Theories on the Pedagogy of ASLA (Accelerated Second Language Acquisition): A Piikuni Student Approach
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In: Graduate Student Theses, Dissertations, & Professional Papers (2021)
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| 17 |
Playing! It’s All for Fun! Or is it? An Examination of Play in the Field of Sign Language Interpreting
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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| 18 |
How Massage Therapy Affects Educational Interpreters
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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| 19 |
FOR US, BY US: Why do we need an HBCU interpreter education program?
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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| 20 |
The Black Perspective: A Need for Representation and Inclusion in ASL/English Interpreter Training Programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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Abstract:
American Sign Language/English interpreting is a profession growing in recognition in the United States and internationally. As its popularity increases, its diverse groups, specifically interpreters who identify as Black or African American, should follow. As a result, the diversity of its practitioners should imply that more interpreters of diverse backgrounds, under the influence of interpreter educators, are acquiring knowledge under keen leadership that positively impacts their acquisition of knowledge and their social and professional identity. Interpreters acquire language, cultural information, and knowledge through varying degree levels of Interpreter Training Programs (ITPs) across the United States. However, this paper hypothesizes that the documented programs, established at institutions of varying levels, struggle to meet the diverse needs of the students they serve, or lack the attendance of culturally diverse groups. This project seeks to obtain insightful information from Black and African American ITP students and graduates through personal accounts, resulting in discussion relating to the growing issue of ITPs and the deficit produced in serving marginalized and culturally diverse populations. By collecting data specific to identifying experience impact on social identity, professional identity, and their acquisition of knowledge, this collection aims to provide suggested practices to mediate the cultural deficit. The desired result is greater awareness leading to an increase in accessibility and strategies fostering the social and professional identities of Black/African American and other diverse interpreters, interpreting students, and ITP graduates.
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Keyword:
American Sign Language; and Cultures; Black; Education; interpreter educators; ITP; Language Interpretation and Translation; Other Languages; professional identity; social identity; Societies
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URL: https://digitalcommons.wou.edu/theses/67
https://digitalcommons.wou.edu/cgi/viewcontent.cgi?article=1080&context=theses
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