Interpreter's wrist. Repetitive stress injury and carpal tunnel syndrome in sign language interpreters.

Forty interpreters attending a regional Registry of Interpreters for the Deaf conference completed a questionnaire regarding symptoms related to repetitive stress injury (RSI), a generic classification of problems that occur after extensive, repetitive motion. RSIs, including the most prevalent form, Carpal Tunnel Syndrome (CTS), were surveyed. The vast majority (87.5%) of the interpreters in the sample reported that they had at sometime experienced at least two symptoms associated with RSI. Some (12.5%) who had CTS reported that they had been misdiagnosed. When asked how many other interpreters they knew with RSI problems, they reported, on average, that they knew more than four others. The data indicate that RSI is a severe problem among sign language interpreters and warrants immediate action. The term interpreter's wrist may best describe the malady.     

Approaching sign language test construction: adaptation of the German sign language receptive skills test

There is a current need for reliable and valid test instruments in different countries in order to monitor deaf children's sign language acquisition. However, very few tests are commercially available that offer strong evidence for their psychometric properties. A German Sign Language (DGS) test focusing on linguistic structures that are acquired in preschool- and school-aged children (4-8 years old) is urgently needed. Using the British Sign Language Receptive Skills Test, that has been standardized and has sound psychometric properties, as a template for adaptation thus provides a starting point for tests of a sign language that is less documented, such as DGS. This article makes a novel contribution to the field by examining linguistic, cultural, and methodological issues in the process of adapting a test from the source language to the target language. The adapted DGS test has sound psychometric properties and provides the basis for revision prior to standardization.     

Psychological testing of sign language interpreters

Twenty-eight sign language interpreters participated in a battery of tests to determine if a profile of cognitive, motor, attention, and personality attributes might distinguish them as a group and at different credential levels. Eight interpreters held Level II and nine held Level III Virginia Quality Assurance Screenings (VQAS); the other 11 held Registry of Interpreters for the Deaf (RID) certification. Six formal tests, the Quick Neurological Screening Test-II, the Wonderlic Personnel Test, the Test of Visual-Motor Skills (TVMS), the d2 Test of Attention, the Integrated Visual and Auditory Continuous Performance Test, and the Sixteen Personality Factor Questionnaire (16PF), were administered to the interpreters. Average scores were high on most of the tests; differences across the three groups were not statistically significant. Results from only one test, the d2 Test of Attention, were significantly correlated with interpreter level. Comparisons between educational and community interpreters also revealed no differences. Personality traits were widely distributed, but one trait, abstract reasoning, tested extremely high in 18 interpreters. Discussion of the potential implications of these results, particularly for educational interpreters, is offered.     

Arabic sign language: a perspective

Sign language in the Arab World has been recently recognized and documented. Many efforts have been made to establish the sign language used in individual countries, including Jordan, Egypt, Libya, and the Gulf States, by trying to standardize the language and spread it among members of the Deaf community and those concerned. Such efforts produced many sign languages, almost as many as Arabic-speaking countries, yet with the same sign alphabets. This article gives a tentative account of some sign languages in Arabic through reference to their possible evolution, which is believed to be affected by the diglossic situation in Arabic, and by comparing some aspects of certain sign languages (Jordanian, Palestinian, Egyptian, Kuwaiti, and Libyan) for which issues such as primes, configuration, and movement in addition to other linguistic features are discussed. A contrastive account that depicts the principal differences among Arabic sign languages in general and the spoken language is given.     

Sign language comprehension: the case of Spanish sign language

This study aims to answer the question, how much of Spanish Sign Language interpreting deaf individuals really understand. Study sampling included 36 deaf people (deafness ranging from severe to profound; variety depending on the age at which they learned sign language) and 36 hearing people who had good knowledge of sign language (most were interpreters). Sign language comprehension was assessed using passages of secondary level. After being exposed to the passages, the participants had to tell what they had understood about them, answer a set of related questions, and offer a title for the passage. Sign language comprehension by deaf participants was quite acceptable but not as good as that by hearing signers who, unlike deaf participants, were not only late learners of sign language as a second language but had also learned it through formal training.     

Written language disorders

Summary Significant numbers of children referred for evaluation of learning disabilities demonstrate written language disorders. They may have problems with handwriting, spelling, written formulation, or a combination of all three. Some questions that may be asked for assessment and some general suggestions for remediation have been provided. Integrating components of spoken, read, and written language is necessary in teaching children who have written language disorders. This paper is based upon a presentation at the 30th Annual Conference of The Orton Society, Indianapolis, November 1979.     

The sign language skills classroom observation: a process for describing sign language proficiency in classroom settings

In collaboration with teachers and students at the National Technical Institute for the Deaf (NTID), the Sign Language Skills Classroom Observation (SLSCO) was designed to provide feedback to teachers on their sign language communication skills in the classroom. In the present article, the impetus and rationale for development of the SLSCO is discussed. Previous studies related to classroom signing and observation methodology are reviewed. The procedure for developing the SLSCO is then described. This procedure included (a) interviews with faculty and students at NTID, (b) identification of linguistic features of sign language important for conveying content to deaf students, (c) development of forms for recording observations of classroom signing, (d) analysis of use of the forms, (e) development of a protocol for conducting the SLSCO, and (f) piloting of the SLSCO in classrooms. The results of use of the SLSCO with NTID faculty during a trial year are summarized.     

The psychotherapist and the sign language interpreter

Specialized psychotherapy for deaf people in the Dutch and Western European mental health systems is still a rather young specialism. A key policy principle in Dutch mental health care for the deaf is that they should receive treatment in the language most accessible to them, which is usually Dutch Sign Language (Nederlandse Gebarentaal or NGT). Although psychotherapists for the deaf are trained to use sign language, situations will always arise in which a sign language interpreter is needed. Most psychotherapists have the opinion that working with a sign language interpreter in therapy sessions can be a valuable alternative option but also see it as a second-best solution because of its impact on the therapeutic process. This paper describes our years of collaborationship as a therapist and a sign language interpreter. If this collaborationship is optimal, it can generate a certain "therapeutic power" in the therapy sessions. Achieving this depends largely on the interplay between the therapist and the interpreter, which in our case is the result of literature research and our experiences during the last 17 years. We analyze this special collaborative relationship, which has several dimensions and recurrent themes like, the role conception of the interpreter, situational interpreting, organizing the interpretation setting, or managing therapeutic phenomena during therapy sessions.     

试论语言符号的任意性和理据性

文章回顾了现代语言学鼻祖--Saussure提出的语言的任意性,总结了现代语言学家对语言符号理据性的探索,并结合多义词的例证,认为语言符号既有任意性,又有理据性,两者对立同一,并存互动,推动语言不断发展.     

Access to postsecondary education through sign language interpreting

Despite the importance of sign language interpreting for many deaf students, there is surprisingly little research concerning its effectiveness in the classroom. The limited research in this area is reviewed, and a new study is presented that included 23 interpreters, 105 deaf students, and 22 hearing students. Students saw two interpreted university-level lectures, each preceded by a test of prior content knowledge and followed by a post-lecture assessment of learning. A variety of demographic and qualitative data also were collected. Variables of primary interest included the effects of a match or mismatch between student interpreting preferences (interpreting vs. transliteration) and the actual mode of interpreting, student-interpreter familiarity, and interpreter experience. Results clarify previous contradictory findings concerning the importance of student interpreting preferences and extend earlier studies indicating that deaf students acquire less than hearing peers from interpreted college-level lectures. Issues relating to access and success in integrated academic settings are discussed as they relate to relations among student characteristics, interpreter characteristics, and educational settings.     

浅谈跨文化交际中手势语的运用

本文拟从跨文化交际中同一手势语表达不同含义所引起的误解加以分析,提出要想避免误解和文化冲突,就必须了解和重视非语言交际中其它文化的手势语,同时在跨文化交际中要恰当地使用自己的手势语。     

Conceptualizing parents' sign language use in bilingual early intervention

This research study investigates how parents and interveners conceptualize parents' early sign language use. Three groups of respondents involved in the same bilingual early intervention program were being interviewed: hearing parents (n = 12), hearing teachers (n = 6), and Deaf consultants (n = 6). The search and retrieve program 'The Ethnograph' was used for data analysis. The results demonstrate that neither a framework of linguistic proficiency nor one of communicative competence captures the complexity of the issues involved for parents and interveners in conceptualizing parents' early sign language use. The interpretative frameworks of each group emphasize different aspects of the task facing parents: balancing the quest for Sign Language proficiency with emotional and practical considerations in the family, acknowledging the overriding importance of communication regardless of what one may label the language used, and confirming the visual quality and child appropriateness of the signing. Results are related to the stocks of knowledge on which respondents draw and the implications for Deaf and hearing interveners assessing parents' progress.