Sequential and Global Learning in Signed Language Interpreter Education

Authors

• Heather A. Turell, Joyful Signing LLCFollow

Abstract

Cognitive styles (Joughin, 1992) have been described as the means by which human beings prefer to learn. While cognitive styles and activities to support specific cognitive styles have been explored in various arenas of adult learning, they have yet to be applied to interpreter education. To explore this further, a pilot test was conducted to determine if the interpreting training activities designed for global and sequential learners aligned with their expressed preference for global or sequential learning tasks. Four student interpreters participated in the study. To establish the participants’ cognitive styles, they completed a learning styles questionnaire. Participants were then asked to perform global and sequential learning tasks, and upon completion, interviews were conducted to identify participants’ reactions to each task. In the global condition, participants interpreted the message by focusing on all aspects of the interpreting task simultaneously. In the sequential condition, participants focused specifically on a selected goal by pausing the stimulus video and reinterpreting utterances to ensure their goal was achieved. The participants in this study all indicated a preference for sequential practice in both the questionnaire and interviews. Even though students may prefer to have various components of the interpreting task broken down for them, it is not a common practice in signed language interpreter training. The results may have implications for future teaching methods for signed language education.

Suggested Citation

Turell, Heather A. (2026) "Sequential and Global Learning in Signed Language Interpreter Education," Journal of Interpretation: Vol. 34: Iss. 1, Article 6.
Available at: https://digitalcommons.unf.edu/joi/vol34/iss1/6