Modality of instruction in interpreter education: An exploration of policy

Document Type

Article

Publication Date

12-1-2018

Abstract

This study examined the modality of instruction among signed language interpreter education programs in the United States. Faculty members were surveyed to assess their rationale and implementation of language policies within their respective programs. Modality of instruction encompasses spoken languages, signed languages, or a combination of both of these modalities. The researchers identified types of programs based on degree level and language used for instruction.A survey was distributed to identify language use during instructional interactions with interpreting students, with special attention paid to sign language interpreting programs. Results of this study indicated faculty members' choice of language of instruction was primarily driven by course content. Other themes identified as motivating factors for support (or not) of language policies for instructional purposes included student comprehension and program needs.

Publication Title

Sign Language Studies

Volume

19

Issue

2

First Page

225

Last Page

239

Digital Object Identifier (DOI)

10.1353/sls.2018.0033

ISSN

03021475

E-ISSN

15336263

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