Anecdotally, video relay service (VRS) interpreters experience high levels of stress in their work; however, there have been few empirical studies published to date on this topic. This study shows that VRS interpreters experience high levels of stress that can lead to job burnout and high turnover in the VRS industry. This article begins by discussing the VRS industry and the topic of burnout in the workforce. Survey results from individuals within the VRS industry (n = 424) illuminate interpreters’ experiences with stress and burnout in VRS interpreting and provide ideas about solutions for this problem. Lastly, there is a discussion of the implications of burnout as well as suggestions for the four primary players in VRS interpreting work: the VRS interpreters, call center managers, VRS providers as a whole, and the Federal Communications Commission. The goal of this study is to provide evidence regarding the existence of stress and burnout in VRS interpreting in hopes that this information can be used to improve this subset of interpreting work.
Citation: Bower, Kathryn (2015) “Stress and Burnout in Video Relay Service (VRS) Interpreting,” Journal of Interpretation: Vol. 24: Iss. 1, Article 2. Available at: http://digitalcommons.unf.edu/joi/vol24/iss1/2
Individuals who have one or more deaf parent can be considered heritage learners of a signed language (Compton, 2014; Valdes, 2005). These individuals have had language brokering experiences (Napier, in press) before entering a formal program or attending any training to become an interpreter. Despite the experiences and skills they bring to the classroom and the profession of ASL/ English interpreting, deaf-parented interpreters anecdotally say that educational opportunities do not account for their specific needs and skill-set. The relationship between demographic characteristics of ASL/English interpreters who have one or more deaf parent, including their linguistic environments during formative years, routes of induction into the interpretation profession, and their professional status as an interpreter is examined in this mixed-methods exploratory study. This study of 751 deaf-parented interpreters’ survey responses finds that they are achieving national credentials and education and training as an interpreter through some coursework, formal and informal mentorships, and workshops. Degree and certification requirements along with state licensure before working as an interpreter may serve as a xi barrier to deaf-parented interpreters who, for the most part, have been entering the field through informal induction practices within the deaf community. The results of this research can benefit the field of signed/spoken language interpreting by influencing curriculum design and teaching approaches so that the unique demographic of deafparented interpreters are recruited to and retained within the profession.
Citation: Williamson, Amy, “Heritage learner to professional interpreter: Who are deaf-parented interpreters and how do they achieve professional status?” (2015). Master’s of Arts in Interpreting Studies (MAIS) Theses. Paper 22.
This mixed-method study was designed to explore whether role function inequalities among Deaf and hearing interpreters contribute to trust issues within Deafhearing interpreter teams. The initial hypothesis stated that role functionality, when not clearly delineated, contributes to the formation and perpetuation of mistrust within Deafhearing interpreter teams. Llewellyn-Jones & Lee’s (2014) axes of role-space functionality include interaction management, consumer alignment, and the “presentation of self” and address the interpreters’ interface with the consumers in an interpreted event. The data did not support the presence of explicit issues of trust when the team moved outward to interact with consumers. Survey data revealed evidence to support implicit as well as explicit trust issues present within the team dynamic. The data indicated three domain areas in which intra-team trust issues tend to appear: preparation, linguistic mediation, and imbalances in role/function duty distribution. x Castelfranchi and Falcone’s (2010) socio-cognitive theory of trust provides a lens through which to make the respondents’ experiences better understood. Trust is based upon a series of actions that allows the individual to make informed choices on how to proceed through establishing a shared goal, making a positive evaluation to delegate a task/action to an individual, and exercising their power/competency to carry out the specific task or action. When these series of actions are carried out successfully, Deafhearing interpreter teams function in accord to Hoza’s (2010) construct of team interdependency utilizing trusting, effective partnerships in which individual roles and functions are equally understood and valued.
In this study, trends in gender-related traits among practitioners of American Sign Language – English interpreting are investigated. The impact of gender identity on practitioners’ perceptions of their role and professional experiences is also explored. Limited research exists to address issues of gender within the American Sign Language – English interpreting field but is largely focused on differences in discourse among male and female practitioners. Data for this study was collected through quantitative and qualitative means: an online survey incorporating the Bem Sex-Role Inventory and interviews with five practitioners of American Sign Language – English interpreting. A review of related literature supported the notion that while societal views of gender have shifted over time, certain qualities and characteristics remain valued for men and women. Research on female-dominated professions shows men experience gender identity privilege in the workplace. While this study shows that male and female practitioners may value or possess similar traits and characteristics, female practitioners experience gender identity oppression in a manner that male practitioners do not, especially related ix to their bodies and expressions of femininity. The experiences of female practitioners creates an additional layer of consideration that must be addressed prior to focusing on the myriad considerations inherent in the work of American Sign Language – English interpreters. Educators are advised to take current classroom practices into consideration for supporting all students, regardless of gender identity, and practitioners are encouraged to seek diverse communities of practice. These communities may provide the forum during which practitioners can engage in discussions of identity oppression and potential mitigating strategies.
Citation: Artl, Grace B., “Act Like a Lady: The Impact of Gender Identity on American Sign Language – English Interpreters” (2015). Master’s Theses. Paper 20.
American Sign Language (ASL)/English interpreters working between ASL and spoken English make linguistic and cultural choices that impact the success of an interpreted event. One task is the selection of comparable vocabulary to best represent their clients’ thoughts. This exploratory qualitative study was conducted to identify how ASL/English interpreters transfer meaning when African American English (AAE) is incorporated into signed language. Each interpreter simultaneously interpreted an ASL narrative into spoken English. Participants were asked to complete a demographic survey to ascertain whether social factors of age, race, ethnicity, experience, mode of language ix acquisition, and/or age of language acquisition had any bearing on the interpretation. Following the collection of the interpreting sample and demographic data, two interviews were conducted utilizing a semi-structured format to provide insight into the strategic decisions made by the participants. The findings identify three strategic decisions interpreters used in lieu of incorporating AAE: omission, external processing, and discourse chunking. The overarching purpose was to collect empirical data that will lend itself to dialogues on how to best equip signed language professionals to meet the needs of African American/Black Deaf consumers.
Citation: Shambourger, Nicole, “Navigating Language Variety: ASL/English Interpreters “Giving Voice” to African American/Black Deaf Signed Language Users” (2015). Master’s Theses. Paper 23.
Since the 1990’s there has been an ever increasing number of Deaf people seeking higher education and pursuing a wide variety of professions and careers that enhance their life experiences. The Science, Technology, Engineering, and Mathematics (STEM) fields have seen an influx of Deaf people interested in engaging in education and life-long careers in these fields and their respective disciplines. One of the reasons behind this growing interest by Deaf people is the National Science Foundation’s commitment to expanding the participation of underrepresented groups in STEM (NSF, 2012). Many Deaf students in higher education and Deaf professionals engaging in STEM careers and professions report a lack of qualified signed language interpreters available to access communication events that are necessary to become successful in these fields and disciplines. ix In the field of signed language interpreting worldwide there has been no research conducted on interpreters and the interpreting process in STEM. There abound many anecdotal experiences by Deaf professionals and signed language interpreters alike regarding the challenges of working and interpreting in STEM. One consequence of not having qualified signed language interpreters in STEM is that the professional development of Deaf students and Deaf professionals who choose to study and build careers in these fields is hampered. In this exploratory study, competencies specific to interpreting in various aspects of the STEM fields and disciplines, as identified by the Deaf consumers who engage interpreting services, will be identified and described.
Citation: Grooms, Christopher, “Interpreter Competencies in Science, Technology, Engineering, and Mathematics as Identified by Deaf Professionals” (2015). Master’s Theses. Paper 18.
This study investigates cultural competence in the field of signed language interpreting and the persistence of African American/Black signed language interpreters in the field. To date, no research in the discipline of signed language interpreting studies has looked at how the cultural competence of practitioners impacts colleague dynamics, nor has there been identification of how cultural competence impacts interpreters’ persistence in the field. Data for this study were collected over a period of several months utilizing ethnographic research methods. Face-to-face focus groups, a large-scale questionnaire, and follow up interviews were conducted. A search of the literature revealed that while a lack of cultural competence does impact colleague dynamics and the provision of services within the field, the larger issue may be the African American/Black interpreter’s lack of social capital. This study found that African American/Black interpreters regularly experience subtle instances of racism directed toward them from consumers and colleagues. In large part, African American/Black interpreters view their White interpreting colleagues and educators to be lacking in cultural competence. This places an added psychological burden on the African American/Black interpreter that impacts their social capital and the effort they must expend in order to connect with their peers. The result may be burnout and the desire to viii change careers. To increase the culturally competent provision of services and improve colleague dynamics within the field, African American/Black Deaf consumers and African American/Black interpreters alike desire recruitment of interpreters from diverse racial and ethnic backgrounds.
Citation: West Oyedele, Erica, “Persistence of African-American/Black Signed Language Interpreters in the United States: The Importance of Culture and Capital” (2015). Master’s Theses. Paper 19.
Maslach (1982) conceptualizes burnout as emotional exhaustion and cynicism, which erodes an individual’s ability to effectively engage in work. A known antecedent to burnout across a variety of occupations, including interpreting, is chronic job stress (Delisle, Lariviere, Imbeau, & Durand, 2005; Swartz, 1999). The multidimensional construct of perfectionism is one personality trait noted in the literature (Flett & Hewitt, 2002) that affects how an individual perceives and manages stressors and it is consistently associated with burnout. Perfectionism is characterized by a tendency to set and strive for high personal standards and has both detrimental and beneficial potential (Stoeber & Otto, 2006).
Investigators focusing on sign language interpreters have identified a wide range of cognitive and personality factors that contribute to the effective management of stress, such as perfectionistic traits (Bontempo & Napier, 2011). In contrast, negative appraisals of work, self-doubt and self-criticism are consistently associated with the development of burnout amongst sign language interpreters (Qin, Marshall, Mozrall, & Marschark, 2008; Schwenke, Ashby & Gnilka, 2014). Within the extant literature there is evidence that perfectionistic traits, influence an individual’s personal assessment of work demands and can contribute to the development of burnout. The current literature review explores the issue of burnout within the field of interpreting by considering the role of perfectionism, stress and coping, and lays the groundwork for additional research.
Citation: Schwenke, T. J. (2015). Sign Language Interpreters and Burnout: Exploring Perfectionism and Coping. JADARA, 49(2). Retrieved from http://repository.wcsu.edu/jadara/vol49/iss2/7
The purpose of this study is to ascertain what, if any, assessments of American Sign Language (ASL) and English language competency are currently used for admission to interpreter education programs (IEP). Research consisted of a mixed methodology discovery study conducted over two phases. Each phase sought to expound upon and clarify all facets of the pre-admission assessment process. Phase I, conducted through a nationwide survey was designed to discover what interpreter education programs are currently using—pre-admission—to assess ASL and English language competency. Information was collected about the presence of any pre-admission ASL and English language competency assessments as well as the components of those assessments. Phase II included semi-structured interviews with interpreter education program coordinators, assessment designers, faculty responsible for assessment administration, or any combination thereof. The interview was comprised of questions about pre-admission viii ASL and English language assessment practices including but not limited to: theory to support assessment components, assessment design, progression of the assessment design, materials used during assessment, as well as perceived strengths and weaknesses of the assessment tool(s). Data were analyzed to identify the percent of interpreter education programs without a pre-admission ASL and English language competency assessment as well as similarities and differences in the assessments that are currently in use by interpreter education programs.
Citation: Carter, Cari A., “Current Practices: Pre-Admission Assessment of American Sign Language and English Language Competency in Interpreter Education Programs” (2015). Master’s Theses. Paper 17.
The accumulated literature on signed language interpreting implies that despite the emerging conceptualization of signed language interpreting as a practice profession applying teleological ethics, interpreters struggle to abandon the perception of strict role constructs governed by deontological ethical decision making. The goal of this study is to gain insight into the ethical decision making process amongst a sample of video relay interpreters using the reflective practice of supervision applying demand control schema. The findings suggest the existence of both teleological and deontological ethical decision making approaches for the practice of interpreting in the video relay setting. The findings also demonstrated participants’ lack of agency that impacted the prominent gap between a practice professionalism perspective and technical skill orientation among VRS interpreters. The participants’ application of teleological ethics suggests an awareness of various controls to achieve effective outcomes and develop strategies to improve practice. The participants’ lack of agency suggests serious deleterious implications for callers and interpreters. An argument is made for interpreters to become functional leaders in ix acknowledging the apparent relationship between stress, conditions of VRS employment, and effective service as a beneficial means of guiding improved practice.
Citation: Holcombe, Kathleen C., “Video Relay Service Interpreting: Interpreters’ Authority, Agency, and Autonomy in the Process of Ethical Decision Making” (2014). Master’s Theses. Paper 16.
