Review of Sign Language Interpretation Services and Service ...

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5.5 QUALITY OF SLI SERVICES DEFINED, MEASURED ANDMANAGEDThis section is concerned with the training and qualifications available for signlanguage interpreters and the regulation of their work, for example thoughregistration systems.The review of interpreter training, registration and regulation across the fivecountries reveals that:• The profession of sign language interpreting is still in its infancy, and SLIservices are accordingly still relatively new• Initially, most interpreter training took the form of short courses• Gradually, accredited interpreter training courses (both academic andvocational) were established at a higher education level, most within thelast 20 years• Initially much of the regulation of interpreters was done by interpretersthemselves, including the setting of standards• More recently, responsibility for regulation through systems of registration haspassed to independent bodies• With the establishment of agreed national standards in interpreting, andpressure from stakeholders, many countries have sought to separate the rolesof professional association and regulatory body• There is very little regulation of SLI agencies but recognition that this needs tobe put in placeThe following table outlines the professional association, training and registrationin each of the countries included as part of this review.page 100 • Review of Sign Language Interpretation Services and Service Requirements in Ireland
Table 5.4. International SLI professional associations, interpreter trainingand registration bodiesCountry Professional Association Training/Qualifications Registration BodiesScotland Scottish Association 1 university offering SASLI registersof Sign Language part-time programme interpretersInterpreters (SASLI)England Association of Sign 5 university programmes CACDP and theLanguage Interpreters - in 4 universities: degree IndependentEngland, Wales and to Masters level, full- Registration PanelNorthern Ireland (ASLI) and part-time. National register interpreters.Vocational Qualification No register of SLIin Interpreting agencies since 2002Denmark Professional Association 2 centres run 3.5 year Danish Stateof Sign Language higher education course AuthorisedInterpretersTranslators andInterpretersAssociationFinland Finnish Association of 2 institutions offering 4 Finnish SignSign Language year, full-time degree Language BoardInterpretersNew Sign Language One course -2 years, SLIANZ publishesZealand Interpreters Association full-time and maintains aof New Zealand (SLIANZ)national register ofqualified members5.5.1 The emergence of sign language interpreting as a professionDespite recent rapid progress in the establishment of sign language interpretingas a profession, it remains a young profession, a feature which is evident from theinformation that has been collected for this review. It is generally accepted thatsign language interpreting was only established as a separate profession in the1970s. Prior to then, responsibility for interpreting between spoken and signlanguages was taken on by people whose parents were Deaf, and/or those whowere social workers or chaplains working with Deaf people.Professional associations of interpreters only began to emerge around twentyyears ago, as a first step towards interpreting being recognised as a profession.For example, the Finnish Association of Sign Language Interpreters was foundedin 1982. In 1981 the Scottish Association of Sign Language Interpreters wasformed and in 1988 ASLI, the professional association for interpreters in England,Wales and Northern Ireland followed. It is only in the past decade or so that anew generation and type of interpreter has emerged - people who have studiedsign language in adulthood and have entered the profession through university orvocational training in interpreting.Review of Sign Language Interpretation Services and Service Requirements in Ireland • page 101
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RESEARCH SERIESSEPTEMBER 2006Review
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4.8 Theme 6: Accreditation and a fo
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PrefaceAs proposed in the Outline S
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Key players involved in SLI service
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Interpreter staffing and skillsIt i
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INTERNATIONAL BEST PRACTICEThe rese
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appears to be growing in popularity
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• Personalised service - A person
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• The establishment of a new enti
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• Further development of the Iris
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• Estimated cost in year 1 is €
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1.3 REVIEW OBJECTIVES and SCOPE1.3.
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2 Review Methodology2.1 APPROACHFig
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Interviews and discussions• Inter
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3 Overview of CurrentSign LanguageI
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Table 3.1. Persons aged 15 to 64, w
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3.2 POLICY AND LEGISLATION3.2.1 Int
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Sustaining Progress, Social Partner
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According to the Education Act 1998
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3.4 KEY PLAYERS INVOLVED IN SLI SER
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upholding the status of Irish Sign
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3. A Deaf user or service provider
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3.5.3 Main reasons for accessing se
Page 50 and 51: InternetThe internet and email have
Page 52 and 53: As shown in the table above, there
Page 54 and 55: Figure 3.10. Total number of interp
Page 56 and 57: The first cohort of students on the
Page 58 and 59: Looking at the summary financial an
Page 60 and 61: 3.7.2 Overall client spend on sign
Page 62 and 63: The public sector service providers
Page 64 and 65: 4.3 THEME 1:THE NEED FOR SIGN LANGU
Page 66 and 67: subject for both Deaf and hearing s
Page 68 and 69: 4.5 THEME 3:ACCESS TO SLI SERVICES
Page 70 and 71: 4.6 THEME 4:THE QUALITY OF SLI AND
Page 72 and 73: primary client of the interpreter.
Page 74 and 75: 4.8.1 The impact of the absence of
Page 76 and 77: 4.9.3 What is neededFunding is need
Page 78 and 79: 4.10.3 A quality service on the gro
Page 80 and 81: Table 5.1. Key statistics on SLI se
Page 82 and 83: The research has considered mainstr
Page 84 and 85: Summary• Other than where the par
Page 86 and 87: 5.2.1 Linguistic approachIn all of
Page 88 and 89: Interpreting services are also prov
Page 90 and 91: 5.3.1 Population distributionMost o
Page 92 and 93: 5.3.3 Responsibility for booking in
Page 94 and 95: 5.3.4 Sign language interpretersSal
Page 96 and 97: The use of videophones and webcams
Page 98 and 99: • It provides a flexible solution
Page 102 and 103: 5.5.2 Interpreter training courses
Page 104 and 105: Pressure for the registration and r
Page 106 and 107: Proposal (which has been agreed wit
Page 108 and 109: • In most of the countries includ
Page 110 and 111: Table 5.6. Overview of key strength
Page 112 and 113: 6 Summary ofKey Findings6.1 INTRODU
Page 114 and 115: 6.3 KEY AREAS FOR IMPROVEMENT IN TH
Page 116 and 117: 7 Recommended FutureModel for Deliv
Page 118 and 119: 7.2 RECOMMENDED FUTURE SLI SERVICE
Page 120 and 121: Table 7.2. Key areas for improvemen
Page 122 and 123: 7.3.2 Comhairle - oversight of SLI
Page 124 and 125: There are substantial risks associa
Page 126 and 127: Requirements:• Excellent project
Page 128 and 129: 7.3.9 ComplaintsThe Irish Sign Lang
Page 130 and 131: number of Deaf clubs. The videophon
Page 132 and 133: 7.6 OTHER RECOMMENDATIONS TO SUPPOR
Page 134 and 135: Accreditation should be linked to t
Page 136 and 137: videophone technology, piloted in t
Page 138 and 139: It is assumed that the rollout of t
Page 140 and 141: Appendix 1: Bibliographyand Referen
Page 142 and 143: www.bris.ac.uk/deaf - Bristol Centr
Page 144 and 145: SASLISLAISLISLIANZSMSTCDVCOThe Scot
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