Review of Sign Language Interpretation Services and Service ...

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5.5.2 Interpreter training courses and qualificationsWith the establishment of professional associations of interpreters, there was aneed to identify who could join and what constituted a sign language interpreter.Once professional training courses were established, it became easier to decidethat those who had successfully completed a programme of interpreter trainingcould become recognised as bona fide interpreters. This is the point that most ofthe countries have reached. In New Zealand, for example, the first and onlyformal interpreter training programme was set up in 1992. In Scotland there isone interpreter training programme at Heriot Watt University. This part-timecourse is the equivalent of one year's undergraduate study.In England the first two university courses were established in the late 1980s.There are now five programmes provided by four universities: three are at degreelevel and two at post-graduate or masters level. These programmes currentlyserve England, Wales and Northern Ireland. The degree level courses enable oneto achieve the first level of qualification as an interpreter but it is not until a postgraduatequalification has been achieved that one becomes a fully qualifiedinterpreter. In England, one can also achieve this status through the vocationalroute of the Level 4 National Vocational Qualification in Interpreting (BSL/English).In Finland, there are two institutions that each offer a four-year full-timeundergraduate degree, and also administer the interpreter competency test,which is the gateway to registration. In Denmark, there is a 3.5 year course forsign language interpreters running in two centres. This was previously a 300 hourcourse and then a 2 year course.In New Zealand there is currently only one interpreter training course and that isat the Auckland University of Technology (AUT). The course is 2 year full-time,running from February to November each year. At the end of the programmestudents receive a Diploma in Sign Language Interpreting.Despite improved training opportunities for interpreters, there is some evidencethat there has been, and continues to be, considerable wastage from those alreadytrained and qualified. Research to support this evidence and to identify reasonsfor the wastage (such as burnout and career progression into other posts) hasbeen conducted by the RNID and ASLI in England. One implication of wastage isthat those responsible for planning to increase the number of interpreters shouldtake account of this when estimating requirements.Given the shortage of interpreters in most of the countries studied, a need forfunding for training and support has been recognised. The Scottish Executive hasrecently provided £350,000 for a course to train trainers of BSL and BSL/Englishinterpreting. This has arisen from an acknowledgement that the capacity forteaching BSL and sign linguistics needs to be addressed in parallel with theestablishment of interpreter training. A similar approach has been taken inEngland where the Department for Work and Pensions, between 2004 and 2005,invested £1.5 million in the development of training programmes and resourcesfor BSL teachers and in raising awareness of the needs of BSL users.Achieving an interpreting qualification is an indicator that the interpreter hasachieved a particular standard both in sign language and in sign languagepage 102 • Review of Sign Language Interpretation Services and Service Requirements in Ireland
interpreting. These standards have to be defined and agreed in order for one toknow that the training programme and individual interpreter meet that standard.In the UK, the government, through the National Centre for Languages, has setNational Occupational Standards for Interpreting and Translating, which describethe competencies required of an interpreter. These standards can be used for allspoken and sign languages, and they also have a currency for use across Europe.The standards can be used for mapping training programmes and for definingentry criteria for registers. In Australia, there are National Competency Standardsand Qualifications for Translating and Interpreting and a project is due to begin todefine standards. Whilst it is probable that New Zealand will follow these, thereis no evidence to date of this.Completion of a recognised programme of interpreter training is a pre-requisite forregistration in countries such as New Zealand, Scotland and England. Wherethere is more than one possible training course which leads to registration, andwhere there is a choice of vocational and university routes, it becomes morepressing to have a mechanism for mapping the standards of each course againstexternally agreed standards.5.5.3 Interpreter registrationRegistration systems are used to regulate sign language interpreters in a numberof countries. Being entitled to join a register is a significant achievement in thecareer of an interpreter. Being registered gives an indication of an interpreter'scommitment to the profession and to maintaining and improving his/herperformance and knowledge. It shows that the interpreter has agreed to abideby a code of ethics or practice and to comply with a disciplinary procedure.Registration gives users an assurance of quality of the interpreter and a meansof seeking redress in the event of a complaint. The registration systems in thecountries studied have codes of practice (or equivalent), complaints anddisciplinary procedures and appeals procedures.Most registration bodies are made up of stakeholder representatives. Somecountries have tried to include Deaf people and other stakeholders in theregistration process. In Finland, for example, a Finnish Sign Language Board hasbeen established, which oversees the Register and Directory of Interpreters. It iscomprised of the Finnish Deaf Association, the Finnish Federation for the Hard ofHearing, and the Finnish Association of Sign Language Interpreters. In Englandthe Independent Registration Panel (IRP) registers interpreters for the Councilfor the Advancement of Communication with Deaf People (CACDP). The IRP ismade up of representatives from the Deaf community, the professionalassociation, employers (including agencies), training and assessment providers.Thus there are people other than the interpreters themselves who are involved inthe regulation of interpreting practice.In New Zealand, SLIANZ publishes and maintains a national register of qualifiedmembers. The register contains contact information for interpreters as well as theirdeclared specialities. Registered members of SLIANZ not only hold a recognisedprofessional qualification but also commit to abide by the profession's code ofethics. Entry to the register is on completion of the University of Aucklandtraining, but Australian and British qualifications are also recognised.Review of Sign Language Interpretation Services and Service Requirements in Ireland • page 103
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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 €
Page 26 and 27:
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
Page 42 and 43:
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
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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 100 and 101: 5.5 QUALITY OF SLI SERVICES DEFINED
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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