Sign language interpreting education

Reflections on interpersonal skills

Annemiek Hammer | Utrecht University of Applied Sciences, The Netherlands

Beppie van den Bogaerde | Utrecht University of Applied Sciences, The Netherlands | University of Amsterdam, The Netherlands

We present a description of our didactic approach to train undergraduate sign language interpreters on their interpersonal and reflective skills. Based predominantly on the theory of role-space by Llewellyn-Jones and Lee (2014), we argue that dialogue settings require a dynamic role of the interpreter in which s/he constantly makes choices based on contextual, interpersonal and intrapersonal factors. Reflection on the interpreter’s interpersonal skills (IPS) is essential to improve the interpreter’s behaviour. We developed several courses of Interpreting Skills (INS) offered during a four-year tertiary education programme, based on the concepts of competency-based learning and teaching. We provide a short description of one course in particular, INS7, and give some examples of practice (role-play) and (self)assessment.

Keywords: interpersonal skills, competency-based education, reflection, sign language interpreting, role-space

Published online: 19 October 2017
https://doi.org/10.1075/btl.138.03ham