- Community Interpreting, Signed Language Interpreting, Translator and Interpreter Education, Signed Language Interpreter Training, Public Service Interpreting, Interpreter-Mediated Communication, and 6 moreIntercultural Communication, Deaf Studies, Sign Linguistics, Sign Language, Action Research, Curriculum Development, Australia, and Sign Language Linguisticsedit
- Jemina Napier is Professor and Chair of Intercultural Communication in the Department of Languages and Intercultural ... moreJemina Napier is Professor and Chair of Intercultural Communication in the Department of Languages and Intercultural Studies at Heriot-Watt University in Edinburgh, Scotland. She was previously Associate Professor in the Department of Linguistics at Macquarie University in Sydney, Australia, where she is now an Adjunct Professor. She is also an Honorary Research Associate in the Department of South African Sign Language at the University of Free State in Bloemfontein, South Africa. Her research interests/ expertise focuses around three strands of intercultural communication: (1) language and communication in the context of interpreter-mediated communication – primarily with (but not limited to) signed language interpreters and the Deaf community. Adopting sociolinguistic, discourse analytic and sociological explorations of interpreting in context (particularly education, legal and medical) to inform the wider field of interpreting studies and applied linguistics; (2) how deaf adults actually use signed language to communicate in their lives and the challenges this poses for signed language interpreters; and (3) translation and interpreting pedagogy, using action research to explore aspects of distance education, blended learning, curriculum innovation and discourse-based teaching practices. She has taught, researched and published in all of these areas. She is Editor of the International Journal of Interpreter Education. She has a wealth of experience in managing research projects, supervising PhD students, and attracting research funding. She is particularly interested in working with other scholars to explore language, context and culture in various professional contexts with a view to informing the policy, pedagogy, and practice of language professionals.
As well as a researcher and educator, Jemina is an interpreter practitioner. She has practiced as a signed language interpreter since 1988, and works between English and British Sign Language (BSL), Australian Sign Language (Auslan) or International Sign. She is actively involved in the signed language interpreting profession: she is a past President and Honorary Life Member of the Australian Sign Language Interpreters Association (ASLIA) and was an inaugural board member of the World Association of Sign Language Interpreters. She is currently member of the Association of Sign Language Interpreters of England, Wales & Northern Ireland (ASLI), the Scottish Association of Sign Language Interpreters (SASLI), the European Forum of Sign Language Interpreters (efsli) and the Conference of Interpreter Trainers (CIT).edit
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Objective: The aim of this present paper is to highlight some of the issues faced by therapists and sign language interpreters when working with deaf patients.Conclusions: Key issues include linguistic, interpreting and role challenges,... more
Objective: The aim of this present paper is to highlight some of the issues faced by therapists and sign language interpreters when working with deaf patients.Conclusions: Key issues include linguistic, interpreting and role challenges, and potential threats to the therapeutic alliance. Recommendations are made in relation to preparation strategies and training for sign language interpreters and therapists.
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This paper provides an overview of the challenges in learning a signed language as a second language, in particular for hearing parents with deaf children, and details an action research process that led to the design of a new curriculum... more
This paper provides an overview of the challenges in learning a signed language as a second language, in particular for hearing parents with deaf children, and details an action research process that led to the design of a new curriculum for teaching Australian Sign Language (Auslan) to the families of deaf children. The curriculum was developed through research and consultation with various stakeholders. Implementation of the curriculum confirmed a lack of resources, leading to further research and the development of family-specific resources for teaching and learning Auslan. The process of development of these resources has potential application for other signed language teachers, researchers, teachers of the deaf and associated professionals who are working with families in their learning of a signed language. Copyright © 2007 John Wiley & Sons, Ltd.
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... Although it is recognized that a conduit approach is appropriate in certain contexts (Pollitt 2000), most writings advocate for an interactive model of interpreting, whereby interpreters are expected to be bilingual and bicultural and... more
... Although it is recognized that a conduit approach is appropriate in certain contexts (Pollitt 2000), most writings advocate for an interactive model of interpreting, whereby interpreters are expected to be bilingual and bicultural and to use their knowledge and understanding of the ...