Programme
Here you can see the programme for the conference. Changes to the programme may occur.
Thursday
12 September 2024 – Deaf Interpreters/Translator's Network Meeting
08:00
Opening and arrival of participants
08:30
Welcome
09:15
Getting to know and understanding the efsli
10:00
Break
10:15
How to strengthen the efsli DI (Deaf Interpreters)
11:15
Reflection on the future and future actions of efsli DI
12:30
Buffet lunch
13:30
Discussions with the efsli Board
14:30 - 14:45
Closing of the day
NOTE! The Thursday programme takes place at Turin Deaf Institute (Fondazione Istituto dei Sordi di Torino)!
At the same time, the efsli board will have their board meeting.
Friday
13 September 2024 – efsli Day
09:00
Registration and coffee
09:30
Welcome! Opening Session
10:00
Session 1:
efsli Curriculum and Quality Standards Workshop
11:45
Session 2:
National Experiences and Advocacy
12:30
Lunch
14:00
Session 3:
Deaf Interpreters' Perspectives
15:00
Session 4:
Unified Goals and Collaborative Strategies
16:00
Closing
Saturday
14 September 2024 – Conference
09:00
Welcomes by efsli Board & ANIMU representatives
09:45
The Conference’s chairperson will introduce the topic
10:00
“Eternally Qualified!”
Dr Maya de Wit, The Netherlands
This presentation delves into the complexities around the qualification and quality maintenance of signed language interpreters. In Europe there are over seventy training programs for sign language interpreters, which all vary greatly in content, duration, and level (de Wit, 2020). Although earning a diploma signifies the completion of training, it doesn’t necessarily equate to lifelong interpreting competences.
The concept of interpreter quality is nebulous as there is no agreed-upon definition among practitioners (Kahane 2000; Shlesinger 1997). Moreover, the various perspectives on interpreter quality among all stakeholders further complicates the matter (Chiaro and Nocella 2004; Kurz 2001; Vuorikoski 1995). Who has the authority to deem an interpreter as qualified, and how? Several countries have established an (independent) professional body deciding on interpreter quality standards. Once registered as qualified, the challenge becomes how interpreters maintain their quality. For example, through continued learning, participation in a community of practice, undergoing regularly re-assessment, or a mandatory number of working days? To answer these and other questions I will present an overview of the various perspectives and practices on receiving and maintaining an interpreter qualification.
Through the lens of my survey on the sign language interpreter profession across forty-five European countries since 2000, the presentation will explore and highlight the diverse opportunities and challenges to determine and ensure interpreting quality and sign language interpreter qualifications. It will also incorporate insights from my PhD research on practitioners' perspectives on quality (2023), in conjunction with the views of deaf signers in the Netherlands on interpreter quality (2013).
11:00
Coffee break
11:30
“Striving for excellence in CPD: Online, post-registration specialist training at Master’s level as a way of supporting the sustainability of the profession”
Dc. Res. Yvonne Weddell & Dr Rachel Mapson, Scotland (UK)
This presentation describes the MSc in Advancing Practice for Signed/Spoken language interpreters provided by Queen Margaret University, Edinburgh, Scotland. Established in 2017 by practicing interpreters, this qualification is unique in Europe. The programme is designed to provide credit-bearing CPD and offers flexible study either towards an MSc or single 20-credit modules at ECQF Level 7, with many modules designed around specialist domains of work.
The programme is delivered fully online but comprises both asynchronous and regular synchronous activity, with students studying part-time alongside their professional practice. Since students are already trained and working as professional interpreters, the focus of this course is on self-development, and all modules focus on reflective practice within the specialist domains in which students work. Formative assessments based on case studies are followed by summative work that relates theoretical constructs to students’ own professional practice.
Established initially for UK interpreters, the course has been extended and is now available to interpreters worldwide who work between a spoken language and a signed language. The language of the programme is English, but students’ professional practice will be in their own national sign language and the majority spoken language of their country. The increasingly international student cohorts encourage diversity of perspectives and understanding of the issues impacting the profession and expand students’ professional networks.
The programme aims to provide continued professional development that cultivates highly reflective practitioners, who can develop specialist skills and knowledge in different domains, promoting self-care and sustainability in the profession.
12:15
“Polish SLTI profession and the concept of continuous professional development: key findings of a nationwide translators and Interpreters census”
Dr Aleksandra Kalata- Zawłocka & Kamila Skalska, Poland
Following in the footsteps of the researchers from the UK (Napier et al., 2022), we, that is the Association of Polish Sign Language Interpreters (STPJM) in collaboration with the Institute of Applied Linguistics (ILS) conducted the first national census of Polish signed language interpreters and translators. Based on the total of 236 online questionnaires collected, we aimed to map the SLTI profession in Poland, in particular interpreters’/translators’ 1) demographic profile, 2) linguistic-cultural background, 3) education and qualifications, 4) professional status, 5) forms and
methods of providing services, 6) financial situation. In our presentation we will report on the findings of our research with respect to key themes relevant from the perspective of this year’s conference, that is professional preparation as well as educational opportunities, collaboration between signed language interpreters/translators and/or non-signed language interpreters/translators and main characteristics of both the newcomers to
the profession and the advanced practitioners. Specifically, we will focus on the directions for professional development as well as the general approach to the concept of continuous professional development among signed language interpreters and translators.
When discussing the results of our census we will refer to the British census project as well as to a recent study on the idea of CPD among Polish signed language interpreters conducted by our colleague, Michał Koziol (in preparation). We will also mention the motivating CPD system introduced by STPJM for its members and candidate members in 2018.
13:00
Buffet lunch
14:00
Presentation & Validation of efsli Conference 2024 Commemorative Stamp
Efsli Board with ANIMU representatives and Post Master
14:30
“Ensuring best practice through inter-professional dialogue: Insights from the INforMHAA project”
Prof. J. Napier & Prof. A. Young, Scotland; England (UK)
(on behalf of INforMHAA team including Sarah Vicary, Natalia Rodriguez Vicente, Rebecca Tipton & Celia Hulme)
This paper draws on the Interpreter-mediated Mental Health Act Assessments project (INForMHAA) funded by the National Institute for Health and Care Research, School for Social Care Research in the UK. The project focuses on Approved Mental Health Professionals (AMHPs) and interpreters working together in conducting assessments under the Mental Health Act (MHA) 1983.
One component in striving for excellence in specialist areas of interpreting practice is learning from, working with, and researching alongside other practice-based disciplines. In this presentation we address one such complex situation involving the statutory (legal) power to revoke a person’s free movement and liberty in cases of severe mental illness.
A cross -disciplinary team of social work academics/practitioners and interpreting academics/practitioners came together to research the impact and effects of interpreter mediation on the decision to compulsorily detain an individual experiencing extreme mental ill-health rather than reach an alternative outcome.
In this presentation we consider the significance of inter-professional dialogue on the execution of the research project at all stages and on the design of the resulting practice guidance and professional teaching resources produced. We showcase the principal results of the work from the perspectives of: (i) understanding/ misunderstanding between AMHPs and interpreters in the execution of statutory powers and responsibilities and how these might be resolved; (ii) inter-professional collaboration in the improvement of the communicative situation from the perspective of the person being assessed; (iii) joint training and practice based resources produced by and for both the approved mental health practitioners and interpreters together.
15:15
“Post-Qualification Perspectives: Navigating Interpreting Practice with Power, Ethics, and Cultural Competence in Deaf Community Engagement”
Helen Foulkes & Mark Berry, Wales; England (UK)
Obtaining an interpreting qualification often involves hearing trainees attending various deaf events, engaging with deaf clubs, and even forming friendships within the deaf community. However, post-qualification, this engagement may diminish. How does this shift affect your interpreting practice? How can interpreters maintain their connection with the deaf community, uphold their proficiency in sign language, cultivate a supportive attitude, and stay informed about current affairs within the community?
Key Objectives:
- Analyse the Dynamics of Power: Explore how hearing privilege positions interpreters in a position of power within interpreting interactions, and examine the implications of this power dynamic on communication and relationships with the deaf community.
- Develop Strategies for Ethical Engagement: Discuss practical strategies for interpreters to navigate their position of power ethically, including promoting inclusivity, amplifying deaf voices, and fostering collaborative communication dynamics.
- Enhance Cultural Competence and Humility: Encourage interpreters to continually develop their cultural competence and humility, recognising their privilege and actively seeking to understand and respect the diverse perspectives and experiences within the deaf community.
Conclusion:
This presentation equips interpreters with insights and strategies for integrity and sensitivity in their roles. Understanding complex dynamics and applying practical methods fosters excellence. Through ongoing reflection, learning, and humility, interpreters uphold values of respect, cooperation, and empowerment. Striving for excellence isn't just a goal but a guiding principle in interpretation's noble pursuit of inclusivity and equity.
16:00
Coffee break
16:15
“Remote interpreting in Italy. Analysis of the trend and future prospective”
Manuela Izzo, Italy
As a consequence of the COVID-19 pandemic, the profession of sign language Interpreter, in Italy, has been subject to a significant transformation. The demand of remote interpreting, similar to other countries, has increased exponentially. VRI, VRS, as well as online conference interpreting services have revolutionised the daily work of interpreters in just few years.
My presentation will illustrate a research conducted on behalf of ANIOS, from a sign language Interpreter’s perspective, to present a snapshot of this trend, with the objective to achieve a deeper understanding on how this will impact interpreters. Specifically, I will focus on the working, personal and emotive conditions whilst interpreting within a bi-dimensional medium. In conclusion, the presentation will explore the future prospective for sign language interpreters, with particular attention to new technologies, accessibility policies and required educational pathways: challenges to be faced in order to maintain quality interpreting services in what is an ever-changing sector. Therefore, this will be a critical reflection on how the future of Italian Sign Language Interpreting might evolve.
17:00
Book launch
20:00
Gala dinner (for those that have booked it)
Sunday
15 September 2024 – Conference
09:00
Welcome 2nd day
09:15
“The sustainability of the signed language interpreting profession”
Dr Isabelle Heyerick, Ireland/Belgium
Once signed language interpreters (SLIs) are qualified, we expect them to enter the SLI profession. How the profession is organized in terms of employee or self-employment status, working conditions, pay, CPD, and up to the level of the profession being recognized and protected, varies hugely across Europe and indeed globally.
One aspect that has not received sufficient attention in research and policy making is the sustainability of the profession. However, if we want to (1) ensure that the demand for SLI services can be met, (2) present qualified SLIs with a viable career, (3) guarantee SLI career longevity, and (4) warrant SLI retention, we need to understand what a sustainable SLI profession encompasses.
This presentation will focus on a study conducted in Flanders (Belgium) where qualified SLIs - regardless of whether they were working as a SLI or not - were invited to participate in a survey investigating the sustainability of the profession. 217 respondents shared their views and opinions. This talk will present the results of the survey, answering the question whether the SLI profession in Flanders is, in its current state, sustainable or not. We will look at the motivations of SLIs to increase or decrease their professional engagement, or to leave the profession. Additionally, recommendations in terms of policies to ensure the sustainability of the SLI profession, which were co-created with the Flemish Deaf Association (Doof Vlaanderen), the Flemish SLI Association (BVGT), and SLI CPD provider (Tenuto) will be explored.
10:00
“Exploring Sign Language Interpreter Positionality: Insights from Academic Reflexivity”
Dc. Res. Karolien Gebruers, Belgium
Sign language interpreter training varies significantly across countries in terms of level, duration, and language combinations, often primarily targeting hearing interpreter students. The dynamic nature of languages, technological advancements, and evolving discourses on diversity and representation, for example, pose ongoing challenges to these programmes. These challenges are often entangled with ideologies, biases and power dynamics, making it important to reflect on these issues to catalyse change in the field.
In academic research, reflexivity - reflection on one's positionality - is crucial, particularly in qualitative studies, as it influences all research phases. Drawing from personal experiences as a sign language interpreter, trainer, and PhD researcher, I explore pathways for thorough reflections on interpreter positionality. This exploration also includes insights gathered from interactions with deaf individuals and deaf as well as hearing interpreter colleagues.
The paper proposes the use of visual and creative methods in interpreter training and professional development sessions to facilitate reflection on positionality to identify how this influences interpreting, both individually and collectively. Examples such as photography, egocentric sociograms, and mind maps are highlighted as accessible tools for self-reflection, capable of stimulating insights that may be challenging to express solely through written, signed, or spoken language. This approach aims to enhance interpreters' awareness of their positionality and its impact on their work, fostering individual and collective growth within the interpreting profession.
10:45
Coffee break
11:15
“Shaping wellbeing for ‘Excellence’, a transferable model for navigating and promoting career practice and longevity”
Omoyele Davey, Sarah Bown and Dc. Res. Mike Ballinger, England (UK)
"Sign language interpreters confront a diversity of complex situations in their everyday work... It is in part the building of interpreting students’ cognitive reflective framework during training that will provide them with the necessary key tools for professional practice and lifelong learning. The creation of a reflective professional who is able, through a structured scaffolded training approach, to adapt to, cope with, and learn from new situations, will be in a position to support his or her own future growth and become an autopoietic interpreting practitioner” (Bown, S. 2013:51-52). In 2015 Schwenke identified “burnout in the interpreting profession as an issue of concern for educators, administrators, students, interpreters, and consumes”. In the same year, Lai, Heydon & Mulayim’s survey of interpreters found that ‘70% of respondents had not sought any form of support’. Current research findings show that ‘93% of 260 UK survey respondents stated that they found interpreting stressful, with 85% of those stating it was either very or extremely stressful’ (Ballinger, M. 2024). If we do not address this, we may see more interpreters lost from the profession due to vicarious trauma or burnout during their careers. Professional supervision is a space for support and reflective practice that can be sought throughout an interpreter’s career journey. Rather than something to be feared, supervision is an opportunity for growth and development for the supervisee to become a more robust, resilient and ethical practitioner to ensure wellbeing, safety and sustainability. It is the “working alliance between two professionals where supervisees...reflect on, receive feedback and receive guidance if appropriate. The object of this alliance is…to gain in ethical competency, confidence and creativity to give the best possible service to clients.” (Inskipp, F. and Proctor, B. 2001extracted from https://www.kendaltherapy.com/counselling-supervision).
This presentation will discuss three distinct yet corresponding areas which necessitate a key focus within interpreter education and training programmes. Within the context of the mandatory UK interpreter registration requirements (NRCPD) & the UK National Occupational Standards in interpreting (2017), this paper presents evidence and arguments for the teaching and development of student critical reflective learning frameworks, which can in turn, be robustly applied as returning ‘frames of reference’, within the journey to and of professional supervision. The embedding of these structures provides, for a practitioner, the ability to quickly identify vicarious trauma and sets out the benefits of exploring the inner world of self-reflection during their own professional supervision. The presentation will conclude by positing a transferable model for education and training programmes, utilising key interventions and tools to promote wellbeing, safe practice and support the ultimately desired goal of sustainable career longevity.
12:00
“Professionalism and quality: two streams of the same river”
Dc Res. Patricia Bandin Trasbach & Gabriel Clariá, Spain/Argentina
The proverb says “many streams flow into one river”. In the same vein, it could be said that many ideologies, individuals, cultures and work methods form the waters of interpretation. The history of interpretation, like the waters, is a tale of branching paths and confluences, stagnation or flow, and like everything passing through water, the same occurs with the practice of interpretation.
Interpretation has changed over the years, and so has the training of sign language interpreters, both hearing and Deaf. If one considers the construction of professionalism in two dimensions, the first could well be “Being”, and the second “Practice”. Being and doing interrelate in different ways over time and space, reflecting the profession linked to a moment and a geography. Additionally, university courses in sign language interpretation are expanding, and interpreters are acquiring competencies. But can the knowledge that the teachers impart to their students be applied? Does theory translate into reality (in practice)? What aspects of interpretation bridge the gap between being and practice? What aspects are separate? To comprehend this, this work proposes an introspective and “extrospective” journey of university education and post-university Interpretation practice. An intergenerational and intercontinental dialogue that retrieves experiences as an important part of the theoretical construction of interpretation and university training programs. Achieving high level of quality in the profession requires looking at ourselves from different perspectives; to know where to go, one must first know where we are.
12:45
1. Q&A
2. Conclusions
3. efsli Announcements
4. efsli Conference 2025
Torino
Qualified: What's next?
Views and opinions expressed are however those of the author only and do not necessarily reflect those of the European Education and Culture Executive Agency (EACEA). Neither the European Union nor the EACEA can be held responsible for them.
© 2024, efsli
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