Deaf and non-deaf research collaboration on Swiss German Sign Language (DSGS) interpreter training in Switzerland The International Journal for Translation & Interpreting Research trans-int.org Patty Shores HfH University of Applied Sciences of Special Needs Education, Sign-Language Interpreting, Zurich
[email protected] Christiane Hohenstein ZHAW Zurich University of Applied Sciences, School of Applied Linguistics
[email protected] Joerg Keller ZHAW Zurich University of Applied Sciences, School of Applied Linguistics
[email protected] DOI: ti.106201.2014.a03 Abstract. Teaching, training, and assessment for sign language interpreters in Swiss German sign language (DSGS) developments since 1985 have resulted in the current Bachelor level at the Zurich University of Applied Sciences, Special Needs Education (HfH). More recently, co-teaching with Zurich University of Applied Sciences, School of Applied Linguistics (ZHAW) non-deaf linguists in linguistics and intercultural competence training has led to Deaf and non-deaf research collaboration. At present, there are considerable skills gaps in student proficiency in DSGS- interpreting. Standards that evaluate student second language competencies in DSGS do not yet exist for those who graduate from training programs. Despite DSGS being taught by Deaf sign language instructors, socio-linguistic and pragmatic standards reflecting the practices of the Deaf community are lacking in hearing second language learners. This situation calls for community based research on the linguistic practices embedded in the DSGS community and its domains. The ongoing need for research is to adapt unified standards according to the Common European Reference Frame (CEFR) and the European Language Portfolio (ELP) describing learners’ abilities and competencies, rather than deficiencies.