Ch. 10: International Perspective on Interpreting - Isn't Everything Just like at home?

Debra Russell

WASLI (World Association of Sign Language Interpreters)

Founded in 2005 to support the development of the interpreting profession worldwide in partnership with WFD.

WFD (World Federation of the Deaf)

An international organization advocating for Deaf people’s human rights, especially through language and communication access.

UNCRPD (United Nations Convention on the Rights of Persons with Disabilities)

International treaty affirming the rights of people with disabilities, including the right to sign language access.

Memo of Understanding (MOU)

A formal agreement between two organizations outlining terms of collaboration, such as between WASLI and WFD.

International Sign (IS)

A flexible, contact sign system used in international contexts; not a formal or standardized language.

Interpreter Capacity-Building

Developing local interpreters and educators through mentorship, training, and the development of national interpreter associations.

Colonization of Signed Languages

The imposition of dominant signed languages (e.g., ASL) onto local Deaf communities, risking the loss of indigenous signed languages.

Service Models

Structures for interpreter delivery vary globally—from Deaf-run services to freelance models to government-regulated VRS.

Why is interpreting not the same world wide?

• training, recognition, and role of interpreters vary drastically

• Some nations have university programs and licensure; others rely on informal community-based systems.

What contributes to global inequities?

Economic and educational barriers

Why are western models of interpreting not always the best fit for other communities?

bc university-based training and ASL instruction can alienate local communities and weaken indigenous sign languages.

Which of the following is a key focus of WASLI’s Interpreter Education Philosophy?
A. Imposing U.S.-based curriculum internationally
B. Creating standardized International Sign grammar
C. Centering education within Deaf community expertise
D. Reducing Deaf involvement to streamline outcomes

Centering education within Deaf community expertise

What challenge does the Asian WASLI region face regarding interpreter collaboration?
A. Over-regulation
B. Too many qualified interpreters
C. Communication barriers due to language and technology
D. Lack of interest in international work

Communication barriers due to language and technology

In many African countries, what strategy is being used to grow the interpreting profession?
A. Replacing national signed languages with IS
B. Online-only training
C. Creating local train-the-trainer programs
D. Relying solely on international consultants

Creating local train-the-trainer programs

What was a key success factor in Kosovo’s interpreter training launch?
A. Large budget and high-tech infrastructure
B. Western advisors took full control
C. Deaf-led education using local sign language
D. Use of International Sign as the curriculum base

Deaf-led education using local sign language

True or False: Interpreting service delivery models in wealthy countries are automatically better suited for Deaf communities.

False. Some create disconnects, emphasizing business over community.

True or False: International Sign is a fully developed, standard language.

False. It is a contact variety without standardized grammar.

True or False: Interpreter associations worldwide often collaborate with Deaf associations via MOUs.

True. MOUs establish mutual goals and accountability.

True or False: All countries that ratify the UNCRPD automatically provide full access via sign language.

False. Ratification does not guarantee implementation.

Regions and Key Characteristics: Oceania

• Two-tier certification (NAATI)

• training in Aus/NZ

• lack of trilingual Māori interpreters

Regions and Key Characteristics: Asia

• Language & tech barriers

• short trainings

• some countries have no associations

Regions and Key Characteristics: Africa

• Focus on local training

• lack of legislation

• support from NGOs

Regions and Key Characteristics: Balkans

• Ground-up Deaf-led training (Kosovo)

• lack of materials in native languages

Regions and Key Characteristics: North America

• RID and AVLIC lead development

• trilingual interpreting emphasized

Regions and Key Characteristics: Europe

• EUMASLI, efsli, Deaf interpreter programs (Hamburg)

• north–south training gaps

Regions and Key Characteristics: Latin America

• Legislation vs. practice gap

• Spanish/Portuguese material access is limited

Regions and Key Characteristics: Transcaucasia

• Mostly short-term Deaf-led trainings

• some countries lack interpreter data

Critical Link

A Canadian-based organization that hosts global interpreter education and community interpreter conferences.

AIIC (International Association of Conference Interpreters)

Includes signed language interpreters in conference interpreting contexts.

Deaf Heart

A concept describing interpreters’ cultural and emotional connection to the Deaf community; essential for ethical practice.

Human Rights-Based Approach

Education and services should empower Deaf communities, respect local languages, and ensure equitable access.

EUMASLI (European Master in Sign Language Interpreting)

A joint master's program in Germany, Scotland, and Finland to advance interpreting research and training across Europe.

Interpreter Colonization

The act of replacing or undermining a national signed language by importing dominant signed languages like ASL.

AIIC Sign Language Network

A branch of the International Association of Conference Interpreters that includes signed language interpreters since 2012.

Train-the-Trainer Model

A method used in Africa and elsewhere where experienced interpreters train local Deaf and hearing individuals to become educators.

SLIANZ (Sign Language Interpreters Association of New Zealand)

New Zealand’s professional body for sign language interpreters; active since 1997 and collaborates regionally and internationally.

What major barrier to interpreter development does Latin America face?
A. Lack of Deaf community involvement
B. Insufficient number of signed languages
C. Most research materials are in English or Portuguese
D. No university-level programs

Most research materials are in English or Portuguese

What is the role of the Deaf association in Colombia’s education system?
A. Train all interpreters in medical settings
B. Operate all VRS centers
C. Screen/select interpreters for public schools
D. Fund all interpreter education

Screen/select interpreters for public schools

Why was the Balkans region separated from the rest of Europe in WASLI?
A. Because they didn’t support interpreter certification
B. They spoke different spoken languages
C. Their development stage needed tailored support
D. Their interpreters all used International Sign

Their development stage needed tailored support

What is a major criticism of wealthy countries’ interpreter services?
A. Too collaborative
B. Focus too heavily on Deaf-led education
C. Create distance between interpreters and Deaf communities
D. Don’t use VRS systems effectively

Create distance between interpreters and Deaf communities

Which country has been highlighted for involving Deaf leaders in all interpreter training and advocacy efforts?
A. Germany
B. Kosovo
C. Canada
D. Brazil

Kosovo