教育口译员的角色和责任:从数十年的文档转向变革性的变革
Kristen Guynes1, Deborah Cates2, Angelina Pelikan1
1Florida State University, School of Communication Science and Disorders, Tallahassee, FL, United States.
Journal of deaf studies and deaf education
|January 15, 2026
概括
教育口译员在包容性教育中寻求扩大角色,但缺乏明确的指导方针. 这项研究揭示了他们愿意以更专业的方式做出贡献的愿望,倡导作为可访问性专家的专业培训和支持.
科学领域:
- 聋人教育 聋人教育
- 手语翻译手语翻译
- 包容性教育包括教育.
背景情况:
- 教育口译员的角色和责任是模两可的,在包容性教育中进行了辩论.
- 缺乏标准化的期望迫使口译人员对支持聋和听障学生做出假设.
- 翻译人员往往在他们的正式培训领域之外工作.
研究的目的:
- 探索教育口译员履行各种角色和责任的情况.
- 检查口译员对其角色适当性的观点.
- 评估口译员作为个性化教育计划 (IEP) 团队成员的参与.
主要方法:
- 进行了一项全国性的混合方法调查.
- 482名教育口译员参与了这项研究.
- 数据收集的重点是角色履行,任务适当性和IEP团队参与.
主要成果:
- 教育口译员从事不同频率的不同角色和责任.
- 虽然对特定任务的观点有所不同,但口译员通常渴望成为更全面的教育专业人士.
- 翻译员的很大一部分参与了个性化教育计划 (IEP) 会议.
结论:
- 需要一个范式的转变,以承认教育口译员作为可访问性专家.
- 合格的口译员需要加强教育,培训和支持.
- 标准化的期望和专业发展对于有效的口译实践至关重要.
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