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Learner Autonomy in New Zealand Sign Language Interpreting Students

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Book cover Teaching and Learning Signed Languages

Abstract

In many countries, interpreter education programs are key sites of sign language teaching for adult learners (Napier, 2009). Historically, sign language interpreters were naturally enculturated in a Deaf community and were subsequently invited by Deaf people to enter interpreting courses. In recent decades, the majority of interpreter trainees have tended to initially acquire sign language within academic contexts (Cokely, 1986; Peterson, 1999; Monikowski & Peterson, 2005). This provides less opportunity for direct learning within target language community contexts, and potentially increases second language users’ difficulties in social contexts.

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Authors
  1. Lynette Pivac
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Editor information

Editors and Affiliations

  1. Deaf Studies Research Unit in the School of Linguistics and Applied Language Studies, Victoria University of Wellington, New Zealand

    David McKee (Director) & Rachel McKee (Program Director) (Director) &  (Program Director)

  2. Teachers College, Columbia University, USA

    Russell S. Rosen (Assistant Professor of Education) (Assistant Professor of Education)

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© 2014 Lynette Pivac

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Pivac, L. (2014). Learner Autonomy in New Zealand Sign Language Interpreting Students. In: McKee, D., Rosen, R.S., McKee, R. (eds) Teaching and Learning Signed Languages. Palgrave Macmillan, London. https://doi.org/10.1057/9781137312495_10

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