18. Interpreting Andragogy Through Blended Teaching and Learning: The South African Context

Find out more at https://gupress.gallaudet.edu/interna...
"Interpreting Andragogy Through Blended Teaching and Learning: The South African Context" | Chapter summary in International Sign (IS)
Chapter authors: Natasha Parkins-Maliko and Razaq Fakir

From “International Perspectives on Sign Language Translator and Interpreter Education”
Edited by Jemina Napier, Stacey Webb, and Robert Adam
Published by Gallaudet University Press

*This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter authors.*

Visual description: The signer is a Black man with a clean-shaven head and face, and he is wearing a pine green buttoned shirt. The signer is standing against a solid blue background and is communicating using International Sign.

Transcript:
This chapter documents the historical training practices of South African Sign Language (SASL) interpreters and current trends. Both epistemological and ontological approaches are acknowledged in creating knowledge in language practice. The unique identity, education, training, and recognition of Deaf interpreting as a profession on par with hearing sign language and spoken language interpreters are advanced in the context of a plurilingual environment.

The contributing factors of plurilingualism, a third world context, and the slow pace of development and recognition of SASL as an official language explicate the lack of congruence between classroom teaching and interpreting practice. The chapter is progressive as it posits a reformed pedagogical approach, which serves the evolving context of language, communication, and skillsets required to effectively bridge communication between Deaf and hearing interlocutors.