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Article published In: Translation and Interpreting Studies
Vol. 16:3 (2021) ► pp.347–367

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Exploring deaf sign language interpreting students’ experiences from joint sign language interpreting programs for deaf and hearing students in Finland

 | Western Norway University of Applied Sciences
ORCiD logo with link | Western Norway University of Applied Sciences
ORCiD logo with link | Western Norway University of Applied Sciences | Stockholm University
Published online: 19 October 2020
DOI logo with link
https://doi.org/10.1075/tis.18033.ska
Abstract
Integrated university programs for deaf and hearing sign language interpreting students are rare. In Finland, deaf interpreting students have been integrated in the only university program for sign language interpreting since its beginning in the early 2000s. This article investigates the experiences of the deaf interpreting students and deaf sign language interpreters (n = 5) who attend and have attended the program. We analyzed interview responses using critical discourse analysis and the concept of identity construction, and found that deaf interpreting students, despite some disadvantages, benefited from the integrated program. We also found three identity positions – competent deaf identity, student identity, and professional DI identity – and support for recognition (Honneth, Axel. 1996. The Struggle for Recognition: The Moral Grammar of Social Conflicts. Cambridge: Polity Press.Google Scholar logo with link to Google Scholar) in both the solidarity and legal sphere developed through the program.
Article outline
  • Introduction
  • Background
    • Deaf interpreters and deaf identities
      • Sign language interpreting in Finland: Rights, rules, and regulations
  • Method
    • Participants
    • The interviews
    • Ethical and methodological considerations
    • Critical discourse analysis as method of analysis
    • Construction of identity as method of analysis
    • Choice of pronoun in relationship to social belonging
  • Results
    • Competent deaf identity
    • Student identity
    • Professional identity
  • Discussion
  • Conclusion
  • Acknowledgements
  • Note
  • References
References (33)
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