Linguistic minorities are often severely disadvantaged in legal events, with consequences that could impact one’s very liberty. Training for interpreters to provide full access in legal settings is paramount. In this volume, Jeremy L. Brunson has gathered deaf and hearing scholars and practitioners from both signed and spoken language interpreting communities in the United States, Canada, and the United Kingdom. Their contributions include research-driven, experience-driven, and theoretical discussions on how to teach and assess legal interpreting. The topics covered include teaming in a courtroom, introducing students to legal interpreting, being an expert witness, discourses used by deaf lawyers, designing assessment tools for legal settings, and working with deaf jurors. In addition, this volume interrogates the various ways power, privilege, and oppression appear in legal interpreting.
Each chapter features discussion questions and prompts that interpreter educators can use in the classroom. While intended as a foundational text for use in courses, this body of work also provides insight into the current state of the legal interpreting field and will be a valuable resource for scholars, practitioners, and consumers.
Jeremy L. Brunson is the Executive Director of the Division of Equity, Diversity, and Inclusion at Gallaudet University. He worked previously as an applied sociologist and independent consultant. He is also an American Sign Language–English interpreter specializing in legal interpreting. Brunson’s research interests are in the broad area of the sociology of interpreting and live at the intersection of sociology work and the profession, sociology of disability, and critical theory. He has published and presented about video relay service, educational interpreting, the invisible labor deaf people perform, the professionalization of sign language interpreting, and ethics.
"Overall, this volume strongly contributes to the growing knowledge of sign language and spoken language interpretation in legal settings with three distinctive merits. Firstly, this book provides diverse perspectives from authors who are geographically and professionally dispersedly located. Each contributor provides methods of teaching situated within lived experiences in the field of legal interpreting. Secondly, the book emphasizes research-driven, experience-driven theoretical discussions on legal interpreter education and assessment, supported by relevant and up-to-date key topics in the professional realm, including team interpretation in the courtroom, assessment design, deaf lawyer discourses, working with police in Europe, and role-space training. Thirdly, the structure of this book is clear and helpful for educational use. Each contribution ends with reflective questions and exercises for users to adapt to their own teaching or practice."
— Ran Yi, The University of New South Wales