What is New Zealand Sign Language?
New Zealand Sign Language (NZSL) is used by the Deaf community of New Zealand. It is a language in its own right and is not a manually coded form of English. NZSL was declared the third official language of New Zealand on the 6th April 2006.
What is a Sign Language interpreter?
A Sign Language interpreter is a trained professional working alongside the lecturer/tutor to enable Deaf people to have live access to the classroom communication. The interpreter’s job is to change spoken English into NZSL and vice versa.
Interpreters will sign everything that is said in the class and voice (speak) anything that is signed by the Deaf student(s). Interpreters are bound by a code of ethics and are not participants in the class. The interpreter’s job is not as a “helper” to the Deaf person. They are there to serve both hearing and Deaf people equally by facilitating communication between the two parties.
The majority of Sign Language interpreters in New Zealand have qualified with a two year Diploma in Sign Language Interpreting from Auckland University of Technology, but there are interpreters with an overseas qualification working here, mostly from Australia and Britain.
Who needs a NZ Sign Language Interpreter?
Most Deaf and some hearing impaired students will need a Sign Language interpreter if they primarily rely on New Zealand Sign Language to communicate. However, not all students need an interpreter, so it is best to talk to the student rather than to assume.
For example, students who rely on hearing aids and FM systems may not use Sign Language or be able to communicate effectively with the language. For particularly difficult classes, students may need two methods of support: an interpreter and a notetaker. If students are relying on an interpreter they must watch the interpreter to understand the content, and therefore cannot look down to write notes at the same time. The notetaker can do this for them.
How to work effectively with interpreters Preparation To do their job effectively interpreters need to be given all appropriate preparation materials. This includes any textbooks, handouts, OHTs, videos/DVDs that will be used during a class, as well as any overviews, handbooks, course outlines etc that are given to the students. If possible, talk with lecturers and tutors to help ensure that interpreters are given preparation materials well in advance of the class, especially audio-visual materials, which may need to be viewed several times. Breaks Because interpreting requires concentration as well as physical movements, it is vital that interpreters take appropriate breaks if working alone. How often breaks are needed depends on the nature of the class, so it is important for the interpreter to confer with the educator to decide when breaks occur. When the interpreter is on a break, the Deaf client will not be able to access class interaction, so it is important to make sure that everyone else takes a break as well. Teaming For classes that are long or when content is difficult, a student may require two interpreters working together in a class. This is referred to as “teaming” and one interpreter will be signing, usually for 20 minutes, and then swap with the other interpreter. To see whether two interpreters are needed, check student’s timetables for long classes and talk to the interpreters and students to determine if the content level is very difficult. Role clarification It is important that the role of the interpreter is clear to both the educators and students. The interpreter is there solely to facilitate communication and is not there for any other purpose. They cannot tutor, discipline, or participate in the class in any other way. Meetings outside of scheduled class times If lecturers and tutors are meeting with a Deaf student outside of normally scheduled class times, it is important that they have the option of booking an interpreter if they or the Deaf student require one. Some Deaf students who normally use interpreters in the classroom may prefer to meet without one for one-to-one sessions, so it is important not to assume they will want one. However, if an educator feels that they would prefer to have an interpreter present, they are just as entitled to request one from the disability office.