A Survey of Language Shaming Experiences in Interpreter Education

Problems of practice (Henriksen & Richardson, 2017) are the impetus for change across many disciplines and result in a myriad of solutions toward best practices. Teaching American Sign Language/English interpreting is no different than other genres in higher education in seeking continuous improvement. Signed language interpreters in teaming situations may engage in self- and peer critique in the process of creating an interpretation (Russell, 2011). As a result, interpreters are cognizant of corrections they may receive from their peers, whether new to the field or long-term practitioners. The action of being monitored by peers and the related behavior are not always exhibited in ways that are informed by best practices. Previous research has documented unhealthy feedback practices as a type of horizontal violence (Ott, 2012). The practice of negative behavior results in disrupted learning spaces and could be compounded by a lack of awareness by the participants. The current study examined language shaming in interpreter education from the perspective of the student who experienced the shaming behavior and who also may have engaged in shaming activities. The results have implications for both language and interpreting teachers in devising constructive feedback techniques that better support the learner