View in EDS

From background knowledge to foundational practice: embedding Deaf Studies and ethics in sign language interpreter education in the Netherlands.

Saved in:
Bibliographic Details
Title: From background knowledge to foundational practice: embedding Deaf Studies and ethics in sign language interpreter education in the Netherlands.
Authors: Hinderks, Lisa1 (AUTHOR) lisa.hinderks@hu.nl, De Meulder, Maartje2 (AUTHOR), Jaberg, Ruby R. H.2 (AUTHOR), Sijm, Nienke2 (AUTHOR), Smits, Caroline J.G.2 (AUTHOR)
Source: Interpreter & Translator Trainer. Jun2026, Vol. 20 Issue 2, p175-194. 20p.
Abstract: This article examines the integration of Deaf Studies and ethics as core components of the bachelor's programme in Dutch Sign Language (NGT) /Dutch interpreting at the University of Applied Sciences Utrecht (HU) in the Netherlands. Drawing on student evaluations, instructor feedback, and theoretical perspectives, it explores the curriculum redesign process aimed at fostering a holistic, student-centred approach to interpreter education. By embedding Deaf Studies and ethics as foundational elements, the programme challenges systemic inequities and prepares students to navigate the complexities of interpreting practice with cultural competence and critical engagement. The article discusses the challenges and opportunities of this integration, highlighting the broader implications for interpreter education across Europe. It concludes by advocating for structural changes, including a reconsideration of entry requirements and the Introduction of standalone Deaf Studies programmes. [ABSTRACT FROM AUTHOR]
Copyright of Interpreter & Translator Trainer is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:This article examines the integration of Deaf Studies and ethics as core components of the bachelor's programme in Dutch Sign Language (NGT) /Dutch interpreting at the University of Applied Sciences Utrecht (HU) in the Netherlands. Drawing on student evaluations, instructor feedback, and theoretical perspectives, it explores the curriculum redesign process aimed at fostering a holistic, student-centred approach to interpreter education. By embedding Deaf Studies and ethics as foundational elements, the programme challenges systemic inequities and prepares students to navigate the complexities of interpreting practice with cultural competence and critical engagement. The article discusses the challenges and opportunities of this integration, highlighting the broader implications for interpreter education across Europe. It concludes by advocating for structural changes, including a reconsideration of entry requirements and the Introduction of standalone Deaf Studies programmes. [ABSTRACT FROM AUTHOR]
ISSN:1750399X
DOI:10.1080/1750399X.2026.2658336