Working Effectively with Auslan Interpreters

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Over the past fifteen years, there has been at least one Deaf student enrolled each year at the University of Melbourne. To facilitate access to the education experience, Auslan interpreters are employed to ensure Deaf students have real time access to lectures and tutorials, their lecturers, tutors and peers.

What is Auslan?

Auslan (Australian Sign Language) is the official language of the Australian Deaf Community. Sign languages around the globe differ markedly from each other and also differ from the spoken national language of any given country.

Auslan is a visual, spatial language with its own unique syntax and grammatical structure. It is an animated blend of signs, finger spelling, facial expression, hand shape, mouth movement, gesture, mime and body language. It has no written form.

Auslan / English Interpreters - How do they work?

A strict Code of Ethics ensures that interpreters are impartial, neutral professionals who impart meaning and content without personal bias.

Interpreters communicate the conceptual meaning of the message rather than deliver verbatim translations.

"Interpreting involves competency in at least two languages, an understanding of the dynamics of human interaction in two quite different modalities, and appreciation of social and cultural differences, the ability to concentrate and maintains one's attention, a good deal of tact, judgement, stamina and above all, a sense of humour."¹

Due to occupational health and safety issues and mental fatigue, two interpreters work in tandem, rotating at fifteen-minute intervals. The non-signing interpreter will closely monitor the work of signing interpreter to respond to missed cues and will peruse overheads to anticipate any problematic vocabulary or concepts.

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Auslan Interpreters in lectures and tutorials

An Auslan interpreter in the lecture theatre or classroom can be a visual distraction to both lecturer and students. Hearing student's interest in the interpreting process will wane over time as the interpreters become part and parcel of the daily routine.

To minimise the "split focus" phenomenon, good practice is to allow the interpreter to stand as close as possible to the lecturer without encroaching on personal space. It also facilitates positive communication by enabling the student to see the lecturer and their facial expressions, as well as the interpreter.

Interpreters are language specialists, but not academics. They work across all faculties, dealing with diverse and eclectic subject matter. It is of great assistance if interpreters have prior access to preparation materials (course outlines), reading matter (reading packs) and access to Webraft. This allows interpreters to familiarise themselves with subject specific terminology, concepts and vocabulary. The interpreters may seek the guidance of academics to suggest further reading or to clarify meanings of concepts.

During a lecture/tutorial, an interpreter may request clarification, repetition or for the spelling of a word or name to ensure the relaying of accurate information. Good preparation will keep such interruptions to a minimum.

The previewing of videos and film footage is highly desirable. When utilising audio visual material please be aware that the Deaf student still needs to be able to view the interpreter. This is not possible if the lecture theatre is in total darkness. Please check with the Deaf student to see if there is enough light to communicate successfully.

In tutorials, structuring discussions such that only one person speaks at a time can assist the interpreter in conveying all information. The interpreters welcome an opportunity to discuss issues with tutors prior to the commencement of the academic semester to ensure tutorials proceed to a manner that is comfortable to all.

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Communicating with a Deaf Student

When talking with a Deaf student, look and speak directly at the student, not the interpreter.

All communication should be expressed in the first person. eg "Ross, have you done today's readings?" as opposed to "Can you ask Ross if he has done the reading for today?"

The interpreter is not a participant within the lecture or tutorial. It is important to avoid including the interpreter in the conversation or asking their opinion unless your question pertains specifically to the interpreting situation.

Due to the mental processing time of the interpreter and the linguistic differences between the two languages, the Deaf student is generally five to ten seconds behind in their reception of the information. This needs to be taken into consideration during tutorials in particular. If you pause after asking a question, this will allow the student enough time to process the question and then decide if they would like to answer.

When voicing the signed comments of the Deaf student, interpreters may choose to work consecutively, rather than simultaneously. For example, the interpreter may wait until the very end of a signed communication before voicing the students comment. Whilst time consuming, it does allow for a more accurate and fluent interpretation of the students comments.

In classes of a more practical nature, please be aware that the student is unable to look to the interpreter for instruction and carry out that instruction at the same time. This can be problematic in situations such as Biology pracs or computer science classes.

Additional Information

"Tell me, so I'll know. About being deaf. Start with the worst thing"...
"The worst thing? Not having information that everyone else has. No ... worse is when information is withheld - the smallest detail - by someone who thinks it isn't important enough to pass on."²

The Disability Liaison Unit has numerous resources available should you desire more information about with regard to many aspects of Deafness including the linguistics of Auslan, Deaf history and culture.

The University of Melbourne
Disability Liaison Unit 8344 7068
Email: DLU-enquiries@unimelb.edu.au

¹Nancy Frishburg, "Interpreting: An Introduction" RID Publication, 1990
²Itani, F. "Deafening" Hodder and Stoughton, 2000

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