Perception of Professional Sign Language Interpretation in Saudi Arabia - Research Proposal Example

Saudi Sign Language Interpreters’ Perception of Professional Sign Language Interpretation in Saudi Arabia Sign language is true and natural language that has existed and develop it in the deaf community. It is the primary language of many individuals who are deaf, such as American Sign Language (ASL), Saudi Sign Language (ASL) (Alrayes, 2007; Andrews, Shaw, & Lomas, 2011; Stokoe, 1993). The Swiss-German Sign Language (DSGS) was created to strengthen the use of sign language among the German-hearing individuals in Switzerland (Kanton Zürich, 2005 as cited in Shores, Hohenstein, & Keller, 2014, P.48, Par2). In different situations, almost all of the sign language interpreters will have to deal with students or individuals who are deaf. In the process of completing the ASL program in the United States or training programs of DSGS in Switzerland, sign language interpreters can have the necessary qualifications, knowledge and skills needed to become a qualified sign language interpreter within the educational or non-educational settings (Kanton Zürich, 2005 as cited in Shores et al., 2014, P.48, Par.2+3; Yarger, 2001, P.16–17, C.1+2). As of 2014, the total population in Saudi Arabia has reached 30.62 million (Statista, 2015). A total of 247,217 individuals within the Arab-region were reported having hearing loss.In Saudi Arabia alone, approximately 100,000 individuals are deaf (Allen, 2008, P.14+16). Established in 2000, the Association for Hearing Impairedsupports the use of sign language in Saudi Arabia (Alrayes, 2007). In fact, the Saudi Association of Hearing Impairment came up with a Saudi sign language dictionary to support the learning and teaching experience of students and teachers of Saudi sign language (Saudi Association of Hearing Impairment, 2015).Which it is encouraging to make a good communication between the deaf and hearingindividuals, and find people interested in sign language interpretationin Saudi Arabia. Despite the continuous support in improving the trainings of sign language and interpretation in Saudi Arabia, deaf studies in this particular Arab-region are still in emergent stage (Alamri, 2009; Alturki, 2009). To give us the opportunity to learn more about the sign language interpretation in Saudi Arabia,this proposed study seeks to identify and discuss the Saudi interpreters’ perception of professional sign language interpretation in Saudi Arabia. This proposal includes the background of the problem, statement of the problem, statement of the purpose, research questions, research design, sample, and instrumentation and data collection procedures for the proposed study. Background of the Problem The Ministry of Civil Service finally established Saudi sign language interpretation as a recognized career in 2009. Since then, the Ministry has placed only four interpreters into these positions, and none of them hold a specialized degree or certificate.However, the Ministry has not yet standardized the qualification requirements for the position (Alamri, 2009; Ministry of Civil Service, 2015).Specifically the lack of attention and insufficient preparation are some of the few reasons why the entire profession of sign language interpretation in Saudi Arabia remains underdeveloped (Alzahrani, 2009). Few years ago, Saudi sign language campaigners such as the interpreters coming directly from deaf families or teachers who teaches deaf students are the ones who work together to come up with trainings for Saudi sign language interpreters (World Association of Sign Language Interpreters, 2010, Par.1, L.10-17). In some cases, Saudi sign language interpreters would meet up for a workshop in order to create a dictionary and spread the proper way of interpreting Saudi sign language in some religious groups (Al-Sulami, 2010, Par. 2, L.1-4). The government of Saudi Arabia recognizes the need to support and establish a more reliable educational institution for individuals with hearing loss. On the 24th of June 2008, the government of Saudi Arabia signed the U.N. Convention on Rights of Persons with Disabilities(CRPD)(United Nations Treaty Collection, 2006, L.141). This convention featured studies which recommend the use of qualified interpreters in educational and non-educational settings.Right afterthe signing of this particular international convention, the government of Saudi Arabia was strongly encouraged to consider“inclusive approach” in education,sign language, and interpretation (Alamri,2009; Al-Mousa, 2010, P.15, Par.2).All this information shows us the need for qualified interpreters to work with deaf individuals in places such as higher education for deaf in Saudi Arabia. Sign language is the main communication method between deaf and hearing individuals using hand movements, facial expressions, and other gestures (Moores, 2001). To support the educational needs of people with disabilities, the Ministry of Education publicly introduced some policies on “Special Education Institutes and Programs” in 2002 (Al-Mousa, 2010, P.16, Par.2).Thus emerged the role of a sign language interpreter, who works to facilitate communication between the deaf and the hearing individual. Within this role,the interpreter may delivermessages to a hearing audience receiving a signed speech, or may also deliver a message to a deaf audience receiving a spoken message (Humphrey & Alcorn, 2007). Unfortunately, interpreters in Saudi Arabia do not have proper programs or training for sign language interpretation as well as certification, classification like here in United States. Most Saudi interpreters are members of deaf families or teachers for deaf without any training to do professional interpretation (Alturki, 2009; Alzahrani, 2009).Therefore, developing specializedcentersthat aims to train individuals in Saudi Arabia on how to properly use sign languageand interpretation could be very useful (Alamri, 2009). Over the next few years, career for sign language interpreters is more likely to diversify and grow (Witter-Merithew& Nicodemus, 2011, P.1, Par.2, L.12). For instance, patients who are deaf may need the professional assistance of sign language interpreter when communicating with their physicians/doctors during their medical visits (Lewis, 2008, Par.3 L.9).On top of being able to establish career in teaching deaf students, professional sign language interpreters can also apply for a job as an interpreter for the Deaf national conference (Schwenke, 2012, P.36, Par.2, L.3) including some of the state and local government agencies, private sectors, and legal services. In terms of quality service and depth, the knowledge and skills of sign language interpreters in Saudi Arabia requires a lot of improvement. Prior to 1960s, students in Saudi Arabia with disabilities attended regular schools for education. It was only after 1960s when special schools for deaf, blind, and mentally retarded were established in Saudi Arabia (Al-Mousa, 2010, P.14, Par.4). Since then, different strategies were considered to improve the use of sign language in Saudi Arabia. For instance, some people in the past have tried to create the Arabic Sign Language (ArSL) and educate the deaf community and concerned individuals about its proper application, whereas others have tried to build a system for sign language recognition(Halawani et al., 2013, P.43, C.1, Par.1, L.4-9). Despite the strategies used to improve the quality of education for sign language courses, it remains a question as to how one could possibly measure the effectiveness of sign language interpretation (Jones, Clark, & Soltz, 1997, P.258, C.2, P.2). The professional role and responsibilityof sign language interpreters is one that is complex. Aside from being emotionally and mentally stable, sign language interpreters are also required to have personal qualities and attributes such as empathy, humility, self-confidence, tactfulness, flexibility, long attention span, good judgment, sense of humor, and self-discipline (Alamri, 2009; Bontempo, Napier, Hayes, & Brashear, 2014, P.24, Par.1, L.2–9). Problem Statement Even though efforts were made to improve the learning and teaching of sign language in Saudi Arabia, demand for highly competitive sign language interpreters in this particular Arab region seems to be so much higher than the available supply. For instance, because of the absence of serious sign language training programs, the number of “fluent sign language interpreters” in Saudi Arabia remains low (Alamri, 2009; Alrayes;2007; Alturki, 2009; Alzahrani, 2009).Furthermore, because of emotional exhaustion caused by excessive work-related stress, people who work as professional sign language interpreters are at risk of experiencing burnout at work (Schwenke, 2012, P.32, Par.1, L.9).In the study of Dean and Pollard (2001, P.1, C.1, L24&P.4, C.2, Par.2, L.21), the authors reported that non-linguistic demand factors such as environmental, interpersonal, and intrapersonal factors can contribute to the development of work-related stress, burnout, and cumulative trauma disorders which could result to the shortage in the number of professional sign language interpreter. The process of undergoing proper training and educational programs is necessary to ensure that all sign language interpreters are able to effectively control their emotions when dealing with other people (Bontempo et al., 2014, P.24, Pa.2, L.3–9). Unfortunately, thisis not the case of sign language interpreters in Saudi Arabia. Due to lack of proper training,most of the existing sign language interpreters in Saudi Arabia are technically unprepared and unqualified to delivergood quality sign languageinterpretation to their clients (Alamri, 2009;Alzahrani,2009). Additionally, because there is such a low ratio of interpreters to deaf and hard-of-hearing individuals, it is impossible for Saudi interpreters to avoid high levels of work-related stress (Alzahrani, 2009). Since sign language interpretation in Saudi Arabia is such a newly recognized profession, when compared to the US, this field needs extensive research, studies, and scholarship to contribute to the improvement of its practitioners. For example, in all of Saudi Arabia, there are only two Master’s theses in this field. Also, there is only one book on the subject, entitled Sign Language Interpreters for Deaf (Alamri; 2009; Alturki, 2009; Alzahrani, 2009). Once this lack of scholarship is addressed by sign language researchers in Saudi Arabia, the field will change dramatically for the better. In addition to empowering and increasing the number of interpreters, this study will be a vital step in increasing the sophistication of sign language interpretation in Saudi Arabia. Purpose Statement and Research Questions The main purpose of this study is to identify and discuss the perceptions of Saudi-based signlanguage interpreters on the realities (in regards to preparation, certification, and classification) of professional sign language interpretation in Saudi Arabia. Therefore, the following research questions will be considered throughout the completion of this study: 1. What are Saudi interpreters’ perceptions of professional sign language interpretation in Saudi Arabia? 2. Are there any differences in the interpreters’ perceptions about professional sign language interpretation in relation to gender, number of years of professional experience, and family hearing status? Research Design Since the main purpose of this study is to identify and discuss the perceptions of Saudi-based sign language interpreters on the professional sign language interpretation in Saudi Arabia, the proposed research study design is purely quantitative by nature. For data collection purposes, a research survey study can either rely on the use of research survey questionnaires or a structured interview (Creswell, 2011, P.13, Par.2, L.3-4). In this research proposal, an exploratory, descriptive research survey questionnaire was purposely designed for data collection purposes. Basically, the main reason for using quantitative research survey questionnaire is to enable the researcher come up with generalized responses from each of the research participant. As such, a total of 30 sign language interpreters in Saudi Arabia will be invited to participate in this study. To easily identify the perception of each Saudi-based sign language interpreters on their profession as sign language interpreters in Saudi Arabia, a quantitative research survey questionnaire,which was made available in Survey Monkey,will be used in generating quantitative responses from each of the qualified research survey respondents. The gathered quantitative data will come mainly from the online questionnaire survey created via Survey Monkey. The instrument of study can be categorized into three parts known as: (1) demographic information; (2) experiences with interpreting; and (3) a set of Likert items regarding perceptions about professional interpretation. To analyze and interpret the gathered data, descriptive statistics such as frequency, percentage, and mean values will be computed for each of the 41 research questions available in the survey questionnaire form. (See Appendix II – Research Survey Questionnaire on page17) Sample Size and Sampling Method Saudi Deaf interpreters belonging to the Saudi Committee for Sign Language Experts and Interpreters were surveyed. This committee, created in 2010 by the Saudi Deaf Sport Federation, offers a venue for interpreters and aspiring interpreters to meet and discuss issues of the profession. Those who are considered interpreters in that organization make up the entire population of deaf interpreters in the country. The sample size for this includes thirty (30) sign language interpreters in Saudi Arabia. Basically, regardless of age, gender, and nationality, qualified research respondents should have at least one year working experience as a sign language interpreter in Saudi Arabia. The nature of sampling method used in this study is “quota sampling” and “convenience sampling” (Gideon, 2012, p. 67, C.1, PAR.3, L.1–6). The researcher would immediately contact one of his previous co-workers via phone or e-mail. Immediately after the first target research respondent has agreed to participate in this study, the first research respondent will be requested to provide the researcher with the contact number of his or her friend or co-worker who also works as a sign language interpreter in Saudi Arabia. Using this method, the researcher can easily gather a total of 30 qualified research survey respondents. Instrument The main instrument used in collecting quantitative data includes the use of a research survey questionnaire compiled and created by the researcher based on the literature review and is entitled “Perceptions about Professional Sign Language Interpretation.”Basically, the research survey questionnaire was purposely designed in such a way that it combines the use of structured and unstructured research questions. In the process of using structured research questions (i.e. yes or no, or checking relevant answers in a box), the researcher can easily interpret and analyze the gathered data using basic statistical method (Trochim, Donnelly, & Arora, 2015, P.182, Par.3, L.6–9). When using open-ended questions, the researcher can obtain more flexible and subjective response from each of the research participants (Trochim, Donnelly, & Arora, 2015, P.182, Par.3, L.2–3). Composed of 41 questions, the first five (5) questions was designed to gather some information concerning the demographic profile of research participants (i.e. gender, level of education, career, year of experience, and family hearing status). Questions 6 to 18require “yes” or “no” answers, and they were designed to know more about the professional background and educational qualification of each research participants when it comes to sign language interpretation. The remainder of the survey presents questions of perception and is measured using a 5-point Likert scale (1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree) (Creswell, 2011). Questions 19 to 27 were designed to learn more about the research participants’ perceptions concerning their preparation prior to becoming professional sign language interpreters in Saudi Arabia. Questions 28 to 32 were designed to help the researcher know more about the participants’ perceptions about certification requirements for their profession as sign language interpreter in Saudi Arabia. Questions 33 to 41 were designed to help the researcher know more about the participants’ perception with regards to having some form of classification in their profession as sign language interpreter in Saudi Arabia. (See Appendix II – Research Survey Questionnaire on page 17). In this study, no subsets will be presented to the participants. Basically, responses will be summed up in their total frequency and percentage. To determine the reliability and internal consistency of this study, the Cronbach’s alpha value will be computed (Creswell, 2011; Salkind, 2011). Applicable to this study, a Cronbach’s alpha value of at least 0.70 or more means that the instrument used in this study is highly reliable (Olagbemi, 2011, P.60, PAR.3, L.7). Additionally, content validity will be verified based on other existing peer-reviewed studies. Data Collection Procedures Prior to contacting participants and distributing the survey instrument the researcher obtained permission from Lamar University’s College of Graduate Studies to perform the study. Following approval from the College, the researcher created an electronic version of the original instrument in the application, Survey Monkey. The researcher has included instructions for taking the survey, which should take each participant around 15-20 minutes to complete. For 10 years, the researcher worked as a sign language interpreter in Saudi Arabia and has fairly direct access to the majority of sign language interpreters who are currently working with people in the country’s deaf community. To easily gather and reach out to 30 sign language interpreters in Saudi Arabia, he will contact each one of my colleagues by phone or e-mail. That way, those colleagues can aid in reaching those interpreters who are new or unfamiliar. After discussing the main purpose of this study, each one of them will be requested to view the research survey questionnaire by sending them a direct link to Survey Monkey. A significant part of research ethics, informed consent is all about informing the research participants of the main purpose of the study, including their right to confidentiality and to participate or not to participate in this study (Buchanan, 2004, P.162, Par.4, L.7–10). Therefore, before each of the research participants could start answering the research survey questionnaire, each one of them will be requested to read and sign the informed consent form as shown in Appendix I. Since Survey Monkey will be used in spreading out the research survey questionnaire, each of the research respondents will be requested to put an “X” mark on a box suggesting that each of the research respondents have read and agreed to participate in this study. (See Appendix I – Informed Consent Form on page 16). References Alamri, A. (2009). Adequate competencies required for the sign language interpreters from the perspective of the deaf and the interpreters in Saudi Arabia (Unpublished master’s thesis). King Saud University, Riyadh. Alrayes, T. (2007). Sign Language and media “realistic vision”. Paper presented at the seventh meeting of gulf disability society. Almanamah. Kingdome of Bahrain. Alturki, J. (2009). Sign language interpreters for deaf. Riyadh, Saudi Arabia: Jeerer library of publishing. Alzahrani, A. (2009). Problems facing sign language interpretation as perceived by sign language interpreters in Saudi Arabia (Unpublished master’s thesis). King Saud University, Riyadh. Allen, C. (2008, November). Global Survey Report. WFD Interim Regional Secretariat for the Arab Region (WFD RSAR). Global Education Pre-Planning Project on the Human Rights of Deaf People. Regional Survey Report No. 7. Retrieved from http://www.wfdeaf.org/wp-content/uploads/2011/06/7.-RSAR-Regional-Survey-Report-No-7-English-Version.pdf Al-Mousa, N. (2010). The Experience of the Kingdom of Saudi Arabia in Mainstreaming Students with Special Educational Needs in Public Schools (A Success Story). Retrieved from http://unesdoc.unesco.org/images/0019/001916/191663e.pdf Al-Sulami, M. (2010, November 2). Dictionary of sign language to be compiled. Arab News. Retrieved March 26, 2015, from http://www.arabnews.com/node/359414 Andrews, J., Shaw, P. & Lomas, G. (2011). Chapter:19 on Deaf and Hard of Hearing Students. In the Handbook of Special Education. Edited by James M. Kauffman and Daniel Hallahan (Eds.). NY: Routledge. Pp. 233-246. Bontempo, K., Napier, J., Hayes, L., & Brashear, V. (2014). Does personality matter? An international study of sign language interpreter disposition. The International Journal for Translation & Interpreting Research, 6(1), 23-46. Buchanan, E. (2004). Readings in Virtual Research Ethics: Issues and Controversies. London: Information Science Publishing. Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Allyn & Bacon. Dean, R., & Pollard, R. (2001). Application of Demand-Control Theory to Sign Language Interpreting: Implications for Stress and Interpreter Training. Journal of Deaf Studies and Deaf Education, 6(1), 1-14. Gideon, L. (2012). Handbook of Survey Methodology for the Social Sciences. New York: Springer Science. Halawani, S., Daman, D., Kari, S., & Ahmad, A. (2013). An Avatar Based Translation System from Arabic Speech to Arabic Sign Language for Deaf People. International Journal of Computer Science and Network Security, 13(12), 43-52. Humphrey, J. H., & Alcorn, B. J. (2007). So you want to be an interpreter? An introduction to sign language interpreting. Jones, B., Clark, G., &Soltz, D. (1997). Characteristics and Practices of Sign Language Interpreters in Inclusive Education Programs. Exceptional Children, 63(2), 257-268. Lewis, J. (2008, October 23). Patient Awarded $400K by New Jersey Jury for Lack of Sign Language Interpreter at Medical Treatments. Retrieved from http://www.jacksonlewis.com/resources.php?NewsID=1539 Moores, D. F. (2001). Educating the deaf: Psychology, Principles, and practices. Ministry of Civil Service. (2015). Retrieved from http://www.mcs.gov.sa/pages/default.aspx Olagbemi, F. (2011). The Effectiveness of Federal Regulations and Corporate Reputation . Retrieved April 8, 2015, from https://books.google.com.ph/books?id=bT2VwbajQPoC&pg=PA60&dq=Cronbach%E2%80%99s+alpha+value&hl=en&sa=X&ei=LzMlVebPE4OouwSukICgBw&redir_esc=y#v=onepage&q=Cronbach%E2%80%99s%20alpha%20value&f=false Salkind, N. J. (2011). Statistics for people who (think they) hate statistics (4th ed.). ThousandOaks, CA: SAGE Publications. Saudi Association of Hearing Impairment (2015). Retrieved from http://shi.org.sa/ Schwenke, T. (2012). Sign Language Interpreters and Burnout. Journal of Interpretation, 20(1), 32-54. Stokoe, W. C. (1993). Dictionary Making, Then and Now. Sign Language Studies, 79 (2), 127-146. Shores, P., Hohenstein, C., & Keller, J. (2014). Deaf and non-deaf research collaboration on Swiss German Sign Language (DSGS) interpreter training in Switzerland. The International Journal for Translation & Interpreting Research, 6(1), 47-59. Statista. (2015). Saudi Arabia: Total population from 2004 to 2014 (in million inhabitants). Retrieved from http://www.statista.com/statistics/262467/total-population-of-saudi-arabia/ Trochim, W., Donnelly, J., & Arora, K. (2015). Research Methods: The Essential Knowledge Base. Boston, MA: Cengage Learning. United Nations Treaty Collection. (2006, December 13). CHAPTER IV HUMAN RIGHTS 15 . Convention on the Rights of Persons with Disabilities. Retrieved March 26, 2015, from https://treaties.un.org/Pages/ViewDetails.aspx?src=TREATY&mtdsg_no=iv-15&chapter=4&lang=en Witter-Merithew, A., & Nicodemus, B. (2011). Toward the intentional development of interpreter specialization: An examination of two case studies. In Walker, J. & Shaw, S. (eds) "Interpreter Preparedness for Specialized Settings". Journal of Interpretation, 21(1), 96-108. World Association of Sign Language Interpreters. (2010). INTERPRETER WORKSHOP IN SAUDI ARABIA. Newsletter 2010-03. Retrieved March 26, 2015, from http://wasli.org/wp-content/uploads/2013/06/wasli-newsletter_2010-03.pdf Yarger, C. (2001). Educational Interpreting: Understanding the Rural Experience. American Annals of the Deaf, 146(1), 16-30. Appendix I – Informed Consent The purpose of this study is to identify and discuss the perceptions of Saudi-based sign language interpreters on the profession of sign language interpretation in Saudi Arabia. Using quota and convenience sampling, each of the research participants will be requested to complete a total of 41 questions found in the online research survey questionnaire. Each of the qualified research participants will be given enough time to think about voluntarily participating in this study. Please note that all of the qualified research participants have the right to participate and/or withdraw from this study. Upon signing this form, I give my consent to participate in the quantitative research survey study. In case I decided to withdraw from this study, I can easily contact Hadi Amri through phone number (00000000) or e-mail address (alamri-us on h-o-t-m-a-i-l). I am also well-informed that all my personal information such as name and contact number will be kept confidential at all times. I have read and agreed to participate in this study. Appendix II – Research Survey Questionnaire Perceptions about Professional Sign Language Interpretation Survey I. Demographic Information: 1. Gender ___ Male ___ Female 2. Level of education ___ High school or less ___ Bachelor’s degree ___ Master’s degree ___ Doctoral degree 3. Career ___ Sign language interpreter ___ Teacher ___ General employee ___ Others. Please specify, _______________________ 4. Years of experience ___ 1 to 5 years ___ 6 to 10 years ___ 11 to 15 years ___ More than 15 years 5. Family Hearing Status ___ Dad/Mom Deaf ___ Wife/Husband Deaf ___ Brother/Sister Deaf ___ Non-Deaf Family Members II. Interpreters’ Experiences with Interpretation: 6. Have you participated in workshops or special training seminars for Saudi Sign Language? ___ Yes ___ No 7. Have you participated in workshops or special training seminars for Arabic Sign Language? ___ Yes ___ No 8. Have you participated in workshops or special training seminars for Sign Language interpretation? ___ Yes ___ No 9. Do you possess any certifications or licenses to act as a professional Saudi Sign Language interpreter? ___ Yes ___ No 10. Are you enjoying/happy with your current work as an interpreter? ___Yes ___No 11. Are interpreters who have deaf parents or siblings usually more skilled than interpreters who have no deaf relatives? ___Yes ___No 12. How many times per month are you required to perform interpretation? ___ 1 to 5 times ___6 to 10 times ___ 11 to 15 times ___ 16 or more times per month 13. In what types of situations do you most frequently interpret? ___ Education ___ Health ___ Legal ___ Conferences and Seminars 14. What is your hourly rate for interpreting? ___ 200 to 100SR ___ 400 to 300SR ___ 500SR or more 15. How do you feel about your sign language interpretation skills? ___ Poor ___ Fair ___ Good ___ Excellent 16. How do you feel about your Saudi sign language skills? ___ Poor ___ Fair ___ Good ___ Excellent 17. How do you feel about your voice-to-sign interpretation skills? ___ Poor ___ Fair ___ Good ___ Excellent 18. How do you feel about your sign-to-voice interpretation skills? ___ Poor ___ Fair ___ Good ___ Excellent III. Perception Statements : RQ: What are Saudi interpreters’ perceptions of professional development (preparing, certification, and classification) of sign language interpretation in Saudi Arabia? A. Saudi interpreters’ perceptions of the preparation of professional sign language interpreters Strongly Agree Agree Neutral Disagree Strongly Disagree 19. I understand the ethics (code of professional conduct) of the professional field of sign language interpretation. 20. I believe that it is necessary to establish a degree program for interpretation for post-high school and Saudi universities. 21. Some situations call for the necessity of working as a team with other interpreters to be effective. 22. I understand the appropriate times to rotate with another interpreter when we are collaborating in interpretation. 23. I believe that the professional sign language interpreter does not require a standard in order to professionally interpret. 24. I understand the difference between Arabic sign language and Saudi sign language. 25. I believe that the current number of interpreters is appropriate for and meets the needs of the Deaf population in SA. 26. Anyone who knows sign language and can effectively communicate with the deaf are able to serve as a professional interpreter. 27. I understand that the Standard Practice require an interpreter to remain in the same area of practice such as educational settings, legal settings, etc. B. Saudi interpreters’ perceptions of the certification of professional sign language interpreters. Strongly Agree Agree Neutral Disagree Strongly Disagree 28. I understand the concept of being certified as a sign language interpreter. 29. I believe it is important for sign language interpreters to be certified. 30. I believe that an interpreter can successfully perform interpretation at any time for any audience, regardless of his or her certification/classification/preparation. 31. Most of the sign language interpreter licenses that now exist in Saudi Arabia are registered to interpreters without any standard testing. 32. There are currently no organizations that offer standardized tests, certifications, or licenses for professional interpretation in SA. C. Saudi interpreters’ perceptions of the classification of professional sign language interpreters in Saudi Arabia Strongly Agree Agree Neutral Disagree Strongly Disagree 33. I think that SASL interpretation is best classified as volunteer work. 34. I think that SASL interpreting is best classified as a legitimate career that should pay a wage. 35. I understand the classification of sign language interpreters such as legal interpreter, educational interpreter, etc. 36. I believe that I can interpret anywhere I am called to go regardless of my own classification/certification/ preparation. 37. I believe that a system of classification for interpreters provides support for the entire profession. 38. I think it is important to have female interpreters in special environments such as hospitals. 39. I think that it is very important to utilize a Certified Deaf Interpreter (CDI) in certain settings such as a legal environment. 40. I believe that the act of classifying an interpreter will have a positive effect on the efficiency in which the interpreter performs. 41. I believe that legal interpretation is the most difficult classification that exists for interpreters. Read More