Kent, Stephanie Jo and Kappen, Jeffrey A. “Interpreting and Translation.” In The International Encyclopedia of Organizational Communication. Craig R. Scott and Laurie Lewis (General Editors), Jim Barker, Joann Keyton, Tim Kuhn, and Paaige Turner (Associate Editors). © 2017 John Wiley & Sons, Inc. Published 2017 by John Wiley & Sons Inc.
Kent, Stephanie Jo. Awakening Interpretation: Broadway Sets the Stage for Linguistic Equality. Street Leverage, June 2016. Reprinted in Auslan Stage Left, June 2016.
Stephanie Jo Kent explores how Deaf West Theatre’s ground-breaking production of Spring Awakening cast a spotlight on the challenges and possibilities of sign language interpretation.
Kent, Stephanie Jo. Sign Language Interpreting’s Long Adolescence. Street Leverage, December 2015.
The field of sign language interpreting has the opportunity to leave organizational adolescence behind. By connecting their emotions to the challenging tasks ahead, interpreters can foster growth and move the field to the next level.
My dissertation is available through Scholarworks at the University of Massachusetts.
“Language is the medium and progenitor of discourse.”
~ Evangelina Holvino ~
This dissertation began twenty-five years ago, long before I entered graduate school, with the Deaf and Hearing members of the Bilingual-Bicultural Committee at the Indiana School for the Deaf. By living what it means to be an ally, you gave me a taste of the possible and set my life on course. Together, all of you had achieved a large cohesive group where difference mattered but was not allowed to get in the way. I have not yet encountered another group with such a broad range of diversity and clearly shared purpose.
This article poses the existence of a relational model of interpreting that is already rooted in culturally Deaf ways of using evolved interpreters for intercultural communication. Continue reading “Deaf Voice and the Invention of Community Interpreting”
Kent, Stephanie Jo. (2012). Homolingualism and the Interaction Taboo: Simultaneous Interpreting in the European Public Sphere. In The European Public Sphere – From critical thinking to responsible action. Luciano Morganti and Léonce Bekemans (Eds.) in the “Multiple Europes” series from P.I.E Peter Lang S.A. Editions scientifiques internationales, Brussels.
This case study presents conference-style simultaneous interpretation in the European Parliament as a dynamic microcosm for communicating Europe. In the enlarged EP, the regime of controlled multilingualism has been challenged by an emergent pluralingualism in which Members use multiple and mixed languages in addition to the services of simultaneous interpreters. This marks a temporal and paradigmatic shift in the larger game of languages in the European public sphere. First, ritual effects of jockeying for voice through the use of pluralingual communication skills establishes co-identification among the Members while also revealing the power of simultaneous interpretation (SI) to alleviate status inequality by leveling linguistic difference. Second, discourses of and about SI, language policy, and communication policy participate in an interaction taboo by overemphasizing information and technology. This reduces communication to one dimension—the transmission of information in space—by minimizing the relationship and identity effects of communication in the unfolding of time. This artificial separation of information from the social interaction of human beings is also evident in strategic planning about communicating Europe. The findings suggest that institutional inertia in communicating Europe can be altered by making SI a common resource for the pluralingual development of everyone who lives in the European Union.
Larose, Alyssa; Smith, Pat; Kent, Stephanie Jo; Neiderbach, Josiah; Ratte, Catherine; Erichetto, Lindsay, and Maloy, Mark. Western Massachusetts Emergency Communication Strategies (2012). Available for download at http://wrhsac.org/resources/resource-documents/
S.J. Kent, R. Sibii and A.R. Napoleone. “Checkpoint: Turning Discourse into Dialogue”, in Examining Education, Media, and Dialogue under Occupation: The Case of Palestine and Israel. Critical Language and Literacy Studies
This book is an in-depth examination of education and media under occupation. The contributors to this volume engage dialogue to explore these domains and their roles and functioning under occupation while keeping an eye toward resolution, using the on-going conflict between Palestine and Israel as the focus. The uniqueness of this collection is not limited to the willingness of its authors to investigate topics that have often been left out of the mainstream, but that they actually enter into dialogue with one another. Education and media are exemplified as domains that can either maintain the status quo of oppression when used by policymakers and governments to do so or can be utilized as mechanisms for change and peacemaking. These contradictory roles are highlighted throughout this book by multiple voices.
Kent, Stephanie Jo., Sibii, Razvan, and Napoleone, Anna Rita. (2011). “Checkpoint: Turning Discourse to Dialogue.” In Examining Education, Media, and Dialogue under Occupation: The Case of Palestine and Israel. I. Nasser, L. N. Berlin, & S. Wong (Eds). Critical Language and Literacy Studies Series. Multilingual Matters: UK.
from the publisher’s last round of feedback:
“Excellent last chapter: a brilliant deconstruction of the power relations assumptions inherent to the practice of dialogue groups, masterfully combined with a testimony on an actual experience of Israeli-Palestinian dialogue.”
Kent, Stephanie Jo. “Novelizing Simultaneous Interpretation.” The Second International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin, Stockholm University, June 3-5, 2009. [PDF]