Unpacking sign language interpreter positionality: perspectives from academic reflexivity and visual research

Sign language interpreter training programmes have long been established in many countries, particularly in Western nations with extensive histories of sign language interpreting (SLI). These programmes often vary significantly in structure, are predominantly designed for hearing interpreter students, and leave gaps in addressing the evolving dynamics of the interpreting field. Such recent developments include the professionalisation of deaf interpreters and increasing critique of the lack of diversity in the SLI profession. These challenges are deeply intertwined with ideologies, biases, and power dynamics, and underscore the importance of reflexivity to foster meaningful change within the profession. This paper explores how concepts of positionality and reflexivity can be applied to training and continuous professional development (CPD) to facilitate both learning and unlearning. Drawing on my experiences as a sign language interpreter, trainer, and researcher, alongside insights from deaf professionals and interpreter colleagues, I propose visual methods, such as autophotography and egocentric sociograms, to support reflexive practices by stimulating creativity. These tools aim to deepen awareness of interpreters’ positionality and its impact on their work. By integrating these methods into SLI training and CPD, the profession can foster growth, enabling sign language interpreters to approach interpreting work with deeper self-examination.