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Calling Deaf Interpreter Trainers: New Curriculum Toolkit Ready for You!

Calling Deaf Interpreter Trainers: New Curriculum Toolkit Ready for You!. Webinar November 18, 2013 Presented by Chris Kurz on behalf of t he NCIEC Deaf Interpreter Initiative. Deaf Interpreter Preparation: A Comprehensive Curriculum.

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Calling Deaf Interpreter Trainers: New Curriculum Toolkit Ready for You!

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  1. Calling Deaf Interpreter Trainers: New Curriculum Toolkit Ready for You! Webinar November 18, 2013 Presented by Chris Kurzon behalf of the NCIEC Deaf Interpreter Initiative diinstitute.org

  2. Deaf Interpreter Preparation: A Comprehensive Curriculum Module 1: Deaf Interpreters: Past, Present and Future Module 2: Consumer Assessment Module 3: Diversity in the Deaf Community Module 4: Ethical Considerations and Challenges for Deaf Interpreters Module 5: Theory and Practice for Deaf Interpreters Module 6: Team Interpreting diinstitute.org

  3. Module Developers Veteran Deaf Interpreters Lillian PeterkinComm & Outreach Coordinator Cynthia Napier diinstitute.org Jimmy Belden Jim Lipsky Stephanie Clark Eileen Forestal

  4. Module Content Overview Module Goal(s) Learning Outcomes Lesson Plan Content Materials Recommended Learning Activities Recommended Video Clips PowerPoint Presentation Slides Resources diinstitute.org

  5. Module Testing and Revisions The instructors tested each module. Observer with expertise in education attended each training and collected data. After review, revisions were made to the module. diinstitute.org

  6. Module 1: Deaf Interpreters: Past, Present and Future diinstitute.org

  7. Purpose • Analyze the past and present of the field of interpreting, and how the current trends in the field may impact the future of Deaf interpreter profession • Examine the history of interpreting performed by Deaf individuals; the effect of oppression on the Deaf community and on Deaf interpreters; foundational skills and knowledge needed by Deaf Interpreters and how formative experiences support these skills. • Analyze their formative experiences and examine where their foundational skills lay. diinstitute.org

  8. Learners will: Understand the impact of formative experience on the work of Deaf Interpreter Describe how experience among diverse groups affects Deaf Interpreters Relate knowledge of the historical changes in the field to work as a Deaf interpreter Recognize and respond to the dynamics of various communication styles, interpreters, and situations Familiarize (themselves) with latest interpreting service and process models Use past and current legislation to advocate for best practice in utilizing Deaf Interpreters in various settings Deaf Interpreters: Past, Present and Future diinstitute.org

  9. Deaf Interpreters: Past, Present and Future • Units • Historical Evolution of Deaf Interpreting • Foundational, Language, Culture and Communication Competencies • Interpreting Service and Process Models • Language, Culture, Oppression and the Deaf-World Community • Deaf Interpreter or Deaf Advocate diinstitute.org

  10. Module 2: Consumer Assessment diinstitute.org

  11. Purpose • Provide information on language, cultural and communication characteristics of a variety of groups in the Deaf community • Recognize and understand the communication preferences of Deaf people through interpreted interaction diinstitute.org

  12. Learners will: Demonstrate knowledge of an array of linguistic features that are useful in identifying and engaging in the preferred communication modes of participants Interact with Deaf people from diverse backgrounds, including Deafblind Provide evidence of their knowledge of consumer’s language and communication styles as well as their cultural behaviors Recognize oppressive behaviors and relationships Consumer Assessment diinstitute.org

  13. Consumer Assessment • Units • Demographics of the Community • Language Foundations • History and Significance of Oppression in the Deaf Community diinstitute.org

  14. Module 3: Diversity in the Deaf Community diinstitute.org

  15. Purpose • Examine diversity within the Deaf Community • Understanding subcultures within the Deaf Community, and organizations that support them • Examine how stereotyping and biases are formed; recognize this in ourselves; and avoid bias and stereotyping consumers • Support, through awareness, communication services for deaf people of color diinstitute.org

  16. Learners will: Examine and have a greater understanding of subcultures within the American Deaf Community, Examine how stereotypes and biases are formed, Determine ways to reduce the likelihood of bringing these stereotypes and biases in their work, and Contemplate effective strategies to interpret for ethnically and culturally diverse Deaf consumers. Ethnic Diversity in the Deaf Community diinstitute.org

  17. Ethnic Diversity in the Deaf Community • Units • Cultures within the Deaf Community • Examining Cultural Differences • Immigrants and Refugees • Examining Bias and Stereotyping • Knowledge and Skills Needed as a Deaf Interpreter diinstitute.org

  18. Module 4: Ethical Considerations and Challenges for Deaf Interpreters diinstitute.org

  19. Purpose • Provide guidance for learners to become familiar with the Code of Professional Conduct • Examine moral values, the effect of one’s ethical decisions on the Deaf community and Deaf interpreters, and the Code of Professional Conduct diinstitute.org

  20. Learners will: Understand how ethical decision-making respects the work of Deaf and Hearing interpreters Reduce personal bias by minimizing their confounding values, behaviors, and mores while being an interpreter in the field Constantly monitor the professional ethics boundaries and maintain impartial and integrity in the interpretations Evaluate educational, cognitive, physiological, and sociolinguistic factors and communication needs that may influence the ethical decision making prior, during, and after the interpreting assignment Ethical Considerations and Challenges for Deaf Interpreters diinstitute.org

  21. Ethical Considerations and Challenges for Deaf Interpreters • Units • Foundation of Ethics: Knowing Yourself • Historical Evolution of Code of Professional Conduct – NAD/RID • Ethics and as a Deaf Interpreter diinstitute.org

  22. Module 5: Theory and Practice of Deaf Interpreting diinstitute.org

  23. Purpose • Covers theories of linguistics, interpretation, and cross-cultural communication in the work of Deaf interpreters • There are a number of effective approaches, techniques, discourse, and styles to the task of interpreting and translating, including consecutive interpreting, simultaneous interpreting, text translation, and mirror interpreting • Have an opportunity to apply theory to practice diinstitute.org

  24. Learners will: Know various theories and models of interpretation in pursuit of best practices in effective interpreting Relate theories to the foundational, language, cultural, and consumer assessment competencies into interpreting practice Demonstrate strategies for decision-making as a process of critical thinking and moral philosophy Utilize effective interpreting and translating strategies, including elicitation strategies and contextual strategies Theory and Practice of Deaf Interpreting diinstitute.org

  25. Theory and Practice of Deaf Interpreting • Units • Interpreting Theories • Colonomos’ Process Model • Cokley’s Sociolinguistic Model • Gish’s Information Processing • Gile’s Effort Model • ASL-English Discourse in Interpreting • Interpreting Practices • Translation • Consecutive Interpreting • Simultaneous Interpreting • Mirror Interpreting • Considerations for Working with Consumers diinstitute.org

  26. Module 6: Team Interpreting diinstitute.org

  27. Purpose • Provide an overview of rationale, theories and practices of Deaf-Deaf Interpreter Teams and Deaf-Hearing Interpreter Teams related to teaming processes, techniques, and strategies for effective teaming and interpreting. • Apply theories and practices of teaming for skill development. diinstitute.org

  28. Learners will: Utilize approaches and strategies in team development Apply teaming models and techniques for teaming Determine and apply team approaches and strategies in specific settings and/or consumers for effective team interpreting Demonstrate application of theories and models of teaming and decision-making processes to adapt the techniques for effective team interpreting and as mandated in DI competencies Evaluate effectiveness of the DI-DI team/DI-HI team processes Team Interpreting diinstitute.org

  29. Team Interpreting • Con’t. • Explain the rationale, objectives, and functions of DI-DI teams and DI-HI teams and settings where teams work. • Identify techniques for mediation and conferences between teams • Identify issues and needs for effective team processes • Apply interpreting models in team dialogues to achieve message equivalence • Apply techniques in team processes • Assess through videoed work for effectiveness of application of techniques • Synthesize effective techniques for mediated processes in specific settings diinstitute.org

  30. Team Interpreting • Units • Rationale for DI-DI and DI-HI teams • Practices of a DI-HI team • Practices of DI-DI teams and two or more teams of DI-HI teams diinstitute.org

  31. FAQs • Length of workshop • Sequence of workshops • Lesson modification • Out-of-class assignments diinstitute.org

  32. Acknowledgements The NCIEC is grateful to the many individuals who have been involved in the background investigations and current development of these much-awaited teaching materials: Consultants: Jimmy Beldon, Nancy Bloch, Patrick Boudreault, Steven Collins, Eileen Forestal, Chris Kurz, Carole Lazorisak, Priscilla Moyers, Cynthia Napier, Debbie Peterson and Rico Peterson NCIEC Staff: Cathy Cogen (NIEC), Diana Doucette (NURIEC), Lillian Garcia Peterkin (NIEC), and (NIEC) diinstitute.org

  33. Thank you This webinar was a collaborative effort: Jessie Zhu Instructional Designer, NCRTM We wish to thank our captioner and interpreters today. diinstitute.org

  34. Thank you Thank you for joining us today. Please join us for upcoming NIEC/NCRTM Webinars. Email: niec@neu.edu for more information Visit: interpretereducation.org for our full calendar of events • Journal of Undergraduate Interpreting Studies: Doing & Learning from Interpreting Research. December 2, 2013, 4:00 p.m. Eastern • NCIEC Needs Assessment Update: Interpreting Education Program Survey. December 16, 2013, 4:00 p.m. Eastern. diinstitute.org

  35. The Consortium Centers are funded by grants from the U.S. Department of Education, Rehabilitation Services Administration, Training of Interpreters Program CFDA 84.160A and 84.160B. diinstitute.org

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