GURIEC is pleased to share with you the archives of stellar past presentations!
Thank you to our presenters for sharing their work with us, and we hope our stakeholders can continue to benefit from and pass on this knowledge.Please be advised that content remains the property of GURIEC and presenters. Please do share it with your colleagues! However, it may not be shared for profit, altered, reproduced, or redistributed without permission of GURIEC and/or the presenter(s).While GURIEC does not provide CEUs after the close of the initial presentation, you can search RID for a local CEU CMP sponsor.
The purpose of the second National Symposium on Video Interpreting: Video Remote Interpreting was to explore current practice in video remote interpreting (VRI). This symposium addressed where VRI is being done, and who's doing it. It explored current practice, research, and implications for the field of interpreting by looking at applications in both signed language interpreting and spoken language interpreting.
• To inform participants about the current practices within video remote interpreting
• To inform participants about research being done within remote interpreting
• To encourage the formation of a community of practice among video interpreters
• To encourage research about aspects of video remote interpreting
Employers can use BCL to post internship and job availabilities, view students’ resumes, and sign-up for information tables, on-campus recruiting events, mock interviews and register for the bi-annual Internship and Job fairs.
2.a Greetings from the GURIEC Director:
Program Coordinator, GURIEC
2.b Symposium Welcome:
Dr Stephen Weiner
Provost, Gallaudet University
Dr. Carol Erting
Dean of Graduate School and Professional Programs, Gallaudet University
2.d Symposium Structure
Mary Henry Lightfoot
MS, CI/CT, NIC: Advanced Program Coordinator, GURIEC
2.e A Study of Video Remote Signed Language Interpreter-mediated Interaction in Australia
Lecturer and coordinator of the Auslan/English Interpreting program in the Department of Linguistics at Macquarie University, Sydney.
Click Here for Part 1 of Jemina Napier's PowerPoint presentation
Click Here for Part 2 of Jemina Napier's PowerPoint presentation
2.f Case Studies in Legal Interpreting
Chair Court Interpreters Advisory Panel and Certified California Court Interpreter
2.G The State of Remote Interpreting in Oregon
ASL Interpreter II
2.H Interpreter Practitioner Perspectives on Video Remote Interpreting
Interpreting Practitioner BA, CI/CT
2.I What if the TV really is talking to me? Video Remote Interpreting in Mental Health Settings
Director of Services for the Deaf and Hard of Hearing Community Mental Health Services in the South Carolina Department of Mental Health
Click Here for Roger William's PowerPoint presentation
2.J Video Mediated Legal Proceedings: the past, the present and the future
Carla M. Mathers
M.Ed Program Coordinator, GURIECLead Faculty Interpreting in the American Judicial Center Certificate
Click here for the PowerPoint of Carla Mather's presentation
2.K Consumers & Video Remote Interpreting
Chief Executive Officer, National Association of the Deaf
Click here for Howard Rosenblum's PowerPoint presentation
2.L Video Remote Interpreting Best Practices
Manager, Communication Solutions, TCS Associates
Employee, TCS Associates
Click here for the PowerPoint of Alan Arbarnaell's presentation
2.M Spoken Language Interpreting and Use of Remote Interpreting
Directrice, Departement d'Interpretation, Faculte di traduction et d'interpretation (ETI), Universite de Geneve, Switzerland
2.N Ohio's Initiative
University For Legal Interpreting, MARIE Center, University of Northern Colorado
2.O Interpreter Practitioner Perspectives on Video Remote Interpreting
Shawn P. Huff
Operations Program Manager, Birnbaum Interpreting Service
2.P Interpreting via VRI in the Medical Setting
Language Services Manager, MedStar Georgetown University Hospital
Click here for Vanessa Nino's PowerPoint presentation
2.Q Inova Health System and VRI (Video Remote Interpreting)
Sign Language Services Manager, Office of Health Equity, Inova Hospital
Click here for Jaclyn Evans' PowerPoint presentation
2.R Interpreter Practitioner Perspectives on Video Remote Interpreting
Director of Programs and Operations, CATIE Center, St. Catherine University
2.S Postsecondary Video Remote Interpreting
Associate Director, Technical Assistance, Pepnet 2
Click here for Part 1 of Bambi Reihl's PowerPoint presentation
Click here for Part 2 of Bambi Reihl's PowerPoint presentation
2.T Postsecondary Video Remote Interpreting
Coordinator for Sensory Disabilities, Southern Illinois University
Click here for Lisa Caringer's PowerPoint presentation
10a. Interpreting Meaning, Miako Rankin, PhD, CI/CT
Interpreting Meaning 1: Expressing Concepts
• Explain the relationship between form & meaning at multiple linguistic levels
• Provide examples of how changes in form are linked to changes in meaning
• Provide examples of how changes in form are linked to changes in meaning
• Describe the goal of communication and the impact of linguistic packaging
Interpreting Meaning 2: Unpacking Language for Translation
• Identify aspects of the translation process impacted by form and by meaning
• Provide rationale for considering form/meaning relationships in translation decisions
• Analyze source and target texts to determine form/meaning based "sticking points"
Interpreting Meaning 3: In Search of Equivalence for Passive Voice
• Demonstrate knowledge of strategies for handling passive structures when translating English texts into ASL
• Demonstrate knowledge of the impact of various impersonalization strategies when translating ASL texts into English
• Describe how the intended meaning encoded in a source text can be compared/contrasted with the meaning expressed in the target text
Culturally Inclusive Interpretation
Audrey Cooper, PhD, CI/CT
Notions of Culture & Culturally Inclusive Interpretation
Whose Culture? Whose Inclusion? Panel discussion
Moderator: Audrey Cooper, PhD, CI/CT.
Panelists: Raychelle Harris, PhD; Gustavo Navarrette, MA, NIC; Monique Holt, MFA.
10c. The process of translation: The hidden treasure of Black ASL
Presenters: Pamela Collins,M.A., CI & CT, Jolinda Greenfield, B.A. CI and CT, NAD V,. NIC Master, SC:L, Mark Morrison, M.A., CI, CT,SC:L, NAD-V, NIC-Master and Leandra Williams, M.A., CI and CT
Notions of Culture & Culturally Inclusive Interpretation
What is the role of translation within the interpreting field? How are multicultural features analyzed and approached when translating? Join us as the interpreting team for the newly released "Hidden Treasures of Black ASL" discuss their process. They will discuss how one's multicultural competency or lack thereof affects the process of live interpreting as well as the production of voiceover translations. The Black ASL Project, for which the team interpreted, is the first empirical study that begins to fill in the linguistic gaps about Black ASL. The resulting "Hidden Treasures of Black ASL: Its History and Structure" book and DVD inform general theory in sociolonguistics, the study of sign languages, and the unique qualities of Black ASL.
The Process of Translation: The Hidden Treasures of Black ASL, Part 1
The Process of Translation: The Hidden Treasures of Black ASL, Part 2
Carolyn Ressler. 2012 Learning Community SeriesDuring this workshop, the results of a research project on Deaf/Hearing teams were shared. Participants learned how hearing interpreters adjust their interpretations when working in a Deaf/Hearing interpreting team. Through the discussion of the findings, best practices in "feeding" spoken English messages were suggested with the goal of helping participants learn how Deaf and hearing interpreters can negotiate both the best "fed" and, most accurate final end-product interpretation. Information on how these teams can best prepare together to minimize obstacles and maximize team performance were also given. A panel of four experienced interpreters, two CDIs and two hearing interpreters, described their experiences working in Deaf/Hearing teams. In this training, participants: • Describe the differences between how hearing interpreters use eye gaze, pausing and head nods in direct verses fed interpretations •Identify difference in how fingerspelling and expansions are used in fed and direct interpretations •Understand how clarifications and corrections internal and external to the team to minimize skewing and omissions •Describe strategies for effectively pre-conference as a team before the interpreting task begins •Identify potential barriers to effective teaming
1a) Deaf/Hearing Interpreting Teams Training: 4/27/12
1b) Deaf/Hearing Interpreting Team Panelists : 4/27/12
1c) Interpreting Skill Development Series: Deaf/Hearing Expert Team Training
Christopher Stone, PhDThis presentation briefly described the context of Deaf interpreters historically and currently in the UK. The presentation introduced the participant to the idea of language in use, i.e. pragmatics. A specific theory of pragmatics was explained and then applied, giving examples of pragmatic decisions that Deaf interpreters make when translating regional television news in the UK. Finally, a brief comparison was made of the pragmatics decisions made by Deaf and non-Deaf interpreters within a simulated news translation task and video recorded data.
Brenda Nicodemus, PhDVisiting Professor, Department of Interpretation, Gallaudet University.In this training, Dr. Nicodemus compared the prosodic systems of spoken and signed languages, discussed the functions of prosody in language, and reported findings of a research project that analyzed the use of prosody by highly experienced interpreters in their ASL interpretations.
7.A Spoken and Signed Language Prosody Part 1
7.B Spoken and Signed Language Prosody Part 2
[9.Part I: Technology and Social Media for the Business of Interpreting was not recorded]
9.b Social Media and its Impact on Learning & Teaching in Interpreting In this training, participants will: 1. Identify and discuss current online social media venues 2. Identify two specific social media tools/strategies that could be directly utilized in an educational format for learning and interaction. 3. Identify a minimum of two areas of participant's current interpreting curriculum to integrate potential learning objects into online instruction. Webex link
We apologize, the video 9.c Technology Tools for Assessment in Interpreting is currently unavailable for viewing
In this training, participants will: 1. Identify and discuss current online social media venues 2. Identify two specific social media tools/strategies that could be directly utilized in an educational format for learning and interaction. 3. Identify a minimum of two areas of participant's current interpreting curriculum to integrate potential learning objects into online instruction.Webex link
Robert G. Lee, MA, CI/CT
It is time to rethink the entire concept of role and look more towards an approach that equips interpreters to make informed decisions about how their presence may effect consumers. Questions addressed in this presentation include:
*What are the basic conventions of 'normal' monolingual interactions? *How do interpreters deviate from these conventions, and where has the narrow notion of the 'role' come from? *How can we explain the unique position of the interpreter in an interaction, and what can we learn from the similarities that interpreters have to the other participants?
GURIEC Webinar: Positioning Interpreting -- The Concept of Role Space
Dr. Betsy Winston
Credible research about source text selection is essential to interpreting education and assessment. Expanding our understanding about source texts that most effectively elicit quality interpretations can enhance teaching, and more importantly, learner success. How do we effectively elicit the interpreting skills we're trying to analyze? What do effective interpretations look like? This presentation combines interaction and knowledge-sharing to engage participants in the most recent findings and practical applications of our research.
Gallaudet's Department of Interpretation, Interpretation and Translation Research Center Present, & Regional Interpreter Education Center have partnered to present the 2013-14 Colloquium Lecture Series. Under the direction of Dr. Brenda Nicodemus, this series aims to expand access to exemplary scholarship in our field, showcase academic ASL, and provide students and professionals alike more experience with the norms of graduate level academic discourse. We're very excited about this series, and hope you'll share this opportunity with your colleagues and students! You can view the Spring 2014 lecture schedule here.
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Following the Paper Trail: Putting Institutional Ethnography into Practice
Jeremy L. Brunson,.PhD
Associate Professor, Gallaudet University
Institutional ethnography adopts a different ontology from traditional approaches to research than traditional sociologies. Rather than exploring a particular phenomenon at either the micro- or macro-level, institutional ethnographers begin in the everyday and trace its organization back to the remote apparatuses that co-ordinate it. In order to do this, an emphasis is placed on the role of texts as they are the means by which the everyday is organized and are how people in various locales are connected to one another. This is particularly true in an industrialized society. This talk provides an overview of institutional ethnography as a method of inquiry and explores the use of texts in two milieus in which interpreters work: video relay and legal.
Assessing Communicative Effectiveness and the Conventions of International Sign (IS)
Lori A. Whynot
Recent decades have seen increased visibility of the signing contact phenomenon, International Sign (IS). Website video blogs publish information in IS for a global Deaf audience, and international Deafness-related conferences regularly adopt it as an auxiliary conference “language” to make content accessible to varied signed language users. There are unexamined assumptions about what information can be successfully conveyed with IS. Furthermore, there is insufficient research to inform teaching or interpreting with it, yet IS training is in demand. IS is described as a complex pidgin which employs similar structures found in conventional national signed languages (Supalla,1995; Padden,1993, Moody, 2002; Allsop, Woll, and Brauti, 1995; Locker McKee & Napier, 2002; Rosenstock, 2004, Rosenstock, 2008). The only study of comprehension suggests that this ‘de facto’ lingua franca is more readily understandable by North American or Western signed language users who viewed interpreters using it (Rosenstock, 2004). There is still more to learn about factors that afford and limit understanding of International Sign. This presentation describes a current PhD project that analyzes conventions of lexicon and depiction observed in expository IS, as created by diverse Deaf, international signers. Comprehension is subsequently assessed in five different countries using a mixed methods approach. The research examines sociolinguistic factors and the extent that discourse information in IS is conveyed to viewers from distinctly different signed language backgrounds. It offers defining parameters of IS and suggests differences between comprehension of IS and conventional national signed languages.
The Scholarship of Teaching and Learning
Dr. Christine Monikowski
The study of interpreting between American Sign Language (ASL) and English is a relatively new discipline linked to linguistics, communication, sociology, and studies of social interaction. The dramatic increase in ASL/English interpreter education programs in institutions of higher education across the United States requires instructors who can succeed in the academy, which often means completing doctoral degrees and navigation through the tenure and promotion processes. This presentation discusses the challenges faced in our field – teaching, practice, and research – and offers reflections on the “academization” we are experiencing including changes in our programs and faculty.
Trust and Responsibility in the Deaf Community: The Role of Community Engagement for Interpreters and Students
This presentation addresses the fundamental elements of community-interpreter relationships of trust and responsibility. In recent years, interpreter education has evolved from cultural, social, experiential, and linguistic immersion in the Deaf Community to a classroom far-removed from the community.
Video Relay Service Interpreting: Findings from Two Studies
Erica Alley & Annie Marks
Following innovations in video technology, signed language interpreters began working in a new communication environment known as video relay services (VRS), which relies on equipment (e.g. cameras, monitors, computers) to provide telecommunication access to the Deaf community in the United States.
Cognition and L2 British Sign Language Acquisition
Christopher Stone, PhD
Although signed language interpreters have been trained within a university setting from many years, to date is little has been understood of the underlying cognitive and linguistic skills required for L2 sign language acquisition and sign language interpreting. This presentation will report on a longitudinal aptitude study following the learning trajectory of undergraduate students within Deaf studies and interpreting programs identifying the factors that are relevant for sign language learning and relevant for sign language interpreting.
This research study compared learning of 4-8th grade deaf students under two modes of educational delivery - interpreted vs. direct instruction. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing teacher in English and were delivered in ASL via a professional interpreter. In the second condition, the lessons were taught to the students in ASL by a deaf teacher. All 19 children saw three lessons delivered via an interpreter and three other lessons in direct ASL; the order of delivery presentation was counter balanced between two groups of students. Following the instruction, each group was tested on the science lecture material with six comprehension questions. Results indicated that deaf students who received direct instruction in ASL from the deaf teacher scored higher on content knowledge than deaf students who received the instruction through the interpreter.
Lecturer bio: Dr. Kim Kurz is the Chairperson of the American Sign Language & Interpreter Education department at the National Technical Institute for the Deaf (NTID) at Rochester Institute of Technology (RIT). She earned her doctorate in education with emphasis on deaf and hard of hearing students from the University of Kansas. Her areas of expertise include ASL pedagogical methods, ASL national standards, and ASL learning outcomes. She is the co-author of the American Sign Language and Deaf Culture series and is primary author of Learning Outcomes for American Sign Language Skills: Levels 1-4.
Interpreting Colloquium 10/10/14 Deaf Children's Comprehension of Direct vs. Interpreted Education