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These videos are excellent professional development resources for interpreters, educators, and mentors. Most videos are in ASL and include unrehearsed interpretations by skilled Gallaudet Interpreting Services staff. Watch videos for the content, or use the presentations & interpretations as source texts for analysis and practice.
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).
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Visit Teaching Interpreting Media Video Collections
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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 InterpretationAudrey Cooper, PhD, CI/CTNotions of Culture & Culturally Inclusive Interpretation
Whose Culture? Whose Inclusion? Panel discussionModerator: 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 ASLPresenters: 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 InterpretationWhat 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 sociolinguistics, the study of sign languages, and the unique qualities of Black ASL.The Process of Translation: The Hidden Treasures of Black ASL, Part 1The Process of Translation: The Hidden Treasures of Black ASL, Part 2
8.A Conversion of Traditional to Online Learning Environments , 2012
8.B Learning Online: What's the Difference? Online Learning Strategies for Interpreters
-ASL in Academics: Academic Discourse in English and ASLDr. Raychelle Harris
-ASL vs. English SemanticsMJ Bienvenu
-Citations in ASLGene Mirus
-Using ASL to discuss BiologyDr. Raymond Merritt
-ASL in Academic 4/8/11 Using ASL to Discuss Human Development and PsychologyDr. Daniel Koo, Dr. Raylene Paludneviciene, Caroline Kobek-Pezzarossi
-ASL in Academics: Academics ASL in the SciencesDr. Caroline Solomon
Goals: • 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
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2.a Greetings from the GURIEC Director: Beverly Hollrah,.M.EdProgram Coordinator, GURIEC
2.b Symposium Welcome: Dr Stephen WeinerProvost, Gallaudet University
2.c WelcomeDr. Carol ErtingDean of Graduate School and Professional Programs, Gallaudet University
2.d Symposium Structure Mary Henry LightfootMS, CI/CT, NIC: Advanced Program Coordinator, GURIEC
2.e A Study of Video Remote Signed Language Interpreter-mediated Interaction in AustraliaJemina NapierLecturer 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 presentationClick Here for Part 2 of Jemina Napier's PowerPoint presentation
2.f Case Studies in Legal InterpretingTracy ClarkChair Court Interpreters Advisory Panel and Certified California Court Interpreter
2.G The State of Remote Interpreting in OregonEd AllettoASL Interpreter II
2.H Interpreter Practitioner Perspectives on Video Remote InterpretingJeff WilliamsonInterpreting Practitioner BA, CI/CT
2.I What if the TV really is talking to me? Video Remote Interpreting in Mental Health SettingsRoger WilliamsDirector of Services for the Deaf and Hard of Hearing Community Mental Health Services in the South Carolina Department of Mental HealthClick Here for Roger William's PowerPoint presentation
2.J Video Mediated Legal Proceedings: the past, the present and the futureCarla M. MathersM.Ed Program Coordinator, GURIECLead Faculty Interpreting in the American Judicial Center CertificateClick here for the PowerPoint of Carla Mather's presentation
2.K Consumers & Video Remote InterpretingHoward RosenblumChief Executive Officer, National Association of the Deaf Click here for Howard Rosenblum's PowerPoint presentation
2.L Video Remote Interpreting Best PracticesAlan ArbarnanellManager, Communication Solutions, TCS AssociatesPhillip AielloEmployee, TCS AssociatesClick here for the PowerPoint of Alan Arbarnaell's presentation
2.M Spoken Language Interpreting and Use of Remote InterpretingBarbara Moser-MercerDirectrice, Department d'Interpretation, Faculte di traduction et d'interpretation (ETI), Universite de Geneve, Switzerland
2.N Ohio's Interpreting Initiative for State CourtsBen HallUniversity For Legal Interpreting, MARIE Center, University of Northern Colorado
2.O Interpreter Practitioner Perspectives on Video Remote InterpretingShawn P. HuffOperations Program Manager, Birnbaum Interpreting Service
2.P Interpreting via VRI in the Medical SettingVanessa NinoLanguage Services Manager, MedStar Georgetown University Hospital Click here for Vanessa Nino's PowerPoint presentation
2.Q Inova Health System and VRI (Video Remote Interpreting)Jaclyn EvansSign Language Services Manager, Office of Health Equity, Inova Hospital Click here for Jaclyn Evans' PowerPoint presentation
2.R Interpreter Practitioner Perspectives on Video Remote InterpretingRichard LaurionDirector of Programs and Operations, CATIE Center, St. Catherine University
2.S Postsecondary Video Remote InterpretingBambi RiehlAssociate Director, Technical Assistance, Pepnet 2 Click here for Part 1 of Bambi Riehl's PowerPoint presentationClick here for Part 2 of Bambi Riehl's PowerPoint presentation
2.T Postsecondary Video Remote InterpretingLisa CaringerCoordinator for Sensory Disabilities, Southern Illinois UniversityClick here for Lisa Caringer's PowerPoint presentation
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
See the series here.
3.A Deaf Interpreting: Team Strategies; Pre-Conference Discussion 3.B Deaf Interpreting: Team Strategies for Interpreting in a Mental Health Setting 3.C Deaf Interpreting: Team Strategies; School Enrollment Meeting 3.D Deaf Interpreting: Team Strategies; Post-Conference Discussion 3.E Deaf Interpreting: Team Strategies; Conclusion 3.F Deaf Interpreting: Team Strategies; Acknowledgments
Deaf Children's Comprehension of Direct vs. Interpreted Education
Gallaudet's Department of Interpretation (DOI), Center for Advancement of Interpreting and Translation Research (CAITR), & Regional Interpreter Education Center (GURIEC) partnered to present the 2013-14
Dr. Kim Kurz Chairperson, Department of American Sign Language & Interpreter EducationRIT/NTID
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.
Colloquium Lecture: Deaf Children's Comprehension of Direct vs. Interpreted Education
Are Some ASL Lexical Signs Thousands of Years Old?"
Dr. Keith M Cagle Associate Professor, Department of Interpretation Gallaudet University Washington, DC
Before the emergence of French Sign Language (LSF) in the 18th century and American Sign Language in the 19th century, Cistercian Sign Language (CSL) had been extensively used by monks for centuries in Europe. In this lecture, Cagle explores the possible roots of ASL prior to LSF. For this study, translations of words from French to English were conducted, and lexical signs of Cistercian Sign Language, French Sign Language and American Sign Language were compared and analyzed. Findings reveal numerous identical and similar signs between CSL and Early LSF, and connections between CSL, LSF, and ASL, indicating that lexical borrowing from CSL was a factor in the development of LSF and ASL. Based on Cagle's doctoral dissertation, "Exploring the Ancestral Roots of American Sign Language: Lexical Borrowing from Cistercian Sign Language and French Sign Language," this lecture will provide perspectives of how the translation functioned in multi-lingual comparative works.
Lecturer Bio: Dr. Keith M. Cagle is currently Associate Professor in the Department of Interpretation at Gallaudet University. He received his Ph.D. in Educational Linguistics from the University of New Mexico. Since 1986, he has taught ASL and interpreting courses at various colleges and universities. For five years, he served as chair of the Interpreter Education program at Central Piedmont Community College (CPCC) in Charlotte, North Carolina and led curriculum development for related courses for four interpreting programs in North Carolina. He developed curriculum at the National Technical Institute for the Deaf (NTID), Gardner-Webb University, Central Piedmont Community College, and the University of Northern Colorado. He has served as president, vice-president, and secretary-treasurer of the American Sign Language Teachers Association (ASLTA) and, since 1990, has been chair of Certification and Evaluation. He currently serves as a Commissioner on the Commission on Collegiate Interpreter Education (CCIE). He provides trainings on a variety of topics across the U.S. and internationally.
Possibilities and Pitfalls of Educational Interpreting Melissa Smith Professor and Director, ASL-English Interpreting program Palomar College San Marcos, California Description: Dr. Melissa Smith presents findings of a study revealing what qualified educational interpreters do and why they do what they do. Data indicate that the complexity of educational interpreting extends beyond the primary tasks that educational interpreters perform on a daily basis. In addition, overarching motivations pervasive in school contexts inform interpreters' moment-to- moment decisions about what to do. These decisions, in turn, impact the school experiences of Deaf and hard of hearing students. This presentation illuminates what interpreters need to know in order to be better prepared to meet the unique needs of Deaf and hard of hearing students in mainstreamed school programs. Some strategies and ideas for how interpreters can more effectively negotiate situations they are likely to face in educational contexts will be shared. Dr. Smith calls for a paradigm shift, providing compelling evidence that the roles and responsibilities of educational interpreters must be examined more thoroughly. It is time for all stakeholders-interpreting practitioners, interpreter educators, teachers of Deaf and hard of hearing students, parents, students, teacher educators, and school administrators-to reach consensus about what interpreters need in order to work effectively in school contexts. Lecturer Bio: Melissa Smith, Ed.D., RID CI/CT, NAD V, EIPA 4.9
Melissa is a professor in and the director of the ASL-English interpreting program at Palomar College in San Marcos, California. She earned doctoral and Master's degrees in Teaching and Learning from the University of California, San Diego, and a BA in Spanish with a minor in American Indian Studies from San Diego State University. Her doctoral research explores the practices and decisions of interpreters working in public schools and was published by Gallaudet University Press as More than Meets the Eye: Revealing the Complexities of an Interpreted Education (2103). Her extensive background in education, her own experiences as a second language learner, and her work as an interpreter and interpreter educator allow her to examine the work of educational interpreters through multiple lenses. More importantly, as the parent of a Deaf teenager, she brings a unique perspective to her work and presentations. Publications: Interpreting in education. (2015). In H. Mikkelson & R. Jourdenais (Eds.), The Routledge Handbook of Interpreting. London and New York: Routledge. http://www.routledge.com/books/details/9780415811668/ More than Meets the Eye: Revealing the Complexity of an Interpreted Education (2013). Washington, DC: Gallaudet University Press. http://gupress.gallaudet.edu/bookpage/MTMEbookpage.html Opening our eyes: The complexity of competing visual demands in interpreted classrooms. (2010). In K. M. Christensen (Ed.), Ethical Considerations in Educating Children Who Are Deaf or Hard of Hearing. Washington, DC: Gallaudet University Press. http://gupress.gallaudet.edu/bookpage/ECbookpage.html BIO: http://stepupfordhhyouth.weebly.com
Intersectional Identity Matters: Constructing and Performing Identity in Interpreted Settings
Dr. Lorraine Leeson Director, Center for Deaf Studies Trinity College Dublin
Description:This presentation offers an opportunity for interpreters-- especially peer mentors, mentors, and interpreter educators-- to explore aspects of how identity, the performance of identity, and how we construct our identities has an impact on our interpersonal relationships within the interpreting community, with the Deaf community, and with the broad range of communities whom we serve in our work as interpreters. Dr. Leeson draws on work on the performance of identity (Bulcholz and Hall 2005, 2010, Castells 2004, Cronin 2006), intersectionality (Crenshaw 1991), and effort (work) (Brunson 2011, Gile 1995, Leeson 2014). She will also present evidence emerging from a number of empirical studies with interpreters and deaf people (Bontempo et al. 2014a, b; Leeson et al. 2014), as well as from interpreters who report that their identities impact on interpreting contexts. Participants will learn about the "construction of identity zone" which permeates human interaction, and is something that we must be mindful of as interpreters.
Lecturer Bio:Dr. Lorraine Leeson is Director of the Centre for Deaf Studies at Trinity College Dublin (University of Dublin) and Ireland's inaugural Professor of Deaf Studies. She has published widely on aspects of the linguistics and sociolinguistics of Irish Sign Language and in the area of signed language interpreting. She has engaged in pan-European research work with academic institutions, Deaf communities and interpreting organisations for over two decades and is currently engaged on a project concerned with Deaf people's access to justice across several EU Member States (Justisigns). She is also the coordinator of the European Centre for Modern Languages (ECML's) first project focusing on signed languages - PRO-Signs - a project that looks at curricula and assessment expectations when teaching signed languages for professional purposes with collaboration from over 30 countries across Europe. In 2008, she was named a European Language Ambassador for her work on signed languages. Lorraine is Chair of the European Forum of Sign Language Interpreters Committee of Experts and in 2013-14 she was based in the US as the "Julian and Virginia Cornell Distinguished Visiting Professor" at Swarthmore College, Pennsylvania. She is currently very happy to be (finally) working on a volume with her friend and colleague, Jemina Napier, due in 2015.
Professional Identity Development of Interpreters
Danielle J. Hunt Department of Interpretation Gallaudet University Washington DC
Description: In the dissertation guiding this presentation, Hunt extends previous studies on language and identity (Gordon, 2013), language-induced identity shifts in second language learners (Johnson, 2007), experiences of hearing, regular education students who have taken ASL courses (Brown, 2013), and the experiences of Korean-English interpreters/translators (Bahk-Halberg, 2007) to a specific group of bilinguals - ASL-English interpreters. Hunt examined the lived experiences of American Sign Language-English interpreters beginning with a questionnaire, followed by autophotography and photo-elicitation interviews, and finally semi-structured interviews for further data collection. Grounded in a hermeneutic phenomenological methodology, Hunt will address two primary research questions: How does a group of ASL-English interpreters experience the development of a sense of self and professional identity? and What are a group of ASL-English interpreters' perceptions of how others react to their presentation of self and professional identity?
Lecturer Bio: Danielle J. Hunt
Dr. Jules Dickinson BSL/ English interpreter and Researcher Heriot-Watt University United Kingdom
Description: The workplace is a complex and multi-layered environment, governed by implicit cultural norms and rules. In this highly specialized setting, signed language interpreters are expected to shift roles between confidant, co-worker, interpreter, assistant and advocate, while having very little guidance on how to balance and maintain their professional and personal boundaries. Effective practice in this setting requires the interpreter to commit to working collaboratively with both Deaf and hearing employees. In exploring the challenges, joys, and dilemmas of workplace settings, Dr. Dickinson reaffirms the need for the interpreter to be an integral, visible, and active part of the communication process.
Lecturer bio: Jules Dickinson is a scholar and experienced community interpreter based in the UK. Her doctoral dissertation examined the ways that interpreters impact workplace interaction, with specific focus on humor and small talk in meetings. Jules continues to support the development of the interpreting profession in her roles as teacher, research-practitioner, and supervisor. In addition, she has published extensively on workplace interpreting.
Dr. Jack Hoza Professor an Director University of New Hampshire at Manchcester New Hampshire, U.S.A.
VIDEO Description: Jack Hoza highlights findings from two studies he conducted that are reported in his book: Interpreting in the Zone: How the Conscious and Unconscious Function in Interpretation (Gallaudet University Press). An in-the-zone experience is a peak experience that happens when professionals are completely absorbed in their work and are performing at their best, where their skills and judgment rise to the challenges before them. Dr. Hoza will review the two studies – an interview study, which involved filming and interviewing both novice and experienced interpreters (n=12), and a national survey of fully certified interpreters (n=223) – and he will explore how interpreters can have more in-the-zone experiences.
Lecturer bio: Jack Hoza, PhD, is a native ASL-English bilingual and is Professor and Director of the bachelor's degree program in Sign Language Interpretation at the University of New Hampshire at Manchester. He has published several books and articles on linguistic politeness, team interpreting, decision-making process of interpreters, and how the unconscious and conscious work when interpreters are "in the zone."
Brenda Nicodemus, PhD, Giulia Petitta, PhD, Mark Halley Professor and Director Gallaudet University Washington, DC.
Description: How do interpreters manage 'language about language'? The presenters share their research on metalinguistic references. Among the linguistic challenges faced by signed language interpreters is how to manage metalinguistic references in discourse. Metalinguistic references occur when a speaker uses language to talk about language. For example, a person may sign, "My name sign is" (followed by tapping the C handshape on the chin). In this situation, the interpreter must not only convey the meaning of the message but must also transmit information about the language production. Metalinguistic references create a unique challenge for signed language interpreters since linguistic features do not neatly correspond with spoken languages. In this presentation, we describe types of metalinguistic references, and provide samples of how interpreters manage these challenges.
Lecturer bio: Brenda Nicodemus, PhD, is Associate Professor in the Department of Interpretation at Gallaudet University, where she also serves as Director of the Center for the Advancement of Interpreting and Translation Research (CAITR) at Gallaudet. Her areas of research include translation asymmetry in bimodal bilinguals, healthcare interpreting, and ASL prosodic cues."
Lecturer bio: Giulia Petitta, PhD, is an Italian Sign Language interpreter and linguist. Her research interests lie at the intersection between linguistics and interpreting studies. She conducted research on sign language discourse, sign language representation, and simultaneous interpretation. Currently she is Visiting Scholar in the Department of Interpretation at Gallaudet University.
Lecturer bio: Mark Halley is a doctoral student in the Department of Interpretation at Gallaudet University. He holds a Master of Arts in Interpretation: Interpreting Research from Gallaudet University. Mark's research interests include language directionality preference and skill in interpreters, discrimination and oppression among interpreters, and metalinguistic discourses in interpreting.
Dr. Laurie Swabey Professor of Interpreting Catherine University Minnesota, U.S.A.
Description: Dr. Swabey makes the case for specialized education and credentialing for all ASL-English interpreters who work in healthcare settings. Deaf people identify healthcare as one of the most important settings in which qualified interpreters are needed, as well as the setting in which it is most difficult to obtain a qualified interpreter. Studies of healthcare interpreting are shedding light on the complexities of working in this setting. Dr. Swabey first describes linguistic challenges in healthcare interpreting, and reports on the discourse features and linguistic strategies that Deaf physicians and interpreters use to mitigate these challenges. Next, she offers a wider perspective by presenting data from a study on the importance and frequency of the tasks inherent in healthcare interpreting. Finally, she presents data from a study on the work of designated interpreters in healthcare. Taken together, this evidence illustrates the complexity of healthcare interpreting, which must be realized in the education, credentialing and hiring of interpreters in healthcare.
Lecturer bio: Professor of Interpreting at St. Catherine University and Director of the CATIE Center. She holds a PhD from the University of Minnesota in Linguistics. She has served on the advisory boards for the National Council on Interpreting in Healthcare (NCIHC) and the CCHI (Certification Commission for Healthcare Interpreters). Recent publications include An Examination of Medical Interview Questions Rendered in American Sign Language by Deaf Physicians and Interpreters (in Investigations in Healthcare Interpreting, 2014), In our Hands: Educating Healthcare Interpreters (Gallaudet University Press, 2012) and Advances in Interpreting Research (Benjamins, 2011).GURIEC is an approved RID sponsor of professional development activities.
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