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Expanding the Definition of “Sign Language Interpreter Educator”

Expand the Definition of Sign Language Interpreter Educator

What makes a Sign Language Interpreter Educator? Jessica Bentley-Sassaman shares why this title belongs not only to instructors at the front of the classroom, but to those who guide and mentor interpreters throughout their education and career.

Traditionally, when people think of a sign language interpreter educator, they think of a person who formally teaches in an Interpreting Program at a college or university. It is true that instructors and professors who work at colleges and universities are interpreter educators, however there are so many more who guide new interpreters and interpreting students on their way to becoming a proficient interpreter. The definition of a sign language interpreter educator encompasses so many more people than only those who formally teach.

[Click to view post in ASL]

Sign language interpreters do not learn how to interpret by only attending classes at their local Interpreting Program. They also need to participate in a variety of activities that will engage them and provide opportunities for growth as a language user and as a sign language interpreter. These activities also prepare them for their careers.

These activities include but are not limited to:

  • interactions with the Deaf community outside of classes to become proficient in ASL
  • observations of working interpreters
  • mentoring with interpreter mentors
  • working as teams/colleagues with mentors after graduation

Brian Morrison said it aptly in his article, It Takes a Village to Raise a Sign Language Interpreter, “Interpreter education programs have a finite amount of time. We know that they aren’t able to teach everything we would like students to know before they enter the field” (Street Leverage, 2013). Interpreter educators are not the only people who are doing the educating of new interpreters.

Expanding the Definition

Mentors

Perhaps you have thought, ‘I just mentor students, I am not an educator.’ Being “just” a mentor is educating interpreters. Mentors, whether Deaf or hearing, teach new sign language interpreters about language use, application of ethical decision making in the moment, on-site logistics, debriefing after an interpretation, providing immediate feedback, engaging in reflection, and assisting in application of new skills. Some mentors team up with working interpreters who are working towards certification, state licensure, or the Educational Interpreter Performance Assessment. Even though that interpreter is not a student, he or she is still learning about a new skill and learning how to apply that new skill. I have worked with mentors several times in my career as an interpreter – as an intern on my practicum, when working towards earning my RID certification, years later as a certified interpreter when I was working on taking the Specialty Certificate: Legal. Even now, if a situation comes up and I need to bounce ideas off another, I call a more seasoned interpreter and pose my questions.  Mentors play a crucial role in the skill development of interpreters, no matter if the interpreter is novice or seasoned. Mentors are interpreter educators.

Some interpreting agencies have mentorship programs, whether formal or informal. These programs assist during the transitional period from graduation to certification or to working interpreter. By setting up these types of mentorships, these agencies provide opportunities for new sign language interpreters to work with seasoned interpreters. They have a vested interest in seeing the Deaf community receiving the quality services that they deserve. These agencies are interpreter educators.

Presenters

Workshop presenters are educators. The knowledge that presenters impart to interpreters helps mold them, sharpening their skill sets, teaching new information, new insights, and new ways of thinking. Sign language interpreters in all walks of life grow from the content taught during workshop trainings. Whether it is ground breaking information, or a new spin on an old theory, if you are a workshop presenter, you are an educator.

Deaf Community

Deaf community members who take new interpreters under their wing and help get them established in the Deaf community are interpreter educators. The amount of information/experience the Deaf community graciously gives to sign language interpreters is invaluable. Stacey Webb noted the importance the Deaf community has on the interpreting community in her article, The Value of Networking for the Developing Sign Language Interpreter. There is no way to fully express the debt and gratitude owed to the Deaf community for the valuable instruction. You are an educator.

Researchers

Researchers provide the theory, the reasons behind why we do what we do as professionals. Their contributions to the field of interpreting have expanded our horizons, have put a term to what it is we do, have validated that ASL is a language, helped interpreters understand the process of interpretation. Through articles, books, workshops, and courses taught, the cutting edge research expands sign language interpreters’ horizons. Researchers are educators.

It Takes More Than One

It takes more than just one teacher to produce a qualified sign language interpreter. For all those who are involved in teaching, guiding, mentoring, encouraging, and embracing interpreters; you are educators.

Improving the quality of interpreters is the core of who we are as a profession. Our united goal is to provide the Deaf community with the qualified, effective interpreting services, embracing the concept of a Deaf-heart (see Betty Colonomos’ article Sign Language Interpreters and the Quest for a Deaf Heart) and giving back to the Deaf and interpreting communities for future generations. For everything you have done to assist a new interpreter, you are an interpreter educator and CIT is an organization for you.

Where Do Educators Find Support?

There has been a misconception that CIT is only for interpreter educators. This is not the case. The Conference of Interpreter Trainers was established in 1979. CIT’s mission statement starts out with our purpose, to “encourage the preparation of interpreters who can effectively negotiate interpreted interactions within the wider society in which Deaf people live” (CIT).

The CIT conference is a gathering of people like you, interpreter educators. The conference is a great time to network with other professionals. Learn about new teaching approaches, mentoring practices, standards in interpreter education, technology, and application of studies. This conference is a great place to learn more about being an interpreter educator and to get involved. CIT is for you!

My Personal Journey to CIT

I began teaching at an ITP in 2006. At that time I was unaware CIT existed. A fellow educator at another institution had talked to me about and encouraged me to join. He also encouraged me to get involved in a CIT committee. That advice lead me to joining and becoming involved in CIT. I attended my first CIT conference in 2010 and I enjoyed the intimacy of the conference. I was able to network with and get to know many other CIT members who were educators, presenters, and mentors. That networking has made me a better educator. Attending CIT conferences is like coming home to a community who has a vested interest in providing high quality interpreting services for the Deaf community.

In Conclusion

Everyone who has a hand in assisting interpreting students, new and working interpreters is an interpreter educator. Your role in that interpreter’s career is important.  By being involved with an interpreter student, new and working interpreters, and providing feedback, you are sustaining the field of interpreters, you are ensuring that the interpreters gain and have the necessary interpreting skills and understanding of what the Deaf community looks for in interpreters. As time goes on, those interpreters will look back and remember that someone else took an interest in assisting them. Those interpreters are the future and they will learn by example how to give back to the interpreting and Deaf community based on how you educate them. You are an interpreter educator.

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Sign Language Interpreter Education: Time for a National Call to Action

Sign Language Interpreter Education: Time for a National Call to Action

Could upgrading standards and curricula help Interpreter Education Programs produce graduates with higher levels of competence? Reflecting on the current state of interpreter education, Cindy Volk sounds a national call to action to reconsider how we educate and prepare sign language interpreters.

I’m worried. I’m worried that my mom will not have a qualified sign language interpreter when she sees the doctor for her serious medical problems. I’m worried that my mom will be misunderstood when she makes a VRS call to contact doctors and other medical personnel regarding these medical problems. I’m worried that when my mom is in the hospital, the interpreter is either not qualified or one is not provided. I’m worried.

[Click to view post in ASL]

As the director of a bachelor’s degree interpreter education program, I realize that no matter how hard I and the other faculty work to make this an excellent program, there are still some students graduating that I would not want as an interpreter for my mother. I worry about their ASL to English skills, and in particular whether or not they can read fingerspelling and numbers. When I receive a VRS call from my mom and the interpreter says “Hi, is Cathy there?”.  I worry.  Certainly these areas of concern are prioritized in our program. We are continually updating the program, attending conferences, conducting and reading research, and consulting with Deaf faculty and the Deaf community. However, even a four year program is sometimes not enough to produce a qualified interpreter.

A National Call to Action

I believe that we need a national call to action to address how we are educating sign language interpreters in the United States.

There is too much inconsistency across interpreter education programs. Those of us in the business of educating sign language interpreters need to address these inconsistencies:

  1. Most of our interpreting programs are at the two year level. This simply isn’t enough time to prepare a qualified sign language interpreter. There are many excellent two-year programs.  However, two years just simply isn’t enough time. Some two year programs are encouraging their students to complete some type of bachelor’s completion degree in order to be able to sit for the national examination. This perpetuates the idea that less education in the area of interpreting is acceptable. It isn’t. Our profession has moved beyond the two year training level.  It’s time to face that reality.
  2. Students are not always fluent in ASL and English before they enter an interpreting program. We need to demand this level of skill and screen for fluency in ASL.  We need to agree upon what level of fluency is required. For a two year sign language interpreting program, this means the student has at least two years of coursework prior to entering the program, but then after four years, does not achieve the bachelor degree required for the national examination. This isn’t fair to students.
  3. We need more Deaf individuals involved in interpreter training as faculty and mentors.
  4. We need to figure out a way of screening a student’s aptitude for becoming an interpreter.
  5. CCIE (Commission on Collegiate Interpreter Education) needs to consider distinguishing between AA, BA, MA, and PhD programs in their accreditation process. Currently there is no distinction.
  6. We need to figure out a way to model and teach deaf-heart.  It is lacking from many of our students today.  We also need to dialogue about how to educate students regarding the level of professional behavior that is expected of interpreters once they are working.
  7. The “school-to-work gap” is wide and difficult for students to navigate in our current system. Many students graduate from programs but are not yet ready for certification or for employment.  We often bemoan this gap, but as educators we need to seriously consider what can be done in our programs to shorten or eliminate it.

Who’s Guarding the Gate?

In the infancy of the interpreting profession, the Deaf community played an important role in “gatekeeping” – selecting candidates for the interpreting profession for various reasons and turning others away based on community standards and values.  Over time, much of that responsibility has been turned over to interpreter education programs.  As Damita Boyd states in her February 2014 StreetLeverage article, Cooperation Strengthens Sign Language Interpreter Education Programs, interpreter education programs are currently seen as the gatekeepers to the interpreting profession. If this is true, we need to do a better job of guarding who is coming in and out of the gate.

Here are some ideas about how we can better guard that gate.

  1.  Develop a national curriculum for educating interpreters. We need to come to consensus regarding the length of interpreter education programs, entry requirements, outcomes and the curriculum in these programs.  In Chapter 7 of Legacies and Legends: History of Interpreter Education from 1800 to the 21st Century (Ball, 2013), Dr. Ball describes what is needed for the future of interpreter education. CIT (Conferenceof Interpreter Trainers) should assume a leading role in shaping this future.
  2. Establish groups of educators, practitioners and stakeholders who are interested in raising the bar in sign language interpreter education. Witter-Merithew and Johnson (2004) recommended that we establish Communities of Inquiry who will work together to advance the professionalization of the field of interpreting which would lead to a national plan of action. It’s been ten years since their recommendation. It’s time to act on it.
  3. Consider the idea of particular programs specializing in certain areas, i.e. educational interpreting, VRS (Video Relay Service) interpreting, medical interpreting. Students who want to work in those areas would have to attend that program. This could be at either the undergraduate or graduate level.
  4. Determine ways for interpreting students to be involved in the Deaf community in meaningful ways. Our program at the University of Arizona requires all interpreting students to have a deaf mentor. Students must develop a reciprocal arrangement with the mentor and “pay back” in some way, i.e. money, babysitting, cooking, errands. They meet with their mentor weekly and reciprocate weekly. This is a good start, but we still need to do more.
  5. Develop outcomes that are necessary for any sign language interpreter graduate (Ball, 2013). Patrie and Taylor (2008) developed outcomes for graduates of bachelor level programs in the area of educational interpreting.  Similar outcomes need to be developed for other areas in interpreting.

In the End

As many interpreter educators near retirement, I hope we can pursue meaningful improvements in how we educate sign language interpreters. This could be our gift to the next generation of interpreter educators, students, and especially to the Deaf community.  A small group of us will be meeting in the next few months to further develop some of these ideas. Will you consider establishing similar groups in your own communities?  Will you consider being a guardian of the gate?  If so, maybe I’ll be a little less worried.

Interpreter Education Month

References:

Ball, C. (2013). Legacies and legends: History of Interpreter Education from 1800 to the 21st Century. Interpreting Consolidated. Edmonton, Alberta, Canada.

Boyd, D. (2014).   Cooperation Strengthens Sign Language Interpreter Education Programs. See more at: http://www.streetleverage.com/2014/02/cooperation-strengthens-sign-language-interpreter-education-programs/#sthash.RGfV9qKM.dpuf

Patrie, C.J. and Taylor, M.M. (2008). Outcomes for graduates of baccalaureate interpreter preparation programs specializing in interpreting in K – 12th grade settings.  AlbanyNY: The State of New   York, State Education Department. Office of Vocational and Educational Services for Individuals with Disabilities (VESID).

Witter, Merithew, A., and Johnson, L. (2004). Market disorder within the field of sign language interpreting: Professionalization implications.  Journal of Interpretation, 19-55.


 

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October is Sign Language Interpreter Education Month

October is Sign Language Interpreter Education Month

October is Sign Language Interpreter Education Month

StreetLeverage is pleased to present October as Interpreter Education Month (IEM) on StreetLeverage.com. The aim of Interpreter Education Month is to showcase insights, perspectives, considerations and dynamics impacting the education and training of sign language interpreters.

We are delighted to share that StreetLeverage is partnering with the Conference of Interpreter Trainers (CIT) to focus this year’s IEM on the work and history of interpreter educators. This collaboration endeavors to spotlight the insights and perspectives of interpreter educators on the dynamics they encounter bringing up the next generation of practitioners.

Highlights

StreetLeverage is excited about IEM and we want you to be a part of it! You can find a schedule of activities below.

Weekly Curated Articles. The month of October will bring weekly articles authored by interpreter educators asking questions about the work, challenges, and successes experienced in the classroom.

CIT Conference Coverage. StreetLeverage will provide coverage of the 2014 CIT conference being held in Portland, OR. October 29th – November 1st. Coverage will include:

Live Streaming. StreetLeverage will be providing complimentary remote access to the plenary and business meeting sessions of the CIT conference. Click here for the details.

Interviews. StreetLeverage will be doing interviews with event organizers, VIPs, speakers and attendees.

Micro-blogging. StreetLeverage will be micro-blogging various educational sessions via Facebook and Twitter. Be sure to connect with us here.

Historical Reflection. Anna Witter-Merithew will share a special presentation on the history of interpreter education and review the important milestones that have shaped today’s interpreter education. Details here.

StreetLeverage – Live Giveaway. StreetLeverage will be giving away a complimentary registration to StreetLeverage – Live 2015 being held in Boston/Newton, MA April 17th-19th. StreetLeverage will be accepting entries until October 28, 2014 at 5p ET.  Enter to Win.

 More. More. More. In addition to what has been listed above, StreetLeverage will be extending additional opportunities like an exclusive CIT membership and a suggested reading list of StreetLeverage articles for educators. More here.

We hope you’ll take opportunity to join the discussion on the dynamics and history of interpreter education in the field of sign language interpreting.

Interpreter Education Month