2. 56% of Deaf and Hard of Hearing
students eligible for entrance into
academic college program (Seal, p.170)
3. Student challenges
“The education of children with severe and
profound hearing loss is a difficult process,
and the greater the hearing loss the greater
the obstacles to be surmounted.” (Moores, p.238)
4. Student Challenges
• No accepted standards /assessments
• Less academic preparation
• Lack linguistic competencies
• Underqualified interpreters
• Limited success of notetakers
• Learning style
• Academic lectures
– Meaningful ASL equivalents
– Subject-specific terminology
5.
6. Role of OSD
• Schedule interpreter for any college-related
activities
• Evaluate student’s language, match with
interpreter
7. Benefits of Interpreting
• Flexible schedule
• FUN
• “Provide a service to allow someone to pursue
their goals or increase their potential.
Discover that they can….that not hearing
doesn’t have to be a barrier” Karla Reynolds
8. Required skills
• Clerical
• Culture
• Customer service
• Technology
• College-level reading skills
• IEPA 3.0 or RID certification
• Interpersonal communication skills
9. Freelance
• SBA
• Federal Tax ID number or own SSN?
• Register business name w/state
• Local permit or license?
• Tax accountant
• Professional liability insurance
11. BLS statistics
• 2010 Median: $43,300 (BLS) or $20.82/hr
• 58,400 jobs
• 42% anticipated growth by 2020
12. Role of the Interpreter
• Never a tutor or help with homework
• Not talk to each other about students, teachers, or
assignments
• “To facilitate communication, independence, and
integration” (Humphrey and Alcorn, p.359)
• Neutral
• Confidential
• Educate about difference “Variability in communication
in cultures, but not while styles cannot be
underestimated or
interpreting
undermined” (Seal, p.171)
• Position in class
13. “The language variation that arises
as a consequence of contextual and
situational diversity is the biggest
consideration for working
interpreters, as they must be
prepared to adapt their language
use accordingly.”(Napier, p.282)
14. Interpreter effectiveness
• Knowledge of subject leads to more accurate
interpretations
• Understand discourse environment
• Verbal descriptions of diagrams into ASL
• Clarification of sign
“Optimal interpreting should involve
communication use that allows the student to fully
participate in classroom discussions as well as to
attain a comfortable, personal level of involvement
with others in the classroom” (Stewart and Kluwin,
p.30)
15. Interpreter Reflections
• Always use lag time
• Flexibility is key
• Be prepared to change the way you signed or
voiced something it’s not because your Deaf
client is Dumb
• Your job is to provide a service
• Attitude and personality effect the Deaf
person
16. Interpreter Reflections
• Most interpreters start at the undergraduate level
• You are not always Interpreting for the students
(Deaf teachers or administrators)
• It’s important when possible to intern and team
interpret
• Be familiar with VRI
• You have to be on time and willing to do your job!
17. Student Reflections: Mainstream
• Built relationships with others
• Drew attention
• Focus on the work, not the lecture
• Videorecording would be helpful
• CART
• Had notetaker and access to professor lecture
notes
• Need to interpret word-for-word, with some help
with English if needed
18. Student Reflections: Deaf School
• Had notetaker and access to professor lecture
notes
• Videorecording would be helpful, but time
consuming
• Good experience if you understand Interpreter
if you don’t, ask for clarification
19. Interpreter effectiveness:
Student perspective
• Pace of interpreting
• General intelligence of the interpreter
• Selecting appropriate signs
• Perform reverse interpretation
• Adjust to situation-specific interpreting
• Manual dexterity, hand coordination
• Interpreting etiquette
• Physical positioning
• Prefer competency in subject matter
20. Interpreters should be:
• Patient • Good communicator
• Confident • Experts in mental imagery
• Aggressive when it comes (visualization)
to a student needing to • Able to make cultural
ask a question adjustments (example)
• Be open minded to • Good concentration
accept feedback • Short-term memory
• Be adaptive to new • Target language
situations quickly restructuring
• Flexible
21. Guidelines for miscues and errors
• External monitoring
• Appropriate competence in Target langauge (tL)
and Source language (sL)
• Maintain sufficient lag time to reduce
• Consecutive interpreting less errors than
simultaneous interpreting
• Determine strategies to correct errors in advance
• Check student comprehension
• Self-evaluation
22.
23. Recommended Training
• Know the areas that • Be introspective to
need improvement identify setting and age
• Take advantage of group preferences
school classes through job shadowing
• Field experience, • Storytelling class
internships • CA 103 Computer
• Org Membership Applications
• Mentors • Advanced English
coursework
24. CSUN Interpreter Education Program
• GPA
• Related course work (ASL, Advanced English,
Interpreting, Deaf Studies)
• Deaf Community Experience
– Volunteerism, professional/community orgs, Deaf
connection
• Letter of Interest
• 3 Letters of recommendation
– At least 1 from Deaf
• Interview
25. Advice
• Maintain confidence • Don't be afraid to ask us
• Stay on top of to repeat ourselves if
everything you don't understand
• Do not fall too far us. It is better to clarify
behind on lectures it instead of making us
sound like an idiot!
• Ignore distractions
• Find a mentor
• Interpret everything!
TrishiaNo accepted standards /assessments for determining when Deaf student prepared for placement in interpreted academic settingLectures do not necessarily match learning styles of Deaf learnersUnderqualified Interpreters – 1999 Schick et al study. Analyzed videotaped samples of interpreter in classroom and receptive performance of deaf student. Less than half performed at level considered minimally acceptable for educational interpreting.Limited success of notetakers: volunteer, no consistencyacademic lectures: more like written language than spoken. Complex words. In several academic studies, Deaf students test scores 69% substantially lower than hearing 83%
Kella
Kella
Kella
KellaClerical- timekeeping, invoices, timely and accurate submissionCulture – familiar with AVC – 80% are prior studentsCustomer service – pleasant to work withTechnology
KellaTax accountant – self-employment tax
KellaAppt book – time and duration of appt, name of Deaf consumer, name and phone of contact person, address/llocation of appt, job or PO number, billing address
Kella
TrishiaPositionin class – p. 66-67 in Solow book
Trishia
TrishiaUnderstand discourse environment - appropriate speech patterns – university lecture vs. children’s storytellingVerbal descriptions of diagrams into ASLProblems when unfamiliar with subject matterResult? Leaves Deaf student out of class interaction,or misinterpret content of lectureClarification of sign-interpreter explain and repeat lexical choice, student then asked for clarification on concept, lecture moved on considerably and question seemed irrelevant to lecturer
Trishia
Trishia
Kella
Kella
KellaRittenhouse, Rahn, and Morreau (1989) study findings
KellaExample p. 202-203 MindeesCultural adjustments:Cultural differences affect communicationNeed to become familiar with American mainstream and American Deaf cultureIdentiffy specific cultural misunderstandings that occur in common interpreting situationsTarget language restructuring example – from ASL skill lab handout
KellaSeal p.182
Kella
Trishia
Trishia2 year, 4 consecutive semester program
KellaFinda mentor that will give you feedback.Be about the workExcellence, not perfection.Make friends with Deaf.