Rid2013 interpreting outside the box 3 hour workshop compressed

Interpreting Outside the Box: Innovative

Strategies for Higher EducationDenise Gagnon Perdue & Laura Wickless RID 2013 National Conference

50 Years!

Denisein

master’s

degreese

amstress

crafte

married

mentor

daughte

521Laura

handyNIC

sonsbl

working

interp

marrie

Companion Website

terpism.com

& Like us on Facebook

About You

Reflection

Co-construction

And Innovation

Innovate to:

Uphold CPCFoster Change

Fill a Need

CPC 2.0Professionali

ving U

CPC 3.0 CONDUCT

situational conductplacement adaptations

Designing Change

“I am Change”

Brandon Arthur

“Change Agents”Doug Bowen-Bailey

(StreetLeverage 2013)

Why The Need for Change?

“Sign Language Interpreters in Mainstream Classrooms: Heartbroken and Gagged”

Gina Oliva (February 21, 2012)

www.streetleverage.com

…”Something is not right”

“…remarkably little is known about how much of an interpreted message is actually understood by deaf students in the classroom” (Marschark, et al 2005)

25% Gap

Students are faced with “…the challenge of successfully managing the triad of

information from the PowerPoint, professor, and interpreter.” (Lartz,

Stoner, and Stout 2008)

70%Give Up

Cognition&

Communication

A Cognitive

Experienc

gesture

frozen

conten

t langua

jargon

Proximityin sightline, (Frishberg 1990)

near visuals (Stewart et al 2004)

“Interpreters should advocate for being allowed to stand closer to visual materials and the speaker when possible.” (Minor 2011)

The CPC says don’t be obtrusive

Blend of Language & Visuals

42% vs 4%

Pulse Check

Consumer’sView

Draw a line that starts from the left, goes up and to right forming a hump and then comes back down and to the right. This line also has 7 vertical lines: one is down the middle, and the six others appear equidistant on either side of the center line. Three lines are to the left, and three are to the right.

Imagine learning this way…

Or learning this way…

Worth 1,000

gesture static

conten

t langua

jargon

Eclipsed

Language Modeling

An Art Course

What can we do?

A thought Experiment on

Solutions

Evaluating OptionsHow obtrusive?How high a need?Is it #doable?

Remember this?

One Strategy

Laptop /MonitorsAn untapped resource

Indexing slideshows Internet searchesDocument projectorFingerspelling alternative

TabletPortability & Connectivity

Apps:BoardcamTrue Visage

Uses:DrawingDoc ProjectorMirror-cam

Laminated PaperDemo video here Uses: Pointing

WritingDrawingLabeling

Jargon Jotting

KeywordsStatementsJargon & Usage

Access to topic jargon / language

Jargon Jotting

Consecutive Interpreting

Used When Student is:ReadingDoing ClassworkAnswering a Test QuestionLooking Away

Pre & Post Conferencing

Prepares You & Consumer for InterpretingIdentifies, Repairs, & Prevents Interpreting GapsTriggers Innovative OptionsAssesses Needs & Background Knowledge

With Deaf Consumer

Pre-conferencing is supported by:

2.2 Assess consumer needs and the interpreting situation before and during the assignment and make adjustments as needed.And RID’s Educational Interpreter Toolkit.

Interpreting Outside The Box: The Experience Stations

Putting it all Together

That Four-Letter Word

Advocating Innovation

Linguistic AccessStreamlined ProcessEffective Role

Developing Practice Models for:

Future Research?

Feedback

ReferencesPresentation by: Denise Gagnon Perdue and Laura Wickless at the 2013 RID National Convention, Indianapolis, IN, August 11, 2013

Barefoot, B. O. (2004). Higher education's revolving door: confronting the problem of student drop out in us colleges and universities. Open Learning, 19(1), 9-18.

Educational Interpreting Certificate Program (EICP) Work Group, Fact Sheet: CRISIS in educational interpreting services, February 2003. Retrieved from http://frcc.cccoes.edu/~doit/

Kurz, K., & Caldwell Langer, E. (2004). Student perspectives on educational interpreting: Twenty deaf and hard of hearing students offer insights and suggestions. In E. Winston (Ed.), Educational interpreting: How it can succeed,. Washington, DC: Gallaudet University Press.

Lartz, M., Stoner, J., & Stout, L. (2008). Perspectives of assistive technology from deaf students at a hearing university. Assistive Technology Outcomes and Benefits, 5(1), 72-91.

Marschark, M., Sapere, P., Convertino, C., & Seewagen, R. (2005). Educational interpreting: Access and outcomes. In M. Marschark, R. Peterson & E. Winston (Eds.), Interpreting and interpreter education: Directions for research and practice. Retrieved from https://ritdml.rit.edu/handle/1850/254

Minor, R. (2011). A comparison of deixis in interpreted lectures and signed lectures in asl: An exploration of the structures of asl utilized by interpreters and deaf teachers when referring to a visual aid. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. AAT3467390)

Registry of Interpreters for the Deaf. Vol. 30. VIEWs Editor. Registry of Interpreters for the Deaf. Summer/Spring ed. Alexandria: RID Press, 2013. 2 vols. Print.

Registry of Interpreters for the Deaf. Educational interpreter resources toolkit. Retrieved from http://www.rid.org/UserFiles/File/pdfs/About_RID/For_Educational_Interpreters/Educational_Interpreting_Resources_Toolkit/Educational_Interpreting_ToolKit(1).pdf

Schick, B., Williams, K., & Kupermintz, H. (2005). Look who's being left behind: Educational interpreters and access to education for deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 11(1), 2-20. Retrieved from http://jdsde.oxfordjournals.org

Schroedel, J., Watson, D., & Ashmore, D. (2003). A national research agenda for the postsecondary education of deaf and hard of hearing students. American Annals of the Deaf, 148(2), 67-73. Retrieved from http://muse.jhu.edu/journals/aad/summary/v148/148.2schroedel.html

Smith, J. (2004). Deaf students in collegiate mainstream programs. Deaf Studies Today!, 1, 291-307. Retrieved from http://doug.stringham.net/uvuasl/3310/ch10_smith.pdf

Swanwick, R., & Marschark, M. (2010). Enhancing education for deaf children: Research into practice and back again. Deafness & Education International, 12(4), 217-235. Retrieved from http://www.thereadingrhizome.com/wp-content/uploads/2011/01/Enhancing-education-for-deaf-children.pdf

Winston, E. (1994). An interpreted education: Inclusion or exclusion. In R. Johnson & O. Cohen (Eds.), Implications and Complications for Deaf Students of the Full Inclusion Movement (pp. 2-

Winton, E. (2004). Interpretability and accessibility of mainstream classrooms. In E. Winston (Ed.), Educational interpreting: How it can succeed, Washington, DC: Gallaudet University Press. 94). Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED380917

Image Sources:RID Conference Logo: http://www.rid.org/userfiles/Image/Conference/2013Logo.jpgHand w/lights: http://www.flickr.com/photos/lel4nd/6168273235/Woman Arms Reaching Up: http://pixabay.com/en/cute-happy-female-girl-hands-18716Man on right: https://lh4.googleusercontent.com/-itRx4YsxAwI/R3yeITP-cDI/AAAAAAAAFNA/oELQDRHJwYE/s512/iStock_000000862444XLarge.jpg

Woman in center: http://farm4.staticflickr.com/3125/3221419489_37405ba350.jpgWoman on left: http://fc04.deviantart.net/fs32/f/2008/234/f/5/f50fb717f9071ec9a27b0cd64466be87.jpg

Water drop: http://farm9.staticflickr.com/8351/8313939304_3f23c85f8c_z.jpgGears: http://pixabay.com/static/uploads/photo/2012/11/13/06/38/gears-65838_640.jpg?iProfessional Man: http://fc01.deviantart.net/fs70/i/2013/020/a/8/transparent_business_man_psd_by_abdil88-d5s6bfq.jpgMan on Wheel: http://farm9.staticflickr.com/8351/8382018764_e5b924c47e.jpgGrid Backdrop: http://fc00.deviantart.net/fs71/i/2010/230/a/a/Blueprint_wallpaper_by_basurero.pngStreetLeverage Logo: http://www.streetleverage.com/wp-content/themes/StreetLeverage/images/logo.jpgWater Drop: http://images.cdn.fotopedia.com/flickr-8313939304-hd.jpgWalking in Rain: http://farm4.staticflickr.com/3189/3721394393_8184af459f.jpg

Light Bulb: http://fc09.deviantart.net/fs21/i/2007/264/a/3/Dead_light_bulb_by_brain87.jpgPainting the Sky: http://fc05.deviantart.net/fs30/f/2008/093/5/d/you_can_change_the_world_by_anciss.jpgFace inside face: http://pixabay.com/static/uploads/photo/2013/02/24/08/54/face-85640_640.jpgMan teaching in classroom: http://upload.wikimedia.org/wikipedia/commons/thumb/7/74/US_Navy_090617-N-9610C-029_Chad_Stober%2C_an_instructor_at_John_C._Stennis_University_%2C_center%2C_teaches_students_Japanese_in_a_training_classroom_aboard_the_Nimitz-class_aircraft_carrier_USS_John_C._Stennis_%28CVN_74%29.jpg/800px-thumbnail.jpgStudents at computer: http://farm3.staticflickr.com/2629/5716554668_3ca7e15b48.jpgMan at screen: http://farm5.staticflickr.com/4076/4951300217_847ccc35de_o.jpgWoman at screen: http://farm5.staticflickr.com/4103/5087246030_7c23b3bb09.jpgWoman signing: http://farm5.staticflickr.com/4084/5086651123_f964b522d0.jpgAtom: http://pixabay.com/static/uploads/photo/2012/04/18/23/07/glass-38197_640.png?iEclipse: http://www.fotopedia.com/items/flickr-2749601692Light Bulb: http://fc09.deviantart.net/fs21/i/2007/264/a/3/Dead_light_bulb_by_brain87.jpgKaleidoscope: http://upload.wikimedia.org/wikipedia/commons/thumb/b/b9/View_of_a_kaleidoscope.JPG/800px-View_of_a_kaleidoscope.JPGMath backdrop: http://fc01.deviantart.net/fs12/i/2006/339/a/e/Fedora_Borealis___Backdrop_by_pookstar.pngMolecule: https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRwNpMBhdFy1iK6kaEnW7daHBjIzowbkA_Eqgs7SbhWU1mDED4qFACircle diagram: http://fc01.deviantart.net/fs71/f/2011/056/6/8/venn_diagram___feelings_by_mrbrightideas-d3aefvp.png30: http://farm4.staticflickr.com/3306/3217729308_8491fea28f.jpg

Window lights on floor: http://upload.wikimedia.org/wikipedia/commons/thumb/1/13/Such_a_long_history_of_working_together..._%288026007243%29.jpg/800px-Such_a_long_history_of_working_together..._%288026007243%29.jpghttps://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRZyHte1trowWZpKlQXejYQMCeWk3VyqRKY2JcnJr_hbayPCA9PeAInterpreting images copyright © 2013 Terpism

Rid2013 interpreting outside the box 3 hour workshop compressed

Education

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