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This PowerPoint is for the workshop: Interpreting Outside the Box: Innovative Strategies In Higher Education. Slideshow has detailed notes (open and view the notes). We will also provide web interface with this information in the future. If you attended the 2013 RID Conference Presentation, this is the PowerPoint you are looking for.
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Content Copyright © 2013 TerpismNon-Interpreting Image Rights Vary Under CC
Interpreting Outside the Box: Innovative
Strategies for Higher EducationDenise Gagnon Perdue & Laura Wickless RID 2013 National Conference
50 Years!
Denisein
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amstress
&
crafte
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CSC
married
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rw
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521Laura
grad
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mento
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&
marrie
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Companion Website
terpism.com
& Like us on Facebook
About You
Reflection
Innovate to:
Uphold CPCFoster Change
Fill a Need
CPC 2.0Professionali
sm
Ski
lls
Know
ledge
Evol
ving U
sage
Tren
ds
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
e
gesture
frozen
visu
al
s
conten
t langua
ge
new
vo
cabu
la
ry
jargon
conce
pts
dynam
ic
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
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.
Worth 1,000
Words
?
gesture static
visu
al
s
conten
t langua
ge
new
vo
cabu
la
ry
jargon
Eclipsed
conce
pts
dynam
ic
Language Modeling
An Art Course
An Art Course
What can we do?
A thought Experiment on
Solutions
Evaluating OptionsHow obtrusive?How high a need?Is it #doable?
Break
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
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
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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
