NCIEC Novice Interpreters Speak Up: Reflections on Entry to Practice February 11, :00 p.m. CT

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1 NCIEC Novice Interpreters Speak Up: Reflections on Entry to Practice February 11, :00 p.m. CT *********DISCLAIMER!!!************ THE FOLLOWING IS AN UNEDITED ROUGH DRAFT TRANSLATION FROM THE CART PROVIDER'S OUTPUT FILE. THIS TRANSCRIPT IS NOT VERBATIM AND HAS NOT BEEN PROOFREAD. THIS FILE MAY CONTAIN ERRORS. *****DISCLAIMER!!!********** >> Cokely: Please begin the recording. Good evening. My name is Dennis Cokely. I'm the Principal Investigator for the grant that funds the National Interpreter Education Center here at Northeastern University in Boston, Massachusetts. Welcome to our webinar. If you have any technical difficulties this evening, please type in the chat box. You'll see that at the bottom of the control panel. Next slide, please. The mission of our national consortium is to increase the quantity and quality of interpreters across the United States. We do this through the provision of technical assistance, educational programming, training materials, research, and other related activities. There are five regional centers that are involved in providing services to their geographic regions. Those five regional centers collaborate on special projects that have national impact. If you're at home watching our webinar, we would like you to raise your hand. Again, looking at the control panel, you'll see an icon that has a hand on it. If you could click on that, we'll know that you're watching from home. I see those hands. Keep them coming. Keep them coming. More, more, more. Keep clicking. Well, I'm impressed. Keep clicking. My goodness. 67% of you are watching from home. That's terrific. All right. I'm going to put down all of your hands at this point. Clear the screen. Now, I'm curious. I'd like to know who our audience is, for our panelists' benefit. How many of you are educators working in an interpreter education program either full- or part-time? Raise your hand, please. 40% of you are. That's terrific. Okay. How many of you are a student or a recent graduate of an interpreter education program? 43%. How many of you are Deaf interpreters? Raise your hand, please. 30%. How many of you are Deaf-parented interpreters? 30%. 32% of you are Deaf-parented interpreters. We have many overlaps this evening. That's great. How many of you are novice interpreters, meaning that you've been working between 1 and 4 years? How

2 many? 6% -- 27%. And how many of you have been working between 5 and 10 years? No, 29%. How many of you have been working between 11 and 15 years? 29%. How many of you have been working between 16 and 20 years? 29%. Okay. Lastly, how many of you have been working over 21 years? 32%. Interesting. Okay. I am delighted to introduce our moderator this evening, Trenton Marsh. Trenton, can you share your webcam, please? >> Marsh: Hi, Dennis. Hi, everyone. It's good to see you. >> Cokely: I'm going to sign off. See you later. >> Marsh: I hope everyone can see me clearly. I hope my translation is coming through. What an exciting event. I'm very happy to be here. I see that we have 500 registrants. That's very exciting. I hope we'll see our attendance numbers increase a bit. We're just a little bit past 7:00. I'm glad we've all come together to have a rich discussion about some vital information. I would like to say thank you to Dennis, and to the NCIEC for hosting this webinar this evening. I think we have a fantastic group of panelists this evening. We have two Deaf interpreters, and two CODA interpreters, or Deaf-parented interpreters. I'm looking forward to hearing about their journeys. We have a great opportunity to get some insight into their process up to this point, and the choices that they've made around becoming an interpreter and having arrived at this stage in their career. So I think we will all enjoy ourselves, and learn a lot as well. We will have a portion of this evening for questions from the audience as well. We'll do that at the end. So I think we will go to the next slide and begin our introductions. Our four panelists this evening are shown on the slide. We want to welcome them all and ask them to share their webcams one at a time. Kat, can we see you? There's Kat. >> Daviton-Burland: Hello. >> Marsh: Good to see you, Kat. Do you mind, we'll just start off individually getting a little bit of an introduction, what's your name, just brief information about where you're from, and then we'll introduce the others one at a time. >> Daviton-Burland: Sure. I'm Kat Daviton-Burland. This is my name sign. I was born and raised in New York City, and recently moved to Rochester. While I was in New York City, I was involved in a variety of short-term training, interpreting opportunities. I was involved with the Helen Keller National Center. And they would call me periodically. I was also involved in a variety of conferences, for example, the American Association of the Deafblind. I attended four conferences of that organization, which I enjoyed immensely. At that time, I -- my real job was being a

3 social worker, but I had these opportunities to interpret. And I felt that this would be a good second career for me. So when I moved to Rochester, I made the decision to study, attend different workshops, gain my 40 hours -- >> Marsh: Hold on one second. We're going to have questions about those details. I see you're getting a little bit ahead of yourself. >> Daviton-Burland: Okay. And have become a certified interpreter. >> Marsh: That's fantastic. Congratulations. >> I'm sorry to interrupt. Would you mind pulling your -- from the camera? >> Do you mean both of us, or just me, Trenton? >> Just Trenton. >> Yeah, Trenton, I'm having a hard time seeing you. >> Marsh: Sure. >> Sign, so that would be great. >> Marsh: Okay. I'm trying to see, I think that's a little bit better. Okay. All right. >> Daviton-Burland: Do you want me to add anything else? >> Marsh: No, I think we're good for now. That's great. We will have more questions and the opportunity for further details as we go, but we want to go ahead and introduce the rest of our panelists. Jet, Jethro, can we have you, please? >> Griffin: Hello. >> Marsh: Hi. So could you tell us a little bit about yourself? >> Griffin: Sure. Hi. My full name is Jethro, but my nickname is Jet. My last name is Griffin. My mother and father are Deaf. My mother is from the Philippines. And my father is from Tennessee, which is where I am. He attended the School for the Deaf here. Now, years ago, schools for the deaf were segregated, so he attended the school for African-American Deaf students. In May, I received my bachelor's degree in interpreting and Deaf studies. I had a minor in psychology as well. I am working full-time as a staff interpreter here for a local Deaf agency, and I also work in the RS setting. I think that's all that I mentioned -- I have my full life story in my bio. >> Marsh: That's great, that's great. I look forward to getting more details from you as well, same as Kat. We're going to get some deeper dives on both of you, but not quite yet. So, welcome. >> Griffin: Okay. >> Marsh: Who do we have next? Milly? >> Morales: Hi, everyone. >> Marsh: Hi.

4 >> Morales: I've already posted my bio, so you have my background there. But I can tell you a little bit about myself. I don't have a name sign per se, you just spell my name. I was born in Ponce, Puerto Rico. My family is hearing. I'm the only Deaf person in. When my deafness was discovered, we moved to Connecticut so I could attend the American School for the Deaf. Right now, I'm working as a teacher with children between the ages of 0 and 3. And I am in an interpreter training program. I'm teaching Deaf culture and information related to Deaf people. I think those are the two things that I'll mention right now. >> Marsh: And I know that you graduated from ASD, so maybe we'll talk a little bit more about that later. It's a beautiful place. It's a beautiful campus. >> Morales: Yes, very rich. >> Marsh: Yes, yes. Perfect. Okay. Can we have Janina on the screen, please? I haven't met Janina. I'm looking forward to it. There you are. Good to have you. >> Witteborg: Hello, my name is Janina, I'm a CODA, all of us children are hearing. I grew up in Virginia, but for the past 15 years, I've been living in California -- northern California. I freelance as an interpreter, and I work in BRS settings as well. I will be graduating this summer with a bachelor's degree in interpreting. >> Marsh: That's great. And Janina, do you have a sign name? >> It's this. >> Marsh: Milly, we don't have one for you, but I can just spell your name. That's terrific. Okay. So here we have our panel. Everyone can be seen. And we've learned so far that each of you have a variety of backgrounds and come from different places to this point in your career. Now, the purpose of our panel this evening is to understand the journey so people understand how you got into the field, what your childhood experience around deafness and sign language was, and what made you want to become an interpreter, and the journey that has gotten you into certification thus far. We know that other people have what might be called more traditional paths using interpreter education programs and how they got there, but we're interested in your unique experiences this evening. So I think we're ready for our first question. Why don't we go ahead with the next slide? So, I think this is a good opening question. And I think once we've found out from each of you whether you attended an IEP, yes or no, I'd like to hear those details. And then I have followup for those of you who did not attend an interpreter education program. So why don't we start with those of you who did attend a program, and we'll get some details from you about

5 that. Anyone? Who would like to begin? >> Witteborg: I will. >> Marsh: Thank you, you're brave. Our first one. >> Witteborg: Yes. I have attended an IEP for the past three years. Do you want me to tell you why? >> Marsh: I think -- yeah, maybe a little bit about, you know, what your decision, having grown up in the Deaf world was, to get training in. Why not just start interpreting? >> Witteborg: That's a good question. Certainly, I grew up interpreting within my family. I was always willing to help out when called upon, but I did not make a formal decision that it would become my career until maybe five years ago. I thought that if I did decide to become an interpreter, I should understand the theory, the culture, the language so that I would be able to grow in my career and not plateau. So I wanted to advance my skills, and I wanted to engage with this content. I felt that it was important, that if I was going to make the commitment to make it my career, I should be trained and I should learn those key components to my career. >> Marsh: So I think the technology around having those terminology -- those terms of art, I think that's important. That makes a lot of sense. Jet, would you like to go next? >> Griffin: Sure. I did graduate from an IEP just as I mentioned. I decided to attend an IEP because I wanted to become certified. And to become certified, I knew I was going to have to have a degree. So I decided to attend an interpreter education program. Growing up, I really did want to become an interpreter, but I have a story that I can share with you if that's okay. >> Marsh: Absolutely, please. >> Griffin: When I was a kid, I was with my parents, and the three of us went into an office. And my father went in front of us to confer with the secretary. But the secretary didn't know how to sign, and my father was getting agitated. And I observed this. And it just so happened that a cop entered the office at that time, and there was an altercation between my father and the policeman. And my father was trying to communicate with the officer using sign, but there was no interpreter around. I didn't know what to do. I saw this altercation happening between them, and I think there had been a misunderstanding. The officer thought that he was being threatened by my father, who was just trying to sign. And the officer's reaction was an inappropriate response to what my father was trying to do. So obviously, we had a communication breakdown there that escalated. And in that moment, I knew that that was something that was going to stay with me for the rest of my life, to see

6 that communication breakdown occur. And I didn't want to see it happen again. So it helped me to form my decision to become an interpreter. >> Marsh: Wow. That's absolutely a very impactful experience for you. That makes a lot of sense that it would affect your future as well, so fascinating to see where we all come from and the different experiences we've had, and how they've created the decisions that we make for ourselves. You mentioned that in order to be certified, you'd have to go to school. Is that because of the degree requirement? >> Griffin: It is. >> Marsh: So you need to have a bachelor's degree in order to be certified. So I'm curious, you could have gotten a bachelor's degree in any discipline. Why did you feel it was worth getting one in interpreting? >> Griffin: It's a good question. I think the interpreter education program has taught me how to behave professionally, to behave ethically, in my career. I think I got a lot of benefit out of the program, and the experience. So as a certified interpreter, I will understand how to behave and comport myself in any of the environments we might find ourselves in. >> Marsh: Yes, it is related, yes, absolutely related to your work. That makes sense. Let's move on and engage the other two panelists. And then I have some additional followup questions for everyone. So, Kat and Milly, looking at your bios, I see that you did not attend an interpreter education program. Am I right about that? >> That's right. >> No, I didn't, either. >> Marsh: So, do you feel that you should have, or do you feel that your path prepared you, or you need to get additional training? >> Morales: I already had a master's degree, as well as a bachelor's. I got that in special education. And so I was focused on my teaching career as the educator in the room. I did have a group of friends who I noticed were having struggles always in terms of their own literacy about reading and writing printed material, and I was always helpful for them and made sure I was available. Oh, I'm so sorry. I see many background has just fallen. Hold on one second. Let me fix that. >> Marsh: No problem, no problem. Technical difficulties of a different kind. You know, we've got to be prepared for anything. >> Morales: I'm so sorry. I'm back. >> Marsh: That was an easy fix. No problem. >> Morales: Okay. Okay. Where was I? What was I saying? I don't remember. Help me. >> Marsh: You were saying that you were helping people and

7 supporting them with their literacy skills. >> Morales: Yes, that's right. I saw a lot of communication breakdowns. It's fallen down again. Why don't we go on to someone else and I'll be back in a minute? >> Marsh: Sure. How about you, Kat? >> Daviton-Burland: I have not attended an IEP. And my reasoning for that, really, is that I didn't feel like it suited my personal journey and my life experience. You know, I feel like most of those environments are using spoken English, and whether I would be motivated to be involved or not, I didn't feel like it was going to be something that worked for me personally. I have, of course, over the course of my career taken workshops that were several days long, or weekends long, and worked on gaining specific information. >> Marsh: Mmhmm, mmhmm. >> Daviton-Burland: And then the very first-ever Deaf Interpreter Conference, which just happened this past June, you know, very exciting for all of us to be able to attend that and have workshops directly in our native language, and surrounded by other Deaf people. That was a 40-hour experience, many, many hours of work, and research, and enriching. And the number of people that we met, as well as the hours that we were able to satisfy. So I think looking back on that, you know, I'm interested in having further conversation about it, because whether that formal education is possible for Deaf people, and how it might be accommodating for other people rather than just those who can hear. >> Marsh: Yes. That's an important question. I agree. I think now many interpreter education programs are struggling with how to meet the needs of Deaf students. So this is something that we need to be addressing. I do see more and more programs making the effort, but it's going slow. And I think there are many barriers that continue to exist. Okay. Milly? Are you ready? >> Morales: Hi, yes. >> Marsh: Welcome back. >> Morales: I'm ready. I'm so sorry. I'm back. What was I saying? So, I was also teaching preschool at the time. And they would bring in occasional interpreters. And it was difficult for me, of course. And I ended up doing a little bit of expansion work, as one might do as a certified Deaf interpreter. So I have seen interpreters over the course of my teaching career and throughout the Deaf community. And so I was interested in training, but I didn't really know where to go. I had heard there was training in Boston and other cities far away, but I didn't know whether there was a program for Deaf interpreters. This was several years back, and there wasn't

8 anything that existed at the time. Then I heard from a friend about the road to Deaf interpreting program, that sounded great, I signed up right away. I learned so much, I can't even tell you how interesting and how valuable it was for me. So I graduated in 2009 from that program. And I've had my certification on hold because I've been working as an educator. So now it's my primary focus, and hopefully I'll be certified soon. >> Marsh: Great. That's something to look forward to, for sure. I think it's interesting that if you look at research regarding Deaf interpreters, for example, the National Consortium of Interpreter Education Centers has the Deaf Interpreter Institute website, and a lot of Deaf interpreters already have master's degrees. So I think that many Deaf interpreters already have academic training. They've been in other disciplines. So for them, they're unable to find full-time work as a Deaf interpreter, so they pursue further education in their disciplines in addition to their interest in Deaf interpreting. I would like to get back to Jet and Janina. Do you feel that the interpreter education programs that you attended met your needs as culturally rich, Deaf-parented individuals? Do you feel that your history and knowledge, and needs were supported throughout your training? >> Griffin: Well, I don't know whether I would say my needs were met. I would say more than my needs being satisfied, I satisfied their needs, I think. >> Yeah, you supported them. >> Griffin: I felt like a teaching assistant in a way. The students would come to me all the time and ask me questions. They would ask me for help. And I felt like I wasn't getting that same help in return. So it wasn't really a mutually beneficial relationship. I felt like I was giving more than I was getting in a lot of ways. >> Marsh: Hmm. You didn't really have peers. It wasn't a peer relationship among your classmates. >> Griffin: Yeah. And, you know, I felt in that way that I was behind in terms of the benefits that I was getting from being in the program. >> Marsh: Janina, what do you think? >> Witteborg: My program is a distance learning program at the University of Northern Colorado, so I'm in a class with people, but not physically. We get together once a year during the summer. So my experience is not the same, although I have heard many CODAs say a similar thing as to what Jet has just said. That has not necessarily been my experience. I'm very assertive. I let people know what my needs are. I'm not hesitant to approach my educators and ask for additional information.

9 Now, I do think it was a big learning curve. I wasn't certain about terminology and things like that. So it was on me to clarify and further my own learning. One time I did ask for a language coach, and asked that a Deaf person assess my signing skills, and where I needed to improve, and identify what some of my tendencies were. So I would say that I am content, but I'm content because I was assertive. Maybe some would consider that being a nuisance, but I felt like I needed to be assertive to get what I needed. >> I think you're investing your time and money, you should get something out of it. >> Witteborg: Absolutely, I wanted it to be worthwhile. >> Marsh: We have another slide that's going to address this in more detail, but why don't we move on, and we'll see what's next. So, I think this question actually applies to all of you, whether you were in a formal education program or whether you went through the RDI program, or, Kat, your having gone through interpreter conferences and various workshops over the course of several years. What did you find most beneficial? What has brought you the most gain in terms of your interpreting work and your career? Let's start with that first question. What would you say is the most beneficial resource that you've had over the course of time? >> Morales: In the RDI program, I learned that team interpreting and the interpreting process are crucial. I was unaware of those things before I entered the program. And that was really eye-opening for me. I think that Deaf interpreters need to know more about team interpreting and the interpreting process as well. Thirdly, I think it's important that there be more internship opportunities out in the field. >> Marsh: Absolutely. >> Morales: So you can get more hours and more experience. I think those were very beneficial for me. >> Marsh: I agree. I think that's a great point. I think a lot of -- it's tough for a lot of people for those reasons. I think once people get a taste of what it's really like in the field, I think it can be eye-opening for them. Anybody else? >> Daviton-Burland: I would second what Milly just said. I would like to add that it's not just the interpreting process, but it's the way that we think about interpreting that is important, that we be cognizant of research that's been done regarding language and culture, and how that impacts the interpreting situation. That was very engaging for me. I wish that I had had some texts to review before I went to workshops. For example, one that I read was So You Want to Become an Interpreter. I think that that would be very beneficial for all individuals who want to attend let's say a 60 or 40-hour

10 workshop, because you can't get it all in that period of time, and it's a great primer. >> Marsh: That's a challenge we face in terms of workshops. You're always trying to get as much information as possible in a short time, and a lot of times, you're right. You take in what you can, and the rest kind of goes by the wayside. So I think if we had some way to advertise -- to get out that information about those texts, like So You Want to Become an Interpreter, and 2 and 4-year programs give you so much more time. I think it's an excellent point. Janina, Jet? >> Witteborg: Well, everything was beneficial for me. This has been a personal experience for me, learning about interpreting has meant learning about myself, about the language I grew up with, the culture I grew up with, linguistics, cultural communication and facilitation, leadership, and how the registry of interpreters for the Deaf came to be. I grew up hearing commentary and gossip about the RID, but learning the history was very powerful. So I feel that I benefitted in many ways. I wish that I had learned more about working with Deaf interpreters and certified Deaf interpreters. I feel that that's where the interpreting field is headed, and that's where our skills will improve. There was not much about that. I wish there had been more. >> Marsh: That makes sense. That's great. Jet? >> Griffin: I would agree with everything that has been said. I would say that my program was beneficial in many, many ways. The most beneficial -- I don't know if this would count, but the internship. >> Marsh: Absolutely. >> Griffin: You know, certainly being involved with the coursework at the IEP was beneficial, but my internship was in Washington, D.C. And it was an amazing experience for me to see different settings. Compared to the work that we do here in Tennessee, it was quite a culture shock for me once I got there. I saw many different settings. So the program that I attended here, as I said, students would come up to me and say, you're a CODA, that means you're such a skilled signer. That kind of contributed to my own self-esteem. I got to D.C. thinking I was the best I could be, but, boy, that put me in my place. That experience was a reality experience for me. So I was able to more realistically assess my skill levels, where I needed to continue to improve, and assess my own skills. >> Marsh: Absolutely. I think that definitely counts. That's a very valuable piece, to get the perspective, to get the planning, and to be in an environment that's a little bit more safe, I think, because we're going to risk those, maybe, sometimes public experiences. And better, you know, maybe to be

11 in that environment than to have you out -- you know, the internship was, I'm sure, very beneficial, because you were in a safe space and you could learn that way. And I think the internship is a great opportunity for people. And I think Milly had explained her experience as well in the RDI. I see that there are different ways of getting support and structure. I think that's important for everyone who's considering interpretation as a field. So I would like to hear more from Janina about team interpreting. Milly, did you have something? >> Morales: Yes. Now, the RDI program did have a workshop on how to take tests. And I wish that that had been -- that the test had been offered in the setting. RDI did not have that. I wish that that did happen. >> Marsh: So more test prep, then. >> Morales: Yes, and actually taking the test once the training was completed. I wish that that had been the case. >> Marsh: It may be that people don't know about the RDI program, even. I understand the concept of -- you know, the IEP generally is going to be a 2 or 4-year program, and we understand the concept of workshops, but can you talk more about the RDI? >> Morales: Sure. The Road to Deaf Interpreting program is a training program. It involves many workshops. For example, we talk about the code of ethics. >> Marsh: Sure. >> Morales: ASL linguistics, consecutive interpretation, tactile. That program goes on for 14 or 15 months. >> Marsh: Yes. That is very different, isn't it? I mean, people who only go to occasional workshops, this is an ongoing program. >> Morales: And we meet once a month for a weekend each month. You have to do about 35 hours of internship. >> Marsh: Wow. >> Morales: Working with a mentor. And that's about it. >> Marsh: Yeah. I think between -- if we have the spectrum on one end, the interpreter education programs on one end, and the workshops on the other end, I think we get the RDI program right in the middle of that spectrum. Why don't we move on to the next slide, unless we have more comments? Let's move on and see what's next. So, moving on, you who did not choose to go to an interpreter education program, and two of you who have Deaf parents did decide to go to an interpreter education program, I know that many people watching tonight teach in an IEP. And they want ideas so that they can strengthen their programs, and support people who are Deaf or have Deaf parents as students. So do you have any ideas that you can share?

12 >> Daviton-Burland: I do. I know the interpreter education programs across the country vary with regard to the programs they offer and the details of the specific program, whether they're based in a big city, whether they're based in a large Deaf community, some offer degrees, some offer professional certification. So each college or university offers its own program with a wide variety. I think for Deaf people who are interested in becoming interpreters, they should be able to take advantage of the courses that are available at large. They should have that selection available to them. I think people should feel free to join into an interpreter education program in any of these facilities, because they are all accessible in sign language. You can extend the programs as you need. You will work with teachers. You will have both Deaf and hearing teachers available. So I think each of these things that we've talked about are important, and then the programs that RDI covers can be experienced in a formal setting as well, interpreting process, the various theories, and the history that's attached. So I think Deaf people should be able to have the opportunity. And I think what we're experiencing generally is that we're not being given the opportunity. And it leaves us at a loss in terms of formal education. >> Marsh: So, kind of, choosing topics that pertain to the particular learner. >> Griffin: I think I would like to pass for now. I'm still thinking about my answer. >> Marsh: Janina. >> Witteborg: I think that the goal needs to be to take advantage of the Deaf community. Educators themselves are busy. They have grading to do. But we have many people in the community who can serve as language mentors. For example, as a CODA interpreter -- maybe there are CODAs who've already been through a program that I could connect to that would be able to connect with me because we're both CODAs. I think that we need to establish relationships outside of the classroom so that we don't feel like we're the only one in a given classroom. because it is a unique experience for us. I think that -- you know, maybe we need some kind of sensitivity training to help people to understand how to work with Deaf students in the classroom, how to deal with Deaf-parented students in the classroom. I think that there would be a lot of benefit that could come from that for everyone. I mean, some people just don't know. >> Marsh: I think that's true. >> Witteborg: And so that would be a suggestion. >> Marsh: And I think something hands-on would be great, to

13 talk about the cultural differences that we can see even in this discussion. I think you're right that a lot of people don't know, and it would bring in various speakers, various people, and use those community resources and bring in -- you know, working interpreters who themselves have Deaf parents, or whether there were people with Deaf parents in the program. >> Witteborg: Yeah. I think it doesn't matter if there are CODAs in the classroom or not. The experiences of professional interpreters who are CODAs are valid, and we should give them the opportunity to share that experience without being labeled. I think it's valuable. >> Marsh: I think that's a great idea. That's a great idea. Anyone else? >> Morales: I have two points. I mentioned earlier the importance of having more practical practicum opportunities, the comment about sensitivity is very important, especially in relation to multiculturalism. >> Marsh: I agree with that. That's a great point. In terms of practicum, it's very beneficial to see actual working situations and get people out of the classroom and into the field so that they can have those rich experiences and see what it's really like. If they're actually at the job and seeing what it's like to show up at work, what you need to wear, how you introduce yourself, and all of those details, and to have an actual Deaf person involved and to have that experience in a program, I think that's what practicum is for. >> Morales: Mmhmm. >> Marsh: Great. Any other thoughts about that? All right. I know we'll get some questions at the end. Maybe some of our educators in the audience will have some questions at the end and we'll see if we have some time to talk about how to improve IEPs generally. I think sometimes as educators we feel like we maybe don't have the answers about how best to work with CDIs or Deaf-parented interpreters. We need to be cognizant of our resources and take advantage of them, as we each find resources and become resources. We have the Deaf interpreter curriculum, and we can take advantage of that. So I think it will be a big impact and beneficial for everyone. Okay. All right. If we don't have any more thoughts about that, we'll move on to the next slide, please. I think this is an opportunity for us to clarify. If a Deaf person is interested in becoming a Deaf interpreter, what advice would you provide? Or if a Deaf-parented individual wanted to become an interpreter, what kind of advice would you provide? Would you encourage them to follow your path, whether that was the workshop route, or the Road to Deaf Interpreting? How

14 would you guide someone who was interested? >> Morales: I have a thought. I think the most important piece is support from other Deaf interpreters. So for me personally, that was very valuable. If it wasn't for my support network, it wouldn't have been possible. I would've been lost. I wasn't sure where to start or how to begin. And so having that support was vital. They were very encouraging to me, and they were very clear about what steps I needed to take, and the rationale behind that. It was educational for me, I wouldn't be where I am without that support. >> Marsh: Your point is to find a support network -- >> Morales: Absolutely. >> Marsh: And connect with them. Don't be a loner. Any other suggestions? >> Griffin: I agree with that. I think support is absolutely crucial. That's number one for me. I'm a multicultural individual myself. I have a Puerto Rican background, African-American background, having all of those pieces of my identity be supported is really important. I said it's a little bit of a mess. I'm a little bit of a mix. So I think finding that support and making sure you're not operating in isolation, and I need to have access to all of my communities, my communities of African Americans, my communities of color, my communities of hearing cohorts, my communities of all of my different pieces of my identity. And that -- you know, I can get advice from them. I can provide advice to them. And in that way, we share a support network. I think that's very important. I agree with Milly. >> Marsh: Yes. I think there are many levels of support as well, different kinds of support. You have a strong network for some needs, and then you have other needs where you have a different kind of network, and a different kind of interaction. So it's multilayered as well. >> Griffin: And I think mentorship is also very, very important. I have a lot of mentors. I wouldn't just say there's any one in particular that I work with. I have mentors who themselves are Deaf-parented, I have mentors from a wide variety of backgrounds. And I know that I can call on them anytime I need them, because I've had those experiences with them already. I had one experience where I was waiting and a Deaf person came up to me, and said, are you my interpreter? And they said to me, I don't like black people. And I was unsure how to respond to that. So I wanted to do it in a professional way. So I just took it in the moment. I shielded myself. I wanted to maintain my professional demeanor. And then immediately afterwards I called the agency and asked them to send another interpreter to replace me. And then afterward, I

15 certainly struggled with that experience. And I was able to reach out to my network to get the support that I needed because of this blow to my self-esteem. >> Marsh: Wow. I have a followup question, actually. So in terms of that support, how does one go about developing that group, that network? Does the network happen itself, organically through the interpreter education program, or where can people go to begin to grow a network? >> Griffin: Well, my professors -- my first -- my professor introduced me to my first mentor, and then I networked with others. And I was advised to participate in different organizations such as NIOBI, Black Deaf Advocates, and other organizations like that. So I was guided to these other resources. And that's really where I feel that I grew. >> Marsh: That's great. So you would -- Jet, you would encourage people to join those groups, any kind of professional organizations that exist around various -- >> Griffin: Mmhmm. >> Marsh: Communities. >> Griffin: Yes. >> Marsh: Anyone else? Kat, any thoughts? Janina? >> Witteborg: Well, I would like to add to something that Jet said. IEPs are not the only places where you can make these connections. I think you need to be assertive, you need to be extroverted, you need to be open and engaged. And I think through that you can grow. You can change your life. This community is small. It will -- if you find a network that provides support to you and you can support, you will have an opportunity to grow as an interpreter. Sometimes you need somebody that you can just share with, and give you some advice. It's important to get that help. You don't want to burn out. You want to keep healthy. You want to keep going. And that takes work. >> Marsh: I think I've seen the possibilities. If people work on their own in isolation, if they believe that what they're getting is enough, they get tested and certified, and they feel like they can work in isolation. We find that without that connection, you know, without that support network, without that cohort of peers and those mentors that you can speak to and relate to and get advice from, it's really difficult to get through a day-to-day as a professional interpreter. Would you recommend that people follow your path, then? Would you say without the schooling and support network, could they make it in this field? I mean -- I think it's an important benefit to have that support, but we need to think about, you know, whether people want to go ahead and join those formal education programs, and whether they feel that that network is important.

16 >> Witteborg: I think that that's true. I think that an IEP is kind of a sink or swim environment. It's internet, it's classroom. It's a great pool of resources. But it does -- but there are requirements. You have to be engaged. >> Marsh: Absolutely. It's something to consider. I think it's got a lot of benefits. Kat, did you want to comment? >> Daviton-Burland: I do agree. I think that it is worthwhile to be open, to welcome new experiences, to travel, to meet different individuals in different states, engage with different people who sign differently so that you can acquire information, learn mutual respect, be exposed to different cultures, and internalize that so that it can manifest in your interpreting. It's difficult to show respect if you haven't had the opportunity to build that respect. It may mean volunteering. It may mean helping out at conferences. It may mean interacting with Deaf or deafblind individuals and really getting into their world so that you can internalize the language, the culture, the situation so that that will be demonstrated in your interpretations. >> Marsh: And we need to support each other, and we need to support the work. I think that's a great point. In terms of your path and your particular journey, Kat, I would say the fact is that you've taken advantage of these workshops and you've gone into other states and other regions and really seen what things are like in other places, as opposed to a person who stays in one place, maybe goes through one program, learns from the same few teachers and role models and doesn't get that variety of experience that you've gotten from being out and about. I think your path is unique in that way. So would you advise other Deaf people who are interested in becoming interpreters -- would you tell them to go ahead and take those workshops and do those hours, or do you feel that there might be -- I'm curious if you would recommend to them another path, because I think we see a lot of benefit in your comments about having been a lot of places for your education. >> Daviton-Burland: It depends on the individual. >> Marsh: Sure. >> Daviton-Burland: Now some of them may not be as involved as an interpreter. Perhaps they're teachers, or counselors, or volunteering in a different capacity. So I do think it's important, if somebody is really serious, really serious about becoming an interpreter, then some people who just want to, perhaps, be an advocate -- I think that their paths are dictated by that motivation. >> Marsh: Sure, sure. I think it's important to consider. We have two Deaf panelists who are professionals in other disciplines. So one moment you're wearing your social worker or

17 educator hat, and then you need to be changing hats into your interpreter hats. But it looks like in both your cases you've made the commitment to become Deaf interpreters. So, you know, I don't know what other hats you may be wearing, and we won't go down that path. But I do think that it's important to keep the roles clear and understand that. Okay, great. Okay. I think we might move on to the next slide if we don't have any more comments about that one. So from anyone on the panel, any additional comments? I think this slide is similar to the one that we were just looking at. Go ahead, please. >> Witteborg: Yes. There is something that I can add. I think this is unique -- not necessarily new, but it's a small IEP program. I think that what's important is being assertive, asking for what you need. The interpreter education program isn't always going to be able to meet your needs, so you have to identify what your needs are and ask that they be met. And that may help the IEP eventually be prepared to meet the needs of Deaf-parented interpreters and Deaf interpreters. >> Marsh: Sure, going forward. >> Witteborg: You know, right now there are many programs. So we have to make our needs known to help them help us as a community. >> Marsh: I think that's a great point. And we need to know what our needs are in order to be able to convey them to other people. So you're right that we need to be assertive and proactive and make sure the program understands what we're looking for so that we can get benefits from it. That's great advice. Do we have any other thoughts from panel? What about Deaf people joining IEPs as students? What do you think? We don't see it very often. We are seeing a little bit more, but I'm wondering if any of our panelists have ideas about how a Deaf person, maybe, can become an interpreter education student, and then be more proactive as well. >> Morales: I think that Deaf people need to be assertive. They have to express their interest in becoming Deaf interpreters. And through that expression of interest, more programs will be open. But I think assertiveness is key. >> Marsh: I think you're right. Kat or Jet, any thoughts? You know, I'm actually wondering about that support system, if there are maybe just two Deaf people in an interpreter education program, it's better than certainly only one, and whether that can become a little bit of a community in itself, and those people can be mentors for one another, and be supportive, and a network of each other. You know, we have to work our way through, when we want to become an interpreter, we want to keep some of what we have

18 learned as young people. But it's hard to do that without feedback. So if we can create a critical mass -- if there's at least two individuals who are Deaf going through the program, that might be very beneficial. And I think it could be very helpful if there was this critical mass. Maybe that's something to say to interpreter education programs. If they have one individual who's interested to help recruit more people so that they can begin to build that critical mass. >> Morales: Sure. >> Marsh: Okay. So I guess the next one is an interesting question as well. So I think we've all gone through those programs, those of us on the panel have gone through already. So from the end looking back at the beginning and thinking about all the work that you've done, in terms of the experience you've had, what would you share with others? >> Daviton-Burland: Practice teaming. Practice working in a team. Practice teaming. Get as much experience as you can in internship working as a team, how to work together as a Deaf/hearing interpreter team, how you're going to support each other. That's crucial. >> Marsh: Absolutely. Develop it and maintain a good team, how to be a good team, how to work with someone else, absolutely vital. Milly. >> Morales: Well, I certainly endorse what's already been said, but as someone approaches graduation, I would say get your network ready. Have it in place. Don't wait until after you graduate. It may not be clear who to reach out to. Do it before you graduate. And I had another point, but I lost it. I can't remember. Yeah. I'll leave it with network and support for now. >> Marsh: Okay. If it comes back to you, let us know. We want to get all of your thoughts out. >> Morales: It'll come back. >> Marsh: While we have you. Okay. Any other thoughts, advice for Deaf interpreters or interpreters with Deaf parents? Anybody who's about to graduate, what would you say to them if you had the opportunity? Words of wisdom? >> Witteborg: I do. I think that during the time you're in an IEP, you will see many different areas of specialization. And IEPs can't address them all. They just really touch the surface of the topics. And I have been keeping note of what I want to study after graduation, where I want to specialize, maybe working with deafblind people, or, you know, take your pick. There's so many different choices. So I think having a plan postgraduation is important because your learning isn't going to stop. It's lifelong. See what you're interested in and pursue those personal interests.

19 >> Marsh: That's great. >> Morales: That's great, thanks for that. It reminded me of what I wanted to say. After we graduate, we have to keep going to workshops and maintaining our education. >> Marsh: Absolutely. I agree with that idea. Yes. >> Griffin: You have to maintain your motivation. You have to stay hungry. You have to continue with your expectations, get involved in as much as you can, attend as many workshops as you can, and participate in as many events as you can. Keep engaged. >> Marsh: Absolutely, absolutely. That's so important in our field. We have to be as broad in our experience and our knowledge as possible so that we can work in any situation. We're going to be in a variety of situations, often unexpected, as we participate in Deaf people's lives in this way. Okay. I think what we might do at this point, since we're done with our slides -- I mean, we can move on to the audience portion of the evening and have questions from the audience. I think Dennis will come back and moderate the questions. So if you have questions, those of you who are watching, please feel free to just type them in the chat box and we'll get going. >> Cokely: Great job. Thank you, everyone. I want to talk a moment about the student and novice interpreter network. You will see a PowerPoint slide that has the URL on it, so you do not have to write this down. You'll be able to download the PowerPoint. The Student & Novice Interpreter Network is open to anyone, students, novice interpreters, recent graduates. And by novice interpreters, we mean people who have been working for less than 5 years. The purpose is to support the development and progress of student and novice interpreters so that they become certified and leaders in the field of interpretation. There will be a conference, and this is to create a safe environment that provides support and nurturance for participants. This is a regional conference. This is under the Regional Interpreter Education Center at Northeastern University. It has sponsored the student and novice interpreter network conference since The next conference will be in June. That will be our sixth, and it will be here in Boston. Please let your students know, your friends, and peers that they are welcome. There is a website that provides more information, as well as information on Facebook. And we will be conducting a survey to ask for potential topics on workshops and activities. Next slide, please. We already have received a few questions. And I've noted them down. Janina and Jet, this is for you. You've been talking about the need to inform IEPs of our needs. What do Deaf-parented interpreters need? What do Deaf interpreters need, exactly? Can you be precise about what those needs are? It's a

20 good question. Okay, let's go. >> Morales: I feel like we've already talked about that at the beginning a little bit. But in terms of the needs that we all bring to the table, I think we need to learn more about the interpreting process, about the cognitive process, and how interpreting actually works. We need to learn more about team interpreters between interpreters who are Deaf, those with Deaf parents, and those who can hear. There needs to be practice out in the field, internships or practicum. I think those are very important. Those are features that an IEP needs to contain. >> Witteborg: I think support is very important. There has to be a lot of patience, because this is very personal for CODAs. In my class that focused on culture, there was no mention of CODAs. There was a lot of conversation about Deaf culture and hearing culture, but nothing about how life is for CODAs. There was no reference to resources that may be available. There may not be many, but they are out there. And some recognition of who we are. >> Cokely: I remember some conversation about other students looking to interpreters with Deaf parents who are in an interpreter education program and feeling like the CODA becomes the resource or a teacher assistant. And so what then -- where is the reciprocity, what are the Deaf-parented interpreters getting out of the interpreter education program? And if the intention of the program is to learn from one another, then there should be that reciprocity, and it should be a two-way street so it's mutually beneficial instead of people feeling like they're giving more than they're getting. So we need to figure out how to structure the room, the curriculum, and the interaction with the teachers so that it's mutually beneficial. >> Witteborg: It's also important to establish an opportunity for feedback. >> Sure. >> Witteborg: Kind of a level playing field, because often, people are afraid to give a CODA feedback. But we need it, because sometimes we do things unconsciously, or are unaware of things. So there has -- IEPs need to set a stage so that there can be open dialogue among all the students whether they can hear, whether they're Deaf, or whether they have Deaf parents so that they can interact fully. >> Cokely: True. That's a good answer. Good point. Someone has asked about the word CODA. I mentioned that it seems to be old-fashioned terminology, that the new terminology is IDP, or interpreters with Deaf parents. Can someone speak about that? Is the term CODA no longer in fashion? Are we using IDP, or Deaf-parented interpreter now? >> Marsh: Well, I think that it's still in use, but IDP is to