NMIP IMAGINATION DIRECTORY OF SIGN LANGUAGE INTERPRETERS An activity to accompany videotape. Multicultural Interpreting Assignments.

Transcription

1 NMIP IMAGINATION DIRECTORY OF SIGN LANGUAGE INTERPRETERS An activity to accompany videotape Multicultural Interpreting Assignments Funded by: National Multicultural Interpreter Project El Paso Community College U.S. Department of Education Office of Special Education and Rehabilitation Services Grant # H160c50004

2 Interpreter Coordinator You are the coordinator of an interpreting agency. This pool of imaginary interpreters represents a group of potential interpreters who are on contract or available with your agency. Some of the information provided is factual, other information provided is information that is could be either known by you as a coordinator from previous contact with the person, or may be the kind of public information that is generally known by the local interpreter/deaf community. Information that is left blank would be assumed to be unknown. Your task as the interpreter coordinator is to: 1) make recommendations for the specific assignment, and 2) determine if the interpreter or interpreter team you recommended would have been a good fit after viewing a segment of the targeted client or assignment. Resource: NMIP Multicultural Assignments Videotape

3 Assignment Situation 1. A team of two interpreters is needed to interpret the keynote address of approximately one hour length at the Affirmative Action in Higher Education conference. Four or five Deaf participants from out of town are pre-registered for this Conference. The Keynote Speaker is Michael Dyson, Ph.D., from Howard University. 2. An interpreter(s) is needed for a state association of the Deaf meeting to plan the Miss Deaf Hawaii pageant. The meeting is approximately one hour in duration. One hearing non-signing person will be participating and approximately four Deaf persons are on the committee. 3. An interpreter is needed for a scheduled in-office eye surgery appointment. The patient is a Deaf female and will be dismissed after the surgery. 4. An interpreter is needed for a guest lecturer at a local college. The class is Sociology 101. The guest lecturer is Jeanette Haynes, Ph.D., and the lecture will last for 50 minutes. 5. An interpreter is needed for a Deaf couple at a social service agency to determine their eligibility for housing services. 6. An interpreter is needed for job interview for a Deaf male applicant who is born and raised in Africa. 7. An interpreter team needed for a Pow Wow. 8. An Asian Community center has requested an interpreter for a special presentation on HIV outreach. The presenter is hearing, audience will be primarily foreign-born Asian students. 9. An interpreter team is needed for a state-wide two day Bi-lingual Educational Conference in Deafness for educational professionals, and parents. The presenters are Dr. Maria Christina Rodriguez and Tina Lopez Snideman. Page 3

4 10. An interpreter is needed for Ron Hirano, a professional educator, who is the trustee of his father s will. He will preside over a family meeting. He is the only Deaf member of the family. 11. An interpreter is needed for an introductory lecture on Eastern Religions lasting approximately one hour. The Presenter is hearing, and the audience is composed of hearing individuals with possibly one or two Deaf audience members. 12. An interpreter is requested for a Deaf relative to attend the funeral of a Tong family member. Accompanying clips on the NMIP Videotape Assignments Page 4

5 Yamada, Mary Certificate Level: Japanese Female ne Years in the Field: 12 Age: 40 3 rd generation, grandparents immigrated Level of Enculturation Identifies as American Outdoor camping, hiking, running; sports; likes activity; prefers classical, jazz, folk and rock music; well read informed on a wide variety of topics. Middle Class Page 5

6 Lee, Suzi ne, in last semester of interpreter training program Chinese, first generation Hearing Female Straight First language is Chinese; English is a 2 nd language and spoken with an accent; works very hard on English skills Two Year IPP Years in the Field: ne Age: 22 ; 1 st generation; parents immigrated from China Level of Enculturation: raised in traditional Chinese home Most of her free time is spent working in family business. Does some community service (working with Chinese senior citizens), reading Younger of two children, has an older brother; family is protective of her and she is just now gaining some independence. Page 6

7 Cornelius, Amy RID CI American Indian Hearing Female Straight ne AA in interpreting Years in the Field: 5 Age: 26, grew up with deaf friends; has native-like ASL skills, and is well received by the Deaf community Level of Enculturation: Spent every summer with her grandparents on the reservation. Photography, writing, working with children, story telling, computers Page 7

8 O Leary, Margaret Years in the Field: Age: Level of Enculturation: RID Certified for 15 years Euro-American/Irish American Female Married with two children; now Divorced MA Degree in Deaf Education 15 years Yes Conversational Spanish, lived in Mexico for 6 months during college Extensive community experience with adults, and excellent voicing skills; provides sign to voice workshop for novice interpreters Catholic background, now practicing Zen Buddhism for 5 years. Page 8

9 Rodriquez, Lisa Marie Years in the Field: Age: Level of Enculturation: RID TC certified for 2 years, took RID CI exam-waiting for results Mother-French/Canadian mix from Ontario, Canada. Father raised in Nevada; grandfather from Mexico. Female Married with two small children BA in Sign Language Interpreting in years, both parents heaing Raised in Vancouver BC Attended school with many Asian high school students; studied two years of Japanese as a 2 nd language in high school. Active in Local RID Chapter Raised in Vancouver, BC tes: Works in large Midwestern urban school district; interpreters in mainstreamed program with a significant population of African American/Black students & freelance evenings at the local community college. Page 9

10 Peters, April RID CSC Euro-American Female ITP-AAS Years in the Field: 17 years; 7 in Medical Interpreting Age: 37 Yes Level of Enculturation: Reading and attending women s folk song festivals. Page 10

11 Jemison, David ne White(German/British background) Hearing Male ITP-AAS Years in the Field: 3 years Age: 22, but has a deaf brother Level of Enculturation: Country line dancing, Karaoke Singing Grew up on a farm. Page 11

12 Salazar, Enrique State Level Quality Assurance Level 2 2 nd generation Mexican-American Male t married, no children A.S. degree in Interpreting; attends workshops to upgrade skills Years in the Field: 3-5 years Age: -both Parents Hearing Level of Enculturation: Fluent in Spanish-parents 1 st language Participates in local theatrical productions as signer and actor. tes: Extensive interpreting medical experience in large hospital for past 2 years- Good ASL skills; voicing adequate one-to-one/small group; weaker in platform situations. Page 12

13 Davidson, Martha Years in the Field: Age: 34 Level of Enculturation: RID CSC; and CI & CT Native American (Navajo) Female Sings Original folks songs in Navajo & English Grew up on reservation Hates Hospitals AAS & BA in Interpreting 10 years Grew up on reservation-left to pursue college Page 13

14 Acevedo, Carla State Level Quality Assurance 2, t nationally certified Dominican Hearing Female Straight Graduate of interpreter program in the rtheast Years in the Field: 2 years Age: 26 Yes + other family members Level of Enculturation: Grown up in Spanish speaking household Latin Dancing, soccer, swimming Very Independent, oldest of 5 kids, 2 are deaf Page 14

15 Ramos, Walter t certified Puerto Rican Hearing Male Straight Workshops/Local Training Years in the Field: 10 years Age: 36 Level of Enculturation: Complete Puerto Rican Upbringing Fishing, outdoor activities, and family oriented Middle of 4 children (2 nd to youngest) one deaf parent knows local signs Page 15

16 Brown, Vanessa RID CI certified/nad level IV African-American Hearing Female Straight evening work; attends church M.A. in Interpreting Years in the Field: 20 Age: 38 Level on Enculturation: Involved in choir and deaf ministry in church Urban Upbringing & actively involved with 2 teenage children & their school. Husband owns African-American promotional company. Page 16

17 Jackson, Darnell RID CSC; & CI; NAD: level V African American Hearing Male Straight M.A. Communications Years in the Field: 21 Age: 38 Yes Level on Enculturation: Is developing music videos for local rap/rhythm and blues artists Lives in Midwestern region-raised middle class neighborhood Page 17

18 Sigleton, DaShawn NAD level IV African American Hearing Male Will not accept legal or mental health assignments B.A. Interpreting Training Years in the Field: 6 Age: 24 Level on Enculturation: Graphic artist, computers, reading/poetry Raised in South-large family Page 18

19 Edwards, John RID CI/CT and SC: L Euro-American Hearing Male Gay A.A. Degree in Interpreting & B.A. in French Years in the Field: 15 years Age: 42 Level on Enculturation: Fluent in French/has lived in South France for 2 years after college graduation Travel, genealogy, French cooking & community Theatre Raised a Southern Baptist; now is a Unitarian. Oldest of 5 children from middle class family. Page 19

20 McKeown, Robert RID CDI Euro-American Deaf Male Straight Masters Degree in Linguistics Years in the Field: 10 Age: 37 Level on Enculturation: Identifies as culturally deaf Scuba diving, photography, and gardening Catholic background-not practicing currently-older sister who is also deaf Page 20

21 Slovinsky, Martha Years in the Field: 14 Age: 39 Level on Enculturation: RID CT Polish Hearing Female Volunteers reading at Radio for the Blind Recently operated on her left had for CTS. Will not accept any assignment alone; only works with a team interpreter. A.A. in Nursing Raised speaking Russian and Polish in her household. Has one daughter by marriage (now divorced) and adopted a Croatian Deaf Child (5 years old) Post Assignment Follow-up Page 21

22 Questions to consider: 1 Did you have enough information about the assignment and the interpreters to make a good match. Is this representative of the kind and depth of information you typically obtain? 2 Would all of the consumers have been satisfied with the interpreter services provided? 3 What additional information would you have liked to have been provided prior to contacting the interpreters? 4 Was the cultural background of the interpreter salient to the assignment? 5 f you were the interpreter what information would have been necessary or appropriate to have to prepare for this assignment? 6 With the knowledge you know have, what would you do differently next time in the role or interpreter coordinator or interpreter accepting an assignment. 7 Is your interpreter pool sufficient in cultural skills, knowledge and ability to have handled the variety of assignments. 8 How would you recruit culturally and linguistically diverse interpreters for your agency? 9 What kinds of mentoring and training would you provide for all of your interpreter pool? Other questions?? Page 22

23 Interpreter Coordinators Typical Questions Date of the assignment Type of event: such as workshop, interview, court hearing, staff training, banquet Length of the assignment Contact person for the event Location of the assignment Consumer(s) names Language preferences/modalities of the participants (if known): typically ASL or English; Deaf-Blind, Oral or Cued Speech Nature of the assignment: Medical, Legal, Educational, Employment, Governmental What additional information is salient and relevant to providing an appropriate cultural and linguistic match? Page 23

24 Imagination Agency Assignment Checklist The following is a list of items for agencies, coordinators, interpreter teams, and individual interpreters to consider when attaining information about an assignment. Date: Time and Length or Assignment Location: What entity is requesting services? Who are the consumers? Deaf or Hard of Hearing? What are the consumer(s) names? If more than one obtain separate information for each consumer. What is the gender? Male or female or other gender related issues What are the language(s) and mode(s)? Such as ASL, oral, contact or English based, Deaf/Blind modalities, Cued Speech, and or Home Sign Any other foreign spoken or signed language to be used? What is the setting? Medical, Court, Conference, Legal, etc. Any specialized physical implications? Any other salient factors? What are the content concerns? Are there any gender sensitive factors? Are there any age related factors? What cultural and ethnic factors? Any factors requiring specialized auxiliary skills? Are any other specialized language skills needed? Other Language Skills Needed: Tri-lingual, Spanish, Other-Specify What is the country(s) of origin of the participants Any artistic requirements? Songs? Poetry? What support materials are available? Audio, Video, Script? What is the rehearsal schedule- On-site and off-site Page 24

25 Any technical, computer, or science vocabulary? Any religious implications? What is the religious affiliation(s)? Specify Does assignment have possible heightened conflict concerns for the interpreter(s)? Such as abortion, sexual abuse/molestation, or other? Is teaming required due to: Relay or intermediary needed Length of assignment Density of Information High Interaction (Meeting) Specialization What arrangements can be made to meet with clients? What arrangements can be made to meet with presenters/others? This list is not meant to be all-inclusive, nor does it include standard billing information. It serves as a guide/springboard on items, based on nationwide comments from practitioners and consumers, that recommends an expanded view of consumers interpreting concerns. Additional resource: Region X Interpreter Education Center (1999). Secrets of Successful Presentations When Using Interpreters: Deaf Presenter with Gallimore and Simon [Videotape]. Monmouth, Oregon: Western Oregon University. Page 25