NCIEC Curricular Resources for Preparing Legal and Court Interpreters

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1 NCIEC Curricular Resources for Preparing Legal and Court Interpreters Consortium Mission to connect and collaborate with diverse stakeholders in order to create excellence in interpreting Goals Provide an overview of curriculum

2 materials developed by NCIEC to prepare interpreters to work in legal settings Identify trainers who have been prepared to teach the legal interpreting curriculum Identify how and when practitioners can access the curriculum NCIEC s Effective Practice Process Evidence-Driven Decision Making Expert Group Report Focus Groups Best Practices Document Domains and Competencies Training Packages

3 5 CDI Modules 5 General Training Packages The Rule Research suggests that 70% of skill development should come from action learning (direct engagement), 20% from observation of others (modeling, mentoring), and only 10% from passive learning (webinars, podcasts, lectures) Referred to as the rule. University of California Berkeley, Human Resources Curriculum for Interpreters in the Legal Setting CDI-Specific Five (5) thematically-based modules focusing on areas in legal and primarily court interpreting for which Deaf interpreters have often been retained. Can be adapted for seminars and course work, online courses, study groups, mentoring sessions and other learning activities.

4 General Five training packages focused on an aspect of legal or court interpreting central to the work of interpreters in this setting. Designed primarily for seminar delivery, but can also be adapted for study groups, mentoring sessions or other types of learning activities. Five (5) Modules to Prepare CDIs for Working in Court Settings The Modules contain:

5 Explanatory document with background Course objectives for RID CEU purposes Key thought questions Identified legal interpreting competencies addressed PowerPoint presentations Readings, homework and video clips Pre and post tests Module 1: Interacting with the Players Essentially a preparation course highlighting identifying and explaining the need for a Deaf interpreter and for explaining the role of the Deaf interpreter to the various participants. The module also examines the contents of a case file for preparation purposes. It concludes with a discussion of the challenges of working with unrepresented parties. Module 2: Deaf Minors

6 Examines settings in which Deaf minors are involved Examines language development of Deaf minors Examines systems such as the juvenile justice system, the child abuse and neglect systems, and certain family law matters involving children Introduces vocabulary and processes unique to each of the systems listed above Module 3: Teaming This module explores the interaction between members of the Deaf hearing team and the Deaf-Deaf team when interpreting in legal settings. This module outlines critical points of agreement that need to be negotiated between team members prior to interpreting in court and legal settings. Module 4: Law

7 Enforcement This module explores the Deaf interpreter s role in the law enforcement setting. This modules sets forth the challenges imposed in this high stakes interpreting, including having the work analyzed by an expert witness for accuracy and compatibility with the consumer. The module sets for the legal standards by which law enforcement interpretation will be reviewed. Module 5: Practical Applications The module aims to give learners practical experience interpreting and analyzing various texts through structured practice. Through guided hands on practice, learners will be introduced to sight translation, discourse analysis, consecutive interpreting, note-taking and simultaneous

8 interpreting techniques. The module seeks to provide a theoretical underpinning as well as tools and strategies that learners can hone to incorporate the three commonly used modes of interpreting into their work. Five (5) Training Packages to Prepare Legal and Court Interpreters General Training Packages:

9 Overarching Goal The inten(onal engagement of prac((oners in a series of ac(vi(es designed to enhance the ability to do some aspect of legal interpre(ng in a more competent manner for the purpose of adding value to our work and improving the experience of consumers. Design Considerations Address topics not readily accessible Enhance both knowledge and skills Adaptable to 1-2 day seminar formats Elicit engagement with content and with other learners Incorporate assessment materials Identify related resources

10 What s Included? Pre- and Post-test materials Readings Handouts Media PowerPoint CEU paperwork Training Packages Interpreting Lines of Questioning GOAL: Increase the ability of participants to interpret structured lines of questioning as they are used in legal contexts Increasing Your Scope of Influence as a Legal Interpreter GOAL: Assist participants with understanding their own styles of communication and identifying the characteristics of the communication styles of others towards the goal of effective

11 collaboration Training Packages Proceedings Interpreter(s) GOAL: Prepare participants to function as proceedings interpreters by examining role and responsibility and application of best practices Preparation Strategies for Deaf-Hearing Interpreting Teams GOAL: Assist participants in gaining an appreciation of the various elements associated with team preparation and the agreements needed to guide effective collaboration between team members Training Packages Consecutive Interpreting Strategies for Deaf-Hearing Interpreting Teams GOAL: Prepare participants to function collaboratively in generating consecutive interpretations during court proceedings, including the effective use of notetaking Implementation

12 Strategy: CDI Final year of 5 year grant goals Development of a larger pool of qualified trainers Curriculum was reviewed by Deaf instructors Training held in March 2015 and trained 10 Deaf instructors Master Trainers Deaf Interpreter Curriculum Master Trainers DI Curriculum Jimmy Beldon, MN Eileen Forestal, NJ Kristin Lund, TX Lisa Perry-Burckhardt, WI Rayni Plaster, DC

13 Jeff Pollock, UT June Pruzak, IL Robbin Shannon, WA Ryan Shepard, CA Christopher Tester, NY Implementation Strategy: General Increase pool of qualified instructors for general legal curriculum March 2015 trained a set of 13 (?) Deaf and hearing interpreter trainers Prior to September 2015, each trainer has agreed to provide one unpaid training from the set of curriculum for which they were trained. Master Trainers Jimmy Beldon, MN Jeremy Brunson, AZ

14 Tracy Clark, CA Amanda Eger, DC Eileen Forestal, NJ Ben Hall, OH Carla Mathers, MD Pasch McCombs, CA Liz Mendoza. CA Jana Owens, DC Lisa Perry-Burckhardt, WI Rayni Plaster, DC Linda Ross, OH Robin Shannon, WA Ryan Shepard, CA Christopher Tester, NY Lynne Wiesman, TX Anna Witter-Merithew, NC Training Agreement

15 Offer one training event focused on one of the packages prior to September 1, 2015 Group minimum- 6 individuals Length at least 5 hours Requirements pre/post test and attendance roster must be submitted to MARIE Center Name will be added to the Master Trainer list on the NCIEC website Accessing the materials By September 30, 2015, the materials and contact information for trainers can be accessed at: specialization/legal/ Legal Resources

16 Take Away Messages Sustainable improvement in your knowledge and skills requires a personal commitment and intrinsic mo(va(on Resources exist and are available, trainers have been prepared not only for interpre(ng in the legal seang, but other seangs as well

17 Questions and Answers Guided by Trudy Schafer Contact Thank You We wish to thank our captioner and interpreters today.

18 Thanks to NURIEC for CEU sponsorship. Contact Bonnie Kaplan at regarding CEU questions. on.org

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