Toward Effective Practice: Competencies of the Deaf Interpreter Working Document. NCIEC Deaf Interpreter Work Team

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1 TowardEffectivePractice:CompetenciesoftheDeafInterpreter WorkingDocument NCIECDeafInterpreterWorkTeam April2010

2 2010NationalConsortiumofInterpreterEducationCenters CATIECenteratSt.CatherineUniversity GallaudetUniversityRegionalInterpreterEducationCenter Mid AmericaRegionalInterpreterEducationCenteratUniversityofArkansasatLittleRock anduniversityofnortherncolorado NationalInterpreterEducationCenteratNortheasternUniversity RegionalInterpreterEducationCenteratNortheasternUniversity WesternRegionInterpreterEducationCenteratWesternOregonUniversityandElCamino College TheNationalConsortiumofInterpreterEducationCentersisfundedfrom bythe U.S.DepartmentofEducationRSACFDA#84.160AandB,TrainingofInterpretersforIndividuals WhoAreDeafandIndividualsWhoAreDeaf Blind. Permissionisgrantedtocopyanddisseminatethisdocumentforeducationalpurposes, providedthatnationalconsortiumofinterpretereducationcentersiscreditedasthesource andreferencedappropriatelyonanysuchcopies.

3 Acknowledgements LikealloftheprojectsoftheNationalConsortiumofInterpreterEducationCenters,thisstudy reflectsthecollaborativeworkofmany: NCIECDeafInterpreterWork Team JimmyBeldon,M.A.,CDI PatrickBoudreault,Ph.D.,SupportingMember CaroleLazorisak,M.A.,RSC,CDI;ASLTA: Professional;Certificate:MasterMentor PriscillaMoyers,B.A.,CDI,SupportingMember StevenCollins,Ph.D.,CDI EileenForestal,M.Ed.,RSC CathyCogen,M.Ed.,NCIECStaff CynthiaNapier,CDI DeborahPeterson,M.S.,CDI LillianGarciaPeterkin,B.A.,CDI,NCIECStaff Reviewers RobertAdam,DeafInterpreter,UK NaomiBrunnlehrman,MA,Hebrew/ASLInterpreter LeWanaClark,CSC,CI,CT,SC:L TracyClark,SC:L,MALinguistics,CourtStaffInterpreter MargaretR.Cobb,CSC,SC:LCourtStaffInterpreter JanisCole,CDI LeslieC.Greer,M.A. NigelHoward,DeafInterpreter,Canada JimLipsky,CDI KristinLund,Court,Master Intermediary,andV Intermediary MaryDarraghMacLean,M.S.,CSC,CI TrentonMarsh,CDI LewisMerkin,CDI MarkAlanMorrison,M.A.,CI,CT,SC:L,NAD V,NIC Master JeminaNapier,Ph.D. CarolPatrie,Ph.D. TracyJ.Pifer,M.A.,CSC,CI,SC:L,Ed:K 12 JaniceB.Rimler,M.Ed.,CT,ASLTA:Professional AmyRubinger,B.A.,CI&CT DebraRussell,Ph.D. RisaShaw,Ph.D.,CSC,CI,SC:L SharonNeumannSolow,M.A.,CSC,SC:L RicoPeterson,Ph.D.,CSC ChristopherStone,B.Sc.(Hons),M.Sc.,Ph.D. StaceyStorme,CIandCT,NIC Advanced,KQAS5/5 ChristopherTester,CDI BrandonTuck,J.D.Candidate,2010 SteveWalker,CDI PhyllisWilcox,Ph.D. BetsyWinston,Ph.D. AnnaWitter Merithew,M.Ed.,CAIF,CSC,CI,CT,OIC:C,SC:PA&SC:L

4 TowardEffectivePractice:CompetenciesoftheDeafInterpreter Introduction I love working with [a Deaf Interpreter]. There are concept constructions, linguistic and cultural modifications that I could never convey because of my beinghearing.finally,aftersomanytriesonmyown,isawthelightcomeonin the Deaf consumer. He finally had truly equal access to the system. Hearing interpreter ADeafInterpreterisaspecialistwhoprovidesinterpretationandtransliterationservices,most commonlybetweenasignedlanguageandothervisualandtactualcommunicationformsused byindividualswhoaredeaf,hard of Hearing,andDeaf Blind;translationbetweenasigned languageandwrittentexts;andinterpretationbetweentwosignedlanguages.thisdocument delineatesthecompetenciesrequiredofthedeafinterpreterbaseduponstudiesconductedby thenationalconsortiumofinterpretereducationcenters(nciec).thedelineationrefers broadlytogenericandspecialtyareacompetenciesrequiredofallinterpreters,andthendelves moredeeplyintotheuniqueaptitudes,formativeexperiences,andcompetenciesthat differentiatedeafinterpretersfromtheirhearingcounterparts. ThreeNCIECstudiesofcurrentDeafInterpreterpracticeinformthiswork:Anationalsurveyof 196DeafInterpretersconductedbytheNCIECin2007(NCIEC2009c),sixfocusgroupsinvolving twenty fourworkingdeafinterpretersfromacrosstheu.s.(nciec2009a),andtwofocusgroups includingatotaloftwelvedeafinterpretereducators(nciec2009b).keyfindingsleadingtothe descriptionofdeafinterpretercompetenciespresentedherearethefollowing: DeafInterpretersdescribeshared,formative Deaf World experiences,thatshapetheir ethics,establishtheirlanguageandculturalfluency,andserveasthefoundationfortheir traininganddevelopmentasinterpreters. ThereisagreementamongDeafInterpretersandDeafInterpretereducatorsoftheneedfor coreinterpretingcompetenciesaswellasspecializedtrainingforparticularsettings. DeafInterpretersworkacrossthefullgamutofcommunityinterpretingvenues,butmost commonlyinsocialservices,medicalappointments,businessmeetings,vr/workplace,legal, andmentalhealthsettingswheresetting specificknowledgeandskillsetsarerequired. DeafInterpretersaremostfrequentlycalledupontointerpretforDeafmonolingualASLusers withlimitedenglishproficiency;secondmostfrequently,forindividualswhoaredeaf Blind; andthirdmostfrequently,forconsumerswhohavelittleornolanguage.itisoftena challengetodetermineandmatchtheconsumer sinterpretationneeds. MostDeafInterpretersworkprimarilyinacombinationofASLandvisual gestural communicationforms. 1

5 TowardEffectivePractice:CompetenciesoftheDeafInterpreter DeafInterpretersmostcommonlypracticeasamemberofateamworkingwithahearing interpreter;only29%reportthattheymayworkalonewithcertainconsumersorincertain settings. NearlyhalfofallDeafInterpretersprovidesighttranslationbetweenEnglishprintandASL. ItiscommonpracticeforDeafInterpreterstoemploystrategiesintendedtoengagethe consumer,seekclarification,checkcomprehension,maintainfocus,clarifycontext,and constructinterpretationthatisconsistentwiththeexperientialandlinguisticframeworkof theconsumer. DevelopmentofandparticipationineducationalprogrammingforDeafInterpretersare criticalforthefuturedevelopmentofthedeafinterpreterprofession. TheNCIECDeafInterpreterWorkTeamcomprisingeightexperts DeafInterpreters,educators, andresearchers developedthecompetencies.thirtycolleaguesoffereddiverseperspectives onearlierdrafts.webelievethisdocumentcapturesthedistinctknowledgeandskillssetsthat thedeafinterpreterbringstointerpretedinteractions.weintendthatitbeusedasfoundation forbuildingcurriculumforformaldeafinterpreterpreparation,ascontentfortheeducationof hearinginterpretersandthepublicontheprocessandbenefitsofworkingwithdeaf Interpreters,andasthebasisfordevelopingtestingcontentandproceduresforcredentialingof DeafInterpreters. GeneralistCompetencies It was my first time having both Deaf and hearing interpreters in my meeting with the director of my halfway house. My body felt more relaxed and I could honestly express what I wanted to say. I felt good as I knew I could trust their work. Deafconsumer DomainsandcompetenciesofgeneralistpracticearedelineatedinEntry to Practice CompetenciesforASL EnglishInterpreters(2005).Theseincludeavarietyoflinguistic, interactional,interpersonal,cognitive,technical,academic,affective,andcreativecompetencies andprofessionalattributesthatensureeffectiveperformanceinroutinesituations.the effectivedeafinterpreterpossessestheseinterpretingcompetencies: TheoryandKnowledgeCompetencies:Academicfoundationandworldknowledgeessentialto effectiveinterpretation HumanRelationsCompetencies:Interpersonalcompetenciesfosteringeffective communicationandproductivecollaborationwithcolleagues,consumers,andemployers LanguageSkillsCompetencies:Requiredlevelsoffluencyinlanguagesinwhichtheinterpreter works 2

6 TowardEffectivePractice:CompetenciesoftheDeafInterpreter InterpretingSkillsCompetencies:Effectiveinterpretationofarangeofsubjectmatterina varietyofsettings ProfessionalismCompetencies:Professionalstandardsandpractices SpecialtyAreaCompetencies Mysonhadnolanguageskillsuntilhewasplacedinabasicskillsprogramatthe ageof20.aftertwoyearsofstudy,hewantedmetomeethimatthesitewith Deafandhearinginterpreters.ItwastheveryfirsttimeIexperiencedhearingmy son s voice through interpretation. My son revealed his thoughts and asked questions about his life experience for the first time. It was the most tearful momentofmylife. Hearingconsumer DeafInterpreterswhoworkinspecialtyareasofinterpretingpursueanddemonstratea thoroughunderstandingofinstitutionalculture,demands,protocolsandprocedures, responsibilities,terminology,resources,legalandethicalmandates,competencies,andself care strategiesassociatedwithanyofthosespecialtyareasinwhichs/heworks. SpecializedCompetenciesoftheDeafInterpreter Iwantedtoletyouknowthatwatchingthe[countycourt]hearingwhere[aDeaf Interpreter] relay interpreted was quite the eye opening experience. It was interesting to watch [the interpreters] work together and has given me some insightintothismorecomplexformofinterpreting.therewillbearelaysituation in this county in the coming months with Spanish and an indigenous Mexican dialect. We now have a better idea of how we want to handle appearances. AdministrativeOfficeofCountyCourt ThefollowingdescribesspecializedDeafInterpretercompetenciesextendingbeyondthose expectedofthegeneralistpractitioner.thecompetenciesaredividedintofourdomains: Foundational,Language,CultureandCommunication,InterpretingPractice,andProfessional Development. FoundationalCompetencies AsaDeafperson,theDeafInterpreterstartswithadistinctsetofformativeexperiences describedextensivelybydeafinterpreterfocusgroupparticipants(nciec2009a).theformative experiencesofdeafinterpretersinclude: ExposuretoAmericanSignLanguageand/oranothersignedlanguage,andawidevarietyof othercommunicationformsusedbydeafpeoplethroughlife longinteractionswithdeaf 3

7 TowardEffectivePractice:CompetenciesoftheDeafInterpreter familymembersandfriends,deafpeerswithintheeducationsystem,anddeafpeopleinthe community; Earlyexperiencesofinterpretingforfamily,friends,andpeers; Experiencesofpersonalchallengesincomprehendingsituations,interpreters,andvarious communicationstyles; Personalexperiencesofdiscrimination,oppression,andfrustrationwithlackofaccessto communicationandinformation. ThoseDeafindividualswhobecomeeffectiveDeafInterpretersareinstilledbytheselife experienceswithlinguisticandextralinguisticknowledge(gile,1995)rarely,ifever,foundin hearinginterpreters.thisrequisiteknowledgeisanessentialfoundationthatcanbehoned thoughnottaught throughinterpretingeducation.thereaderisencouragedtoreviewthe morein depthdescriptionofdeafinterpreterformativeexperiencesprovidedintheanalysisof DeafInterpreterfocusgroupdiscussionsconductedApril July2007(NCIEC2009a). Language,Culture,andCommunicationCompetencies TheDeafInterpreterdemonstratesthefollowinglanguage,culture,andcommunication competenciescriticaltoeffectiveinteractionwiththerangeofconsumerswithwhoms/hemay work: 1. Nativeornative likecompetencyinasl,and/orasecondsignedlanguage,including spontaneoususeofpragmaticandsociolinguisticfeaturesofasl,and/orasecondsigned languagediscourseincludingprosody,accent,transitionmarkers,discoursemarkers,and turntaking; 2. Adeptnessandflexibilityinworkingacrossarangeofregisters,genres,andvariationsof ASL,and/orasecondsignedlanguage,attributabletoconsumer sage,gender,ethnicityand culturalbackground,region,socioeconomicstatus,physicalandcognitivehealth,and educationlevels; 3. Abilitytorecognizeandnegotiateculturalbehaviors,values,mores,anddiscoursefeatures andstylesforeffectivecommunication; 4. Creativityandflexibilityintheuseofalternativevisualcommunicationstrategiestoconvey complexconceptstoconsumersincludingdrawing,mime,props,etc.; 5. AbilitytoreadandwriteEnglishforsighttranslationofstandardformsandinstructions(e.g. hospitaladmission,informedconsent,jobapplications,insurance,billing)andwritten translationofthedeafconsumer sresponses. 6. Abilitytoeffectivelyexplainanddiscussthefollowingconceptstoavarietyofstakeholders inanarticulate,professionalmanner: 4

8 TowardEffectivePractice:CompetenciesoftheDeafInterpreter a. Processofconsumerassessmentandtherationaleforusingparticularinterpreting strategiesandinterventions; b. Roles,functions,andprocessesoftheinterpretingteam; c. Rationaleforthedecisiontouseconsecutiveorsimultaneousinterpreting; d. Extenttowhichinterpreters linguisticnegotiationandconsumerlanguageconstraints maylimitappropriatestakeholderuseofportionsoftheinterpretation. ConsumerAssessmentCompetencies TheDeafInterpreterdemonstratesthefollowingcompetenciesindeterminingappropriate interpretingandcommunicationstrategieswithconsumers: 1. Recognizeeducational,cognitive,physiological,andsociolinguisticfactorsand communicationneedslikelytoinfluenceinterpretationstrategiesandcommunication interventions. 2. IdentifyDeafconsumers languageuse(e.g.bilingual,monolingual,semi lingual,familiarity withlanguage(s)beingused,communicationsysteminterference,internationalsigns,useof culture specificandidiosyncraticgesturesorhomesigns,useoftactualcommunication,use ofclose visioncommunication)todetermineatargetlanguage/communicationform. 3. IdentifyDeafconsumer spotentialgaps(e.g.informational,experiential,educational,visual, protocol,cognitive,memory,cultural,orframeofreference)relativetotheparticular interactionorsettinginordertodetermineatargetlanguage/communicationstrategy consistentwiththeexperientialandlinguisticframeworkofthedeafconsumerand appropriatetosituationalprotocol. 4. ApplyunderstandingofthehistoryandsignificanceofoppressionintheDeafcommunityin analysisofpowerrelationshipsamongparticipantswithintheinterpretedinteractionin ordertodeterminehowtheconsumer spositionwithinthepowerdynamicmightinfluence interpretingdecisionsorstrategies. InterpretingPracticeCompetencies TheDeafInterpreterdemonstratesabilitytouseengagement,analytic,production,monitoring, anddecision makingskillsandstrategiesintheco constructionofmeaningfulinterpretationfor allconsumersinvolved. 1. EngagingtheDeafconsumerintheinterpretingprocessinordertoeffectthemostaccurate andmeaningfulcommunication. 5

9 TowardEffectivePractice:CompetenciesoftheDeafInterpreter 2. Elicitationstrategiestodrawoutinformationandseekclarificationofmeaning(e.g. prompting,probing,questioning,referencingpreviouscomments,paraphrasing,verifying interpreter scomprehensionofthedeafconsumer smessage); 3. Contextualstrategiestoinferimpliedmeaninganddiscernmeaninginspiteofproduction interferenceinsuchareasassentencestructures,pronominalreference,surrogateroles, reportingofevents,description,useoftenseandspatialreference; 4. StrategiestomaintainDeafconsumer sfocusoninformationrelevanttothediscourse(e.g. reiteratingpreviousremark/question,makingconnectionstoearlierdiscussion,clarifying thepointofremark/question). 5. Productionstrategiesaimedatatargetlanguage/communicationformconsistentwiththe experientialandlinguisticframeworkofthedeafconsumerincluding: a. Adaptingsyntacticform(e.g.temporalsequencing,spatialrepresentation,temporal referencing,pronominalreferencing,constructedaction,restructuringofquestion formstonarrowpossibleresponses,adjustingregister); b. Managingflowofinformation(e.g.pacing,parsingofcontent); c. Providingcontextualinformation(e.g.visualdescription,linkagesamongconcepts discussed,addedredundancy,reframing,analogies,examples,definitions,cultural information,andexplanationofsituationalprotocol); d. Monitoringconsumerfeedbacktodeterminealternativemodesofcommunicationand otherinterventions(e.g.tactualcommunication,close visioncommunication, internationalsigns,adoptingdeafconsumer spreferredsigns,culture specificor idiosyncraticgestures,andhomesigns,useofprops,drawing,mime,etc.); e. Seekingclarificationfromallpartiesinvolvedconcerningdetailsasneededto accomplishabove. 6. Demonstrateabilitytorecognizewhenstakeholdersmayuseancillaryaspectsorimprinted messagesinwaysthatdonotrepresentanintendedconsequenceofthelinguistic interaction(seelanguage,culture,andcommunicationfoundations,6d.above). 7. Demonstrateabilitytomonitorinteractiontodeterminewhetherinterpretingiseffective; determinewhenitmightbeappropriatetostoptheproceedingsandofferappropriate alternativeresources. 8. Identify,recognize,anddifferentiaterolesasaninterpreterandasanadvocateincluding boundariesexpectedwithintheprofessionandthedeafcommunity. 9. Whenworkingasateamwithahearinginterpreter,demonstrateabilitytoeffectively negotiateaspectsoftheconjointworkwithallpartiesinvolved: a. Fosteracollaborativeinterpretingprocess,workingtogethertoverifymeaning,gather clarifyinginformation,manageinformationflowwithintheteam,andeffectamutual 6

10 TowardEffectivePractice:CompetenciesoftheDeafInterpreter monitoringprocessintheco constructionofcompleteandaccurateinterpretationfor allconsumersinvolved. b. Agreeinadvancewithteaminterpreteronlanguageuse,techniquesandstrategiesfor routineandcomplexinterpretingsituationsandhowtoadaptandchangecourseas needed; c. Agreeinadvancewithteaminterpreterontheuseofconsecutiveand/orsimultaneous interpretationandmanagementofswitchingbetweenconsecutiveandsimultaneous interpretingasneeded; d. Discussinadvancewithteaminterpreterhowtomanagepotentialcommunication breakdownsbetweenteammembers,includingrequestingforbriefteamconferences, adaptinglanguageuse,techniques,strategies,andreplacingmembersoftheteam, whennecessary,inaprofessionalmanner; e. Recognizeandeffectivelynavigatepotentialpowerdynamics(e.g.perceivedroles, culturaldisparities,discrimination,oppression,audism)withintheteamprocess. f. Whentwoormoreteamsareatwork,planhowandwhentoswitchsothateachteam willutilizeandbuilduponexistinglinguisticconceptstokeepthetransitionfromone teamtoanotherlinguisticallycleartoallconsumersinvolved. ProfessionalDevelopmentCompetencies TheDeafInterpreterdemonstratesthefollowingcompetenciesaimedatcontinualdevelopment andenhancementofthedeafinterpreterprofession: 1. Pursueprofessionaldevelopmentactivitiesthatinvolveinteractionwithcolleagues,peers andotherprofessionals. 2. ActivelyencourageandparticipateinprofessionallearningcommunitiesofDeaf Interpreters(e.g.meetings,workshops,conferences,virtualmeetingrooms). 3. Keepabreastofcurrenttrendsininterpretation,linguistics,culturalstudies,andresearch. 4. Stayabreastofknowledgeandcurrenttrendsinawidevarietyofsubjectareas(e.g., medical,mentalhealthandlegal)andanyareainwhichthedeafinterpretermaywork. 5. Pursueeducationalandinterpretingcredentials. 7

11 TowardEffectivePractice:CompetenciesoftheDeafInterpreter FutureDirections When I work with a hearing team partner, I feel it is important to maintain an ongoing dialogue starting from pre assignment and ending with postassignment.thisdialogueprocesshelpsuscreateatruepartnershipinourefforts toprovideoptimalinterpretation. DeafInterpreter Thisdocumentshouldbeusedasthebasisformanyimportantandlong awaitedinitiativesin DeafInterpretereducationandpractice: Developmentandimplementationofastandardizedcurriculum,approach,andmaterialsto trainingdeafinterpreterscalledforbydeafinterpretereducators DevelopmentandimplementationofDeafInterpreterprogramscreeningmechanismsthat caneffectivelydeterminewhethercandidatespossessrequisitefoundationallinguisticand extralinguisticknowledge DevelopmentandimplementationoftrainingmodulesonDeaf Hearingteaminterpretingfor usebyinterpretingeducationprograms DevelopmentandimplementationofeducationalopportunitiesformembersoftheDeaf, Hard of Hearing,andDeaf BlindcommunitiesontheuseofDeafInterpretersandoncareers asdeafinterpreters DevelopmentandimplementationofpubliceducationmaterialsontheuseofDeaf Interpreters DevelopmentandimplementationofappropriatecredentialingprocessesforDeaf InterpretersmeasuringnotonlygeneralinterpretingknowledgebutalsodistinctiveDeaf Interpretercompetencies DevelopmentandimplementationofresearchprotocolsforgatheringworkofDeaf InterpreterworkinactionaimedatverificationandfurtherspecificationofDeafInterpreter competencies. Resources TofindmyriadresourcesonDeafInterpreterpracticeincludinganannotatedbibliographyof printandvideoworks,casestudies,trainingandnetworkingopportunities,subscribetothe DeafInterpreterInstituteonlineathttp:// TheNationalConsortiumofInterpreterEducationCenterswebsiteoffersaccesstoinformation oneffectivepracticesinmentoring,healthcareinterpreting,legalinterpreting,interpretingvia 8

12 TowardEffectivePractice:CompetenciesoftheDeafInterpreter video,anddeafself advocacy,allapplicabletotheworkofthedeafinterpreter.studiesof interpretingneedsfromseveralperspectivesarealsoavailable.visithttp:// Forin depthinformationonhealthcare(medicalandmentalhealth)interpretingrelevantto interpreters,providers,andconsumers,visithttp:// References Witter Merithew,A.,&Johnson,L.(2005).Towardcompetentpractice:Conversationswith stakeholders.alexandria,va:ridpublications.isbn: Gile,D.(1995).BasicConceptsandModelsforInterpreterandTranslatorTraining.Amsterdam& Philadelphia:BenjaminsTranslationLibrary,Vol.8,1995, NCIECDeafInterpreterWorkTeam.(2009a).AnalysisofDeafInterpreterfocusgroup discussionsconductedapril July2007.NationalConsortiumofInterpreterEducationCenters. content/uploads/2010/03/di_focusgroups_finalreport.pdf NCIECDeafInterpreterWorkTeam(2009b).FindingsofDeafInterpretereducatorfocusgroups conducteddecember2007.nationalconsortiumofinterpretereducationcenters. content/uploads/2010/03/di_focusgroups_finalreport.pdf NationalConsortiumofInterpreterEducationCenters(2009c).Findingsofanationalsurveyof Deafinterpretersconductedspring2008.NationalConsortiumofInterpreterEducationCenters. 9

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