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CALI Language Analysis Team Procedure and Findings

by MJ Bienvenu& Dennis Cokely Abstract (View video abstract) Northeastern University’s American Sign Language Program was awarded a U.S. Department of Education RSA grant for $2 million to establish the Center for Atypical Language Interpreting (CALI). The project is intended to address the growing demand for interpreters with specialized skills to serve Deaf and DeafBlind […]

Implementing Service Learning at the Program Level Year One- A Pilot Project

by Su Kyong Isakson Abstract (View video abstract) This paper recounts our experience implementing service learning at a two-year program in a community college. Our program piloted service learning in upper level American Sign Language and interpreting-skills courses, resulting in over 650 contact hours of service with community partners. In addition, we hosted a symposium with […]

Addressing the “gap”: Bilingualism upon Entry into an Interpreter Education Program

by Amelia Bowdell, Elisa Maroney, Lyra Behnke Abstract (View video abstract) Being bilingual is part and parcel to becoming an effective interpreter. To be considered bilingual, one must have Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in two languages, which is a difficult goal for students before entering an interpreter education […]

Reflections from Interns:  Understanding Beauty and the Beast

by Diedra Flynn-Dobson, Albert Dietz Abstract (View video abstract) In the field of interpreter education, there is a limited body of literature regarding stressors that pre, current, and post internship students express and/or experience. The purpose of the workshop is to highlight student’s perceptions of the their internship experience and the stressors associated with that experience, […]

Reaching New Heights: Certification for Interpreter Educators

by Betsy Winston Abstract (View video abstract) Certification of Interpreter Educators is long past due! We demand certified interpreters and ASL teachers. But, we make no such demands of ourselves. Certifying interpreter educators can provide the community and our institutions with some assurance that interpreter educators have the qualifications needed to prepare students for our […]

Reaching New Heights in Graduate Interpreting Education: A Panel Discussion

 Jeremy L. Brunson Trial Courts of Arizona & Independent Scholar Phoenix, Arizona  Abstract (View video abstract)  There has been a long history of teaching interpreting within a professional degree paradigm – focusing on technical skills. This is traditionally taught at the undergraduate level. Taking our lead from spoken language interpreters, sign language interpreting scholars have […]

Reducing Your Grading Time:  Student Self-Assessment Practices that Work

by Stephen Fitzmaurice Abstract (View video abstract) In an effort to teach critical thinking skills for students and reduce grading time, our educational interpreting program stopped providing direct feedback on their interpreted work and implemented a self-assessment only system of assessment.  As part of this process students are taught and then graded on the efficacy […]

The COMPASS Program: Interpreter Education and Heritage Users of ASL (what we have learned, what we do, and how this might all help you!)

by Holly Nelson, Samond Bishara, Bonnie Marsh, Jennifer Storrer, L. Nash, Max Williamson, K. Kern, Christina Kraft Abstract (View video abstract) Established in 2016, the COMPASS Program at the VRS Interpreting Institute (VRSII) was designed to support heritage language users of ASL with Deaf-parents as they explore the possibility of becoming professional interpreters. The VRSII […]

Where in the World are we going as Interpreter Educators? Developing Study Abroad for Cultural Exchange

by Stacey Webb, Suzanne Ehrlich, Dawn Wessling Abstract (View video abstract) While study abroad experiences are abundant in higher education, students studying sign language interpreting may find it difficult to pursue study abroad opportunities due to various factors; such as, lack of opportunities available, limited matched program structures, program design, or international partnership as a […]