DI_Curriculum_CIT_PPT_101712

Report
NCIEC
National Consortium of Interpreter Education Centers
Preview of New Curriculum for
Deaf Interpreter Education
Jimmy Beldon and Eileen Forestal
In behalf of NCIEC DI Curriculum Development Team
Consortium Mission
to connect and collaborate with diverse stakeholders
in order to create excellence in interpreting
technical
assistance
cross-center
collaboration
communication
dissemination
resources
educational
opportunities
knowledge
transfer
National Center
Northeastern University
NURIEC
WRIEC
Northeastern
University
CATIE Center
Western Oregon University
El Camino College
St. Catherine
University
GURIEC
MARIE Center
University of Northern
Colorado
Gallaudet
University
DI Initiative Purpose
To improve access to interpreting
services for individuals who are
 Deaf,
 Deaf-Blind, and
 hard-of-hearing,
 especially those underserved and atrisk adults and youths
www.nciec.org/
DI Initiative Outcome
Advancement of the practice and education
 Greater understanding of the role of the Deaf
Interpreter
 Competencies required for successful practice,
& benefits offered by Deaf Interpreters
 Resources and learning opportunities for and
about Deaf Interpreters
www.nciec.org/
Deaf Interpreter Competencies
NCIEC Deaf Interpreter Work Team (2010). Toward
effective practice: competencies of the Deaf
Interpreter. National Consortium of Interpreter
Education Centers.
For a copy of the full report, please go to:
diinstitute.org/resources
www.nciec.org/
Competencies of All Interpreters
Generalist Competencies
 Theory and
Knowledge
 Human Relations
 Language Skills
 Interpreting Skills
 Professionalism
Specialty Competencies
 Mental Health
 Medical
 Legal
 Vocational
Rehabilitation
 Video Relay, etc.
Specialized Competencies
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Foundational
Language, Culture and Communication
Consumer Assessment
Interpreting Practice
 Elicitation Competencies
 Production Competencies
 Monitoring & Clarification competencies
 Teaming Competencies
Professional Development
Specialized Competencies

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Foundational
Language, Culture and Communication
Consumer Assessment
Interpreting Practice
 Elicitation Competencies
 Production Competencies
 Monitoring & Clarification competencies
 Teaming Competencies
Professional Development
Thanks to DI Work Team Partners
Cathy Cogen
NCIEC Staff
Lillian Garcia
Peterkin
Alberto Sifuentes
Cynthia
Napier
Eileen
Forestal
Debbie
Peterson
Patrick
Boudreault
Steven
Collins
www.nciec.org
Jimmy
Beldon
Priscilla
Moyers
Carole
Lazorisak
Current Grant Cycle
2010 - 2015
interpretereducation.org
DI Curriculum Development Team 2010 - 2015
James Lipsky, Lillian Garcia Peterkin, Cynthia Napier, Eileen Forestal, Stephanie Clark,
Chris Kurz and Jimmy Beldon
Curriculum & Resource Development for DI Preparation
interpretereducation.org
Deaf Interpreter Preparation:
A Comprehensive Curriculum
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Module 1: Deaf Interpreters: Past, Present and Future
Module 2: Consumer Assessment
Module 3: Ethnic and Cultural Diversity
Module 4: Ethical Considerations and Challenges for Deaf
Interpreters
Module 5: Practice to Theory for Deaf Interpreters
Module 6: Team Interpreting
Pilot of the Modules
Road to Deaf Interpreting Program,
Massachusetts
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18 month program
Meets once a month
 Saturday all day and Sunday half day
13 Deaf students
Four modules taught so far (March – June 2012)
 Two more modules (Dec. 2012 and April 2013)
 Parts of modules spiraled in other sessions
Example of One Module
Practice to Theory
for Deaf Interpreters
Title of Module: Practice to Theory for Deaf Interpreters
Overview of Module:
Purpose of the Module:
Competencies:
Anticipated Outcomes:
Assessment:
Competencies
 Competency # 2 (Language, Culture, and
Communication Competencies)
 Competency # 3 (Consumer Assessment
Competencies)
 Competency #4 (Interpreting Practice
Competencies)
Units of Learning:
Interpreting Practices
 Unit 1: Translation
 Unit 2: Consecutive Interpreting
 Unit 3: Simultaneous Interpreting and Continuum of CI & SI
 Unit 4: Mirror Interpreting
 Unit 5: Considerations for Working with Consumers
Interpreting Theories
(How they are applied to the practice of Deaf
Interpreters)
 Unit 6: Colonomos’ Process Model
 Unit 7: Cokley’s Sociolinguistic Model
 Unit 8: Gish’s Information Processing
 Unit 9: Gile’s Effort Model
 Unit 10: ASL-English Discourse in Interpreting
Units

Each unit contains all or most of below:
 Lectures with PowerPoints
 Videos of ASL translation of selected articles and readings
 Videos for demonstrations and analysis of Deaf Interpreters
at work
 Observations of Deaf interpreters working in the community
 Collaborative activities and learner presentations
 Application of theory to practice and practice to theory
 Videotaping
 Self-analysis and peer analysis with instructor analysis
Module
Assessment:
 Pre-and
post-tests
 Class observation
 Informal formative
assessments
 Participation
 Participant Interviews
 Out-of-class
assignments
 Instructor Interview
Next Steps?
 Revised Modules
 Find qualified Deaf trainers
 Train the Trainers
 Dissemination plan
New Look of DII Website!
DIInstitute.org
Learning & Networking for & about the Deaf Interpreter
A Quick Survey
1. Are Deaf students enrolled in the IEP in
your state?
2. Do the IEP include information/training
about Deaf interpreter ?
3. Does the IEP provide HI/DI team training?
Questions & Answers
Any thoughts?
Any suggestions?
Miss something?
interpretereducation.org
For more information, check out…
Diinstitute.org
Interpretereducation.org
Thank You!
Contact us with Questions and Comments
NCIEC DI Curriculum Development Team
Lillian Garcia Peterkin
[email protected]
interpretereducation.org
Connect with us on
www.interpretereducation.org
Join our mailing list
The Consortium Centers are funded by
grants from the U.S. Department of
Education, Rehabilitation Services
Administration, Training of Interpreters
Program CFDA 84.160A and 84.160B.

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