Spring 2017 • Vol. 33, Issue 1
LEADERSHIP AND THE MEMBER-DRIVEN ORGANIZATION HIGHLIGHTS 2017 LEAD Together RID National Conference Info At Your Service: Leadership in ASL Interpreting by Karen E. Brimm A Critical Lens - a new column by Dr. Jonathan Webb A
P u b l i c a t i o n
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R e g i s t r y
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I n t e r p r e t e r s
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RID Press Publication for Interpreters: Mentorship in Sign Language Interpreting Edited by: Dr. Betsy Winston and Robert G. Lee “More recently, we have been looking for ways to identify effective approaches to mentoring both novice, entering interpreters, and long-time, experienced interpreters. The chapters in this volume reflect the progress and exciting innovations that have been implemented in aid of this goal. We see the impact of mentoring in its many forms, theories, and models for mentoring programs, and are now able to learn from projects and programs that have gone beyond simple implementation to structured evaluations and informed assessments of the impact of programs.” “The value of this volume lies in the open sharing and honest reflections of the contributors, and on behalf of all of us, we hope that you will find value, insight, and ideas through this work.”
Featuring Articles from: Lori Whynot May de Wit, Elke Schaumberger, and Marinella Salami Suzanne Ehrlich Carol Goodman Jack Hoza Stacey Ferguson and Hilary Hardin Betty Colonomos and Lianne Moccia Karen Malcolm and Debra Russell Irma Kahle Phyllis Rogers Laurie Shaffer
Betsy Winston and Robert G. Lee
MENTORSHIP IN SIGN LANGUAGE INTERPRETING
Julie Judd, Therese Lewis, and Karen Bontempo Patty Gordon, Mari Magler, and Melissa Barg Betsy Winston Cynthia Williams
See this book and other RID Press books at www.rid.org!
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VIEWS Volume 33 • Issue 1
RID BOARD OF DIRECTORS President Melvin Walker, M.Ed., CRC, CI and CT, NAD V president@rid.org Registry of Interpreters for the Deaf, Inc.
The Registry of Interpreters for the Deaf, Inc., a non-profit organization, is dedicated to the professional development of interpreters and transliterators and is an advocate for the interpreting profession. Founded in 1964, RID has played a leading role in establishing a national standard of quality for interpreters and transliterators. The association encourages the growth of the profession, educates the public about the vital role of interpreters and transliterators and works to ensure equal opportunity and access for all individuals.
MISSION
The Registry of Interpreters for the Deaf, Inc. promotes excellence in the delivery of interpreting services among diverse users of signed and spoken languages through professional development, networking, advocacy, and standards.
VISION
By honoring its past and building a dynamic future, RID envisions a world where: • Linguistic rights are recognized as human rights; • The Deaf Community and the Deaf-Heart are vital and visible in every aspect of RID, the interpreting profession as a whole and among individual interpreters; • Interpreted interactions between and among individuals who use signed and spoken languages are as rich as direct communication; • The interpreting profession is formally recognized and is advanced by robust professional development, standards of conduct, and credentials.
DIVERSITY STATEMENT
To actively foster an inclusive environment in which RID embraces diversity as an integral part of the association. RID is committed to establishing and maintaining a diverse, accessible, civil and supportive environment that adheres to RID’s philosophy, mission and goals. RID is committed to providing growth opportunities that allow members to reach their full potential and maximize member value. RID pledges to seek partners who share our philosophy and commitment to upholding high standards of diversity within the association.
Registry of Interpreters for the Deaf, Inc. 333 Commerce Street, Alexandria, VA 22314 (571) 257-3957 VP • (703) 838-0030 V (703) 838-0454 Fax • www.rid.org www.rid.org
Vice President Erica West Oyedele, M.A., NIC vicepresident@rid.org Secretary Joshua Pennise, M.A., CI and CT, NIC Adv secretary@rid.org Treasurer Billieanne McLellan, CI and CT, NIC, Ed:K-12 treasurer@rid.org Member at Large LaVona Andrew, M.A., CI and CT, NIC Master, Ed:K-12 memberatlarge@rid.org Deaf Member at Large Ritchie Bryant, CDI dmal@rid.org Region I Representative Hartmut Teuber, RSC region1rep@rid.org Region II Representative Brenda Sellers, NIC, CI and CT region2rep@rid.org Region III Representative Sandra Maloney, M.A., CI and CT, SC:L region3rep@rid.org Region IV Representative Sonja Smith, NIC region4rep@rid.org Region V Representative Michele “Mish” Ktejik, NIC, SC:L region5rep@rid.org RID HEADQUARTERS STAFF Interim Executive Director Anna Witter-Merithew, M.Ed., CSC, SC:L, OIC:C, SC:PA, CI and CT awm@rid.org Senior Director of Finance Elijah Sow and Operations esow@rid.org Director of Standards Julie Anne Schafer, J.D. & Practice jschafer@rid.org Ethical Practices System Tressela Bateson, M.A. Coordinator tbateson@rid.org Policy and Compliance Neal Tucker Coordinator ntucker@rid.org Finance Manager Jennifer Apple japple@rid.org Operations Specialist Charlotte Kinney ckinney@rid.org Accounting Specialist Tong Song, M.P.A. tsong@rid.org Accounting Specialist Joshua Sechman jsechman@rid.org Senior Director of Programs Geneine Ratcliff, NIC, CT and Services gratcliff@rid.org Director of Member Services Ryan Butts rbutts@rid.org Member Services Specialist Khianti Thomas kthomas@rid.org
Professional Development Manager Professional Development Specialist Communications Manager Communications Specialist
Carol Turner cturner@rid.org Ashley Holladay aholladay@rid.org Bill Millios, M.S bmillios@rid.org Trey Gordon tgordon@rid.org
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VIEWS Guidelines VIEWS (ISSN 0277-7088) is published quarterly by the Registry of Interpreters for the Deaf, Inc. Statements of fact or opinion are the responsibility of the authors alone and do not necessarily represent the opinion of RID. © 2016 the Registry of Interpreters for the Deaf, Inc. All rights reserved. Materials may not be reproduced or reprinted in whole or in part without written permission. Contact views@rid.org for permission inquiries and requests. VIEWS subscription is a membership benefit and is covered in the cost of RID membership dues. Address Change Policy: In order to receive uninterrupted delivery notifications, members must notify RID of any email address change four weeks in advance of the effective date of the new address. Address changes can be made in your RID online member profile, mailed to the national office, faxed to (703) 838-0454 or e-mailed to membasst@rid. org. Please include telephone number, fax number and e-mail address changes. SUBMITTING TO VIEWS Articles All submissions to VIEWS should be sent to the national office via the online submission process at www.rid.org. Any submission that does not meet the stated guidelines or is deemed inappropriate will not be published. The author(s), not RID, is responsible for the content of submissions published in VIEWS. VIEWS prints articles on matters of interest and concern to the membership. Submissions that are essentially interpersonal exchanges, editorials or statements of opinion are not appropriate as articles and may remain unpublished, run as a letter to the editor or as a position paper. Articles should be 1,800 words or fewer. Unsigned articles will not be published. Please contact the editor of VIEWS if you require more space. Unsigned articles will not be published. RID reserves the right to limit the quantity and frequency of articles published in VIEWS written by a single author(s). Receipt by RID of a submission does not guarantee its publication. RID reserves the right to edit, excerpt or refuse to publish any submission.
cover stories 19.
At Your Service: Leadership in ASL-English Interpreting
22.
A Critical Lens
Articles which have citations should follow APA format. Letters to the Editor Letters to the Editor should be 300 words or fewer. Letters should be sent to views@rid.org or mailed to the national office. Unsigned letters will not be published, although a name can be withheld upon approval by the RID office. Advertisements All advertising copy is subject to the publisher’s approval. RID reserves the right to reject advertisements for any reason at any time. RID is not liable if an advertisement is omitted for any reason. Publication of an advertisement does not constitute RID’s endorsement or approval of the advertiser, nor does RID guarantee the accuraacy of information given in an advertisement. Because RID is committed to non-discriminatory personnel practices, advertisers in RID publications must affirm that they are equal-opportunity employers.
features 30.
Interpreter Specialty Grants: CATIE Center University of Northern Colorado Northeastern University Western Oregon University
Advertising specifications can be found at www.rid.org, or by contacting the editor. All editorial, advertising, submission and permission inquiries should be directed to (703) 838-0030, (703) 838-0454 fax, or views@rid.org. 5
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VIEWS Volume 33 • Issue 1
issue in this
CONTENTS
news from the Board 8. 10.
President's Report Call for Nominations for 2017-2019 RID Board of Directors
news from Headquarters 6.
The Annual Report
12. 13. 14. 16. 39. 39.
2015 RID National Conference Update - Live Streaming Options - Facilitator Selection for Leadership Track - Survey Results - Schedule of Events New Certifications Memberships and Certifications Terminated
columns 24. 27. 29. 36.
Deaf-Blind Connections Encounters with Reality Interpreter's Resource Shelf NAD Update
www.rid.org
5
FROM HEADQUARTERS
The 2016 Annual Report is online! http://www.rid.org/2016-annual-report/
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VIEWS Volume 33 • Issue 1
FROM THE EDITOR Dear VIEWS readers: Hello, I’m Bill Millios, the editor of VIEWS, your quarterly professional association magazine from RID. You may recall from the RIDNOLA15, member motion [C2015.09, linked here] mandated that all articles must be available in both ASL and English. The motion has provided both challenges in implementation and opportunities to find solutions. Those challenges have included, but not limited to, the VIEWS. The recent issues were published via an iPad app- only a very small percentage of members can (or have) used this platform. Thus, we deemed the app did not work out well. So in our continual effort to be responsive and engage with members, we’ve changed over to the platform you see now- Issuu. With Issuu, we are able to offer different options than before. For example, members can print the issue and full navigation capabilities are available online or on a mobile device. My point is – because of the demands of technology- VIEWS has changed and we expect more changes in the future. I say the word “we”- I am not referring only to Headquarters staff. “We” also includes the Board of Editors. Headquarters staff has benefited greatly from their ongoing guidance and assistance and we look forward to our continued collaboration. The Board of Editors is a newly formed volunteer leadership group and they video: https://youtu.be/sONtEBGLH9I were introduced in the November issue of VIEWS. I hope you take the opportunity to read their bios, contact them, and share your feedback. We value the ability to communicate with members, and we hope to hear from you regarding the most recent changes! If you have any questions, concerns, or comments – please feel free to contact us at views@rid.org. Bill Millios, VIEWS Editor Communications Manager
The RID Views Archive is available at the RID Website: http://rid.org/publications-overview/views/views-archives/
www.rid.org
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PRESIDENT’S REPORT
Exploring the Meaning of a Member-Driven Organization-Part 2
Melvin Walker, M.Ed., CRC CI and CT, NAD V
Abstract:
ting to the VIEWS discussing what it means to be a memberdriven organization. In the first article, member-driven was defined as meaning that it is we, the members, who drive the direction and progress of the association by exemplifying the values associated with our mission, participating in the political process available to us, and through our volunteer service and contributions. This second article is looking at the reasons why members choose to serve RID and why our service and contributions to the profession are important. These are important topics at this time in RID’s political cycle as nominations for the executive positions on the Board of Directors are now open.
Full Article: Abstract video: https://youtu.be/0ALc7S2EYK4
Full video: https://youtu.be/6DYXynJafu8
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RID, as a member-driven organization, relies heavily on our most valuable resource--our members. It is our members who, through their volunteer service and contributions, are the driving force behind our growth and development as an organization. As we begin the nomination process for the Executive Board positions of RID for the 2017-2019 term, the opportunity to step-up and engage in volunteer service is available. I invite all of you to give serious consideration to nominating or running for an executive board leadership position. The call for nominations occurs elsewhere in this issue of the VIEWS and is being promoted in the RID monthly E-News. This opportunity to serve leads to the question of why members get involved as volunteer leaders in the RID organization? What is the motivation for people to take their time and talent to become involved and serve? What does it take for volunteers to get involved and stay involved? The question is WHY do we serve? Motivation Motivation is one of the factors it takes for volunteers to get involved and stay involved. Motivation is something unique and internal to each of us. People do things for many different reasons. The reason may be self-serving [focused on some personal gain that can be achieved], or relational [focused on the opportunity to create and share in relationship with other like-minded individuals], or because of their belief in and passion for a cause. In many instances, it is a combination of multiple reasons. For over five decades, RID has greatly benefitted from those members who believe in our mission and potential, and who have passionately worked for a cause they believe is right. When individuals are motivated at this level, it creates a level of commitment and engagement that stands the test of time and challenge. I see this level of motivation in many of the dedicated volunteer leaders who serve on local, state and national boards, committees, councils and task forces. A Personal Tie to the Cause Chances are there is at least one activity of RID that you feel strongly about. For me, it has been the importance of certification standards and a certification system that is valid, reliable and sustainable. This issue was one of the motivating factors that inspired me to run for the board—I wanted to make a direct contribution to the system that makes possible the RID Certification Program. We value our Certification Program because it is a process that recognizes a standard of competence set by colleagues—other practitioners who have worked in concert with consumers and testing industry experts to define minimum standards of practice. Likewise, the Certification Maintenance Program [CMP} is the result of years of hard work and contribution by the member-led Professional Development Committee [PDC}. We value the Ethical Practices System [EPS] because of the contributions VIEWS Volume 33 • Issue 1
of members who serve as mediators and arbitrators to ensure that as practitioners we are accountable for our actions and decisions. These elements of the Certification Program cannot be sustained without a strong administrative, operational and fiscal system to support it. This was the cause to which I felt a personal tie that motivated me to serve on the Board of Directors. What is yours? Doing Good is Important We all want to make a difference in this world. Even the smallest of contributions can make a difference. If all of us committed to giving back to our professional organization at the local, state or national level a couple of hours a month, in just a short amount of time, the impact would be profound and our ability to achieve more of our potential would be immediate! Small contributions from each of us can create huge change. Ask a volunteer leader what you can do to help. Ask a well-respected colleague to run for office and volunteer to help get the signatures they need to complete the nomination process. And then, once they are elected, offer your continued support and assistance. We have great potential as an organization—potential for fostering the highest degree of linguistic access for the Deaf Community, creating greater social justice within the broader society, and improving the quality of our work experience as practitioners. Achieving our potential requires all of us to commit to doing good. Creating Empowerment For those of you who know me, football is something I feel passionate about…and, I certainly don’t like it when my preferred team doesn’t win! As a result, it's easy to show up to work on Monday and criticize all of the mistakes made in the games over the weekend and describe how I would have handled things differently. It is an entirely different thing to be in the game during the moment and perform well. So, the term "Monday morning quarterback" refers to people who have all the answers after the fact, but lack the courage and talent to be in the game and work to make a difference when it matters. The same can apply to RID—being part of the team that works collaboratively to address the problems and issues facing RID is empowering! It empowers both you and others because it creates momentum…it pushes ideas and actions forward. Conversely, being a Monday morning quarterback requires little effort and no accountability, but changes nothing. Greater Perspective and Self-Awareness For sure, serving as a volunteer leader will bring you face to face with some difficult challenges and situations. As a volunteer leader, you will be expected to keep calm and to maintain a positive demeanor, even during the most difficult of times. It has been said that the art of true leadership is always seeing the potential and moving towards it. Dealing with the very real problems of a non-profit, membership organization in today’s society will offer you many opportunities to question your perspective on the world and the choices that are available! It will offer you the opportunity to achieve higher www.rid.org
levels of understanding about the organization as a legal entity with legal requirements and obligations. It will hone your sense of accountability, integrity and duty. It is a process that can be a bit overwhelming at times, but it leads to a much keener sense of self-awareness and value for who we are as interpreters and what we can accomplish as a collective. Inspiration from Working with Like-Minded, Motivated and Positive People I have had the good fortune to work with several different compositions of the board during my tenure—each comprised of bright, dedicated, motivated and positive individuals who sacrifice time and resources in the interest of serving RID. We have not necessarily known each other—or known each other well—when we began serving together. But, through a well-defined democratic process, we have learned to govern side-by-side and to work through our differences in perspective or opinion. The way someone chooses to spend their valuable time is a true reflection of their values and priorities. Connecting over shared passions for a cause while helping to advance our organization and profession is a great way to deepen connections to colleagues. The inspiration gained from these connections keeps me grounded in and focused on the great potential of RID. As we move through the nominations process, please take time to focus on what being member-driven means to you and how you can make the contribution necessary to move RID forward in the process of achieving our potential. My hopes and encouragements are that this will include either nominating someone for volunteer leadership on the board for the 20172019 term and/or seeking nomination yourself. Together we can and will do great things! 5
VIEWS Needs Authors! If you're interested in writing for VIEWS, please drop us an email. We're looking for articles about interpreting, and interpreters. email: views@rid.org
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NEWS FROM THE BOARD
Registry of Interpreters for the Deaf, Inc.
Registry of Interpreters for the Deaf, Inc.
Call for Nominations for 2017-2019 RID Board of Directors
N
ominations for the positions of executive members of the RID Board of Directors is currently underway. I am Robert Balaam, past RID Vice President. My role at this time is chair of the nominations committee. In addition to myself, the committee includes Glendia Boon, past RID Member at Large; and Cheryl Moose, past President. The nominations process hasn’t changed with the exception of it being led by a committee outside of the board and headquarters. We are now accepting nominations for the positions of president, vice president, secretary, treasurer, Deaf member-at-large, and member-at-large to serve on the 2017-2019 RID Board of Directors. To be qualified, persons must be • • • •
members in good standing; receive signatures from 25 voting members in good standing. Signatures must include at least one member in good standing from each of the five regions; (president, vice-president, secretary, treasurer) certified members in good standing for four consecutive years prior to candidacy; (Deaf member-at-large, member-at-large) certified or associate member in good standing for four consecutive years prior to candidacy
Nominations forms can be found on rid.org. Candidates are encouraged to first collect all signatures and then email all signatures to nominations@rid.org. Information about the duties of each position can be found in the RID Bylaws, posted on rid.org. Online voting or contested seats will occur May 1-June 1. The results of the election will be reported in early June. Results will include a reporting of the total number of votes cast and the percentage of votes each candidate received. In the event that only one nomination is received for a particular seat that candidate wins the seat. In the event that no nominations are received for a particular seat the position remains vacant. The process for special elections will be followed. During this process we, the nominations committee, will provide ongoing updates to keep members informed about the status of each position. In addition to sharing the names of persons who become official candidates, we will share if no nominations have been received. We encourage each of you to take time to consider running for a position. The work of the board is difficult – in the sense that it requires a significant commitment of time and energy. video: https://youtu.be/_UOCwWygKo0 However, it is also rewarding as you work along with others to make RID the best organization working to improve, enhance and be the best resource for interpreters. As previous board members, we encourage you to consider serving your organization.
The guidelines and the link to the nominations form are here: http://rid.org/rid-board-of-directors/nomination-process/ The nominations form is here: [Google Drive link] 10
VIEWS Volume 33 • Issue 1
The Yellow Books
by Brenda E. Cartwright and Suellen J. Bahleda are now available online directly from
www.rid.org
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CONFERENCE NEWS
Live Streaming Options Available for the Leadership Track of the 2017 RID LEAD Together Conference
T
he RID Board of Directors’ vision for the Leadership Track of the 2017 Lead Together conference is to purposefully engage RID members and community stakeholders in discussions about the current and future direction of RID. The Leadership Track of the conference provides an exciting and first of its kind opportunity for members and stakeholders to directly contribute to the planning process associated with the 2018-2022 RID Strategic Plan. Through small group discussion and activities, strategic recommendations will be developed and synthesized into a guiding document for use by the Board of Directors and other volunteer leadership of RID. Although onsite registration is limited, the RID Board of Directors is committed to engaging as many members as possible in this important discussion process. To that end, RID will be providing two live streaming options during the Leadership Track. Participation can happen in one of two ways. Group Option: Cost dependent on group size We are excited to offer a unique opportunity for members who would like to participate in the activities happening on-site during the conference, which includes the ability to earn the full 2.2 CEUs being offered. This option is open to small groups of 3-5 individuals and to larger groups of 6-10 individuals. Here is how it will work. Affiliate Chapters, Member Sections, CMP Sponsors, or any group of interested individuals can choose to organize a small or large group to participate in a remote location by registering for the Live Streaming Group Option. A facilitator of the group needs to be identified. This person should make contact with Carol Turner, the RID Professional Development Manager at cturner@rid.org to identify themselves and the group they represent, and to get registered to participate in the on-demand facilitator training that will be offered April 15-June 1, 2017. Like the onsite facilitators, the remote facilitators can earn an additional .8 CEUs for completing the facilitator training modules. There is no cost for the facilitator training or the associated .8 CEUs. video: https://youtu.be/fXvdtmCrnAs
Once the facilitator has completed the training and registered the group, and prior to the conference, the same materials that will be used to guide the group discussion and activities during the onsite event will be made available to the remote facilitator and group members. Then, during the conference, and simultaneously with the onsite events, the remote groups will access the live streaming of all the plenary sessions and engage in the group process in their remote location. An online meta-facilitator will be available to all the remote groups to answer questions, provide clarification, and offer support as needed. This online meta-facilitator will be located onsite in Salt Lake City and can assist the remote groups with connecting to the plenary speakers and volunteer leaders as needed. Likewise, the strategic recommendations that come out of each of the remote groups, along with the attendance rosters for tracking of CEUs, will be forwarded to RID HQ for inclusion in the Strategic Planning Guiding Document that will result from the totality of the group discussion and activity process associated with the Leadership Track of the 2017 RID LEAD Together conference. In summary, it is the designated facilitator of the remote group who will be responsible for securing a location for the remote group to participate, to ensure access to the live streaming, collecting and making registration payment, receiving and distributing the training materials, and tracking, collecting and submitting all CEU and strategic recommendations paperwork to RID no later than September 8, 2017. The facilitator will be responsible for registering the group through a designated portal that will open April 1-June 1, 2017. The group option is priced for smaller and larger remote group sizes: • Groups of 3- 5 people- $1125.00 This cost is inclusive of the live streaming of the plenary
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VIEWS Volume 33 • Issue 1
CONFERENCE NEWS and panel events that occur during the onsite event, all the training materials and activities, facilitator training, and CEUs totaling 2.2 for group participants and 3.0 for the facilitator. This is a cost of $220.00 per person if the group has 5 individuals. Per person cost will vary depending on the total number of individuals that participate in the group. Groups 6- 10 people- $2000.00 This cost is inclusive of the live streaming of the plenary and panel events that occur during the onsite event, all the training materials and activities, facilitator training, and CEUs totaling 2.2 for group participants and 3.0 for the facilitator. This is a cost of $200 per person if the group has 10 individuals. Per person cost will vary depending on the total number of individuals that participate in the group.
Convention Tidbits Facilitators for the Leadership Track are Selected!
The Call for Small Group Facilitators resulted in an excellent pool of applicants—124 in total, representing all 5 regions of the United States and all 4 of the identitybased member sections of RID (Deaf Caucus, ITOC, BLeGIT and DPI), as well as several setting-based member sections (LIMS, ISM, VIMS, IEIS). A total of 50 individuals were selected—45 table facilitators and 5 meta-facilitators. (There will also be an onsite staff facilitator handling the remote streaming participants.) This represents 40% of the applicants. The Individual Option: $55 We appreciate that not all individuals will be interested or avail- table facilitators will guide discussion and activities that able to participate in a remote group process that parallels both will occur after each plenary session, and resulting in in time and process what is happening onsite during the confer- strategic recommendations for the Board of Directors ence. The individual option is available to individuals interested to use in the 2018 Strategic Planning process. The in watching the six plenary presentations and two panel discusmeta-facilitators will circulate during the small group sions live, as they are occurring onsite during the conference. discussions and activities to offer support and assistance. By taking a posttest at the end of each event, individuals can Selections were made based on quality of responses to earn a total of .6 CEUs. the application questions, prior experience as facilitators, The cost for the individual option is $55.00, inclusive of CEUs. regional and diversity distribution. The Board’s desire to have strong representation of under-represented members Each of the six plenaries and two panel discussions are sched•
uled for 45 minutes and will occur at various times during the conference. Tentative times are identified in the conference schedule posted elsewhere in this issue of the VIEWS.
NOTE: These sessions will be also be captured and available on-demand and for CEU earning at the conclusion of the conference. Information about how to register for on-demand viewing will be available after the conclusion of the conference. RID is excited to offer these live streaming options to all members. See you either in SLC or online! You can direct questions or inquiries to Carol Turner, Professional Development Manager at cturner@rid.org. 5
Want More Information? All conference-related information can be found here: www.rid.org/rid-2017-national-conference/
www.rid.org
All 5 Regions are represented in the final facilitator pool. in the facilitator role was also a factor. To that end, thirtythree of the fifty individuals selected indicated affiliation with one or more of the four identity-based member sections. The 50 selected individuals represent the following regional distribution: Region 1: 10 Region 2: 14 Region 3: 7 Region 4: 6 Region 5: 13 Facilitators will complete an 8-hour on-demand training, available in ASL and English, prior to the conference. Many thanks to all of the individuals who applied and offered their support and leadership to this vital role during the 2017 RID LEAD Together conference. 5 13
CONFERENCE NEWS
Survey Results
I
n November 2016, RID HQ invited the membership to participate in a survey designed to collect member and stakeholder feedback about the 2017 RID LEAD Together Conference.
The survey was organized into several sections and engaged respondents in answering questions about the following: • Respondents relationship to RID and the interpreting and Deaf communities; • Respondent’s planned involvement in the conference; • Respondent’s view of the potential for change within RID; • Respondents ranking of RID's priorities; and, • Themes or topics of priority for the leadership strand of the 2017 RID LEAD Together Conference. A total of 711 individuals completed the survey. The majority of individuals responding marked multiple identities impacting their relationship with RID and the interpreting and Deaf Communities. The majority of respondents [629] are certified interpreters who work full or part time. A significant number are current or past volunteer leaders within RID, while others are interpreter mentors, interpreter educators or trainers, or interpreter supervisors. Both Deaf and hearing consumers participated in this survey as well, along with agency owners or employers of interpreters. There was a diverse composition of individuals who responded to the survey.
Who answered the survey? 629 Certified Member 63 Associate Member 17 Student Member 3 Supporting Member 21 Organizational Member 32 Deaf Consumer 140 Hearing Consumer 73 Deaf-Parented Interpreter/Heritage Signer 406 Full-time working interpreter 192 Part-time working interpreter 198 Volunteer Leader-Affiliate Chapter [past or present] 83 Volunteer Leader-national RID committee, council, task force or board [past or present] 28 Volunteer Leader- RID Member Section Chair [past or present] 43 Student of Interpreting [AA or BA level] 30 Student of Interpreting [MA or PhD level] 112 Interpreter Educator [working in an IEP] 34 Interpreter Education Program Administrator 128 Interpreter Trainer [providing in-service programs] 299 Interpreter Mentor 121 Supervisor of interpreters 91 Researcher in ASL or Interpreting 66 Interpreting Services Agency Owner or Representative 94 Employer of interpreters
When asked about the primary purpose of RID, the majority of respondents [489] indicated it was to promote and advocate for best practices in interpreting, professional development for practitioners and for the highest standards in the provision of interpreting services. The next most frequently answered response [119] was to ensure the development and implementation of valid and reliable testing of interpreting competence of general and specialist sign language interpreting practitioners. Some individuals thought it should be a combination of these purposes and/or a wide range of other purposes including lobbying and advocacy for the rights of deaf people. The diverse perspectives offer an opportunity for the leadership and membership to explore this topic more thoroughly during the leadership track of the conference. 26% of the survey respondents indicate that they plan to seek attendance to the 2017 conference, with another 28% undecided at the time of the survey. Streamed access was of interest to a significant number of respondents [535]. This reinforces the value for RID’s plan to implement a more robust streaming package for the 2017 conference. On page 28 of this VIEWS, the streaming options and costs are explained. When asked to assess their perception of RID’s potential to change, 46% of respondents indicate that they are optimistic or confident that transformation change within RID is possible. Another 39.5% are hopeful, but unsure. Years of organizational crisis has been a painful process 14
I believe transformational change within RID is not possible
I believe transformational change within RID is unlikely
I am hopeful RID can achieve transformational change, but unsure
I am optimistic transformational change within RID is possible
I am very confident that transformational change within RID is possible
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VIEWS Volume 33 • Issue 1
CONFERENCE NEWS for everyone at all levels of the organization, yet the majority of the respondents continue to recognize our capacity and/or desire for change. And, it is long-overdue changes in fiscal, operational and governance processes that will lead to RID’s the recovery and revitalization. Ranked Top Priorities for RID 1. Create fiscal stability and sustainability Respondents were asked to rank 10 priorities for RID in 2. Build trust and confidence between the membership and order of preference. These priorities were Their rankings are volunteer and/or elected leadership shown to the right. 3. Strengthen the relationship between the Deaf and Interpreter Communities and Organizations The priorities of fiscal stability and building trust and 4. Resume the awarding of certification confidence are two areas of critical importance for discussion 5. Restructure how RID is run and governed to ensure greater and collaboration during the leadership strand of the 2017 RID representation of members in decisionmaking processes LEAD Together Conference. Another key priority respondents 6. Advocate for state standards that recognize and require identified is improving the working relationship between certification of interpreting practitioners the interpreter and Deaf communities. The use of ASL as 7. Strengthen the base and skills sets of volunteer leaders the language of the conference helps to ensure inclusive 8. Expand professional development opportunities for conversations between the members of both communities working interpreters so that we can explore together strategies for strengthening 9. Increase the scope of influence RID has within the our work together on common goals. The program for the interpreting industry leadership track of the 2017 LEAD Together Conference will 10. Increase the scope of influence RID has within the field of be built around several of this top priorities and related topics interpreter education will be the focus of the plenary sessions. The two most frequently identified topics respondents recommended be discussed during the conference were membership engagement and ethics and accountability [both with 318 respondents]. Other highly rated topics included exploring the meaning of organizational transparency [275], acquisition of leadership development skills [226], ways to create transformational change [223], and strategies for building collaborations and partnerships [222]. During the 6 plenary sessions and 2 panel discussions that will be scheduled as part of the leadership track of the conference, topics relating to these themes will be addressed and followed by small group discussions and activities that allow for application of the content to individual experiences and leading to strategic recommendations to submit for inclusion in the FY 2019-2023 strategic planning process in which the board will engage during FY18. Respondents provided a long list of names that included long-standing experts and speakers from within the fields of interpreting and interpreter education; emerging leaders within the field with specific expertise in a given topic, and individuals outside of the field who are viewed as having expertise to speak to specific topics. Some respondents provided characteristics of individuals they would suggest speak at the conference, rather than specific individuals. Respondents recommend dynamic, knowledgeable speakers who inspire confidence and trust, who are Deaf and/or come from under-represented communities within the interpreting and Deaf communities, and who can think outside the box and offer innovative, yet practical, strategies that conference participants can employ. At the end of the survey space was allotted for respondents to add anything else they felt was important to state as part of the survey process. The responses spanned a range of topics. The prevailing comment [271] was that individuals are not in support of the lottery approach or limiting the number of individuals who can attend conference. There were also concerns that conferences are expensive and thus, limit who can attend [54]. There were also expressions of satisfaction and good wishes for a successful conference [115]. video: https://youtu.be/_UOCwWygKo0 As can be seen from the rich diversity of responses, RID members represent a wide range of opinions, perspectives, experiences and expectations. Deep appreciation is extended to all of the members who took time from their busy lives and schedules to respond to the survey. The information collected will help to provide guidance for the upcoming 2017 RID LEAD Together Conference, and beyond. It is the vision of the board to continue the discussions that will start in Salk Lake City over the 12-18 months following, so that the greatest base of input can be received and guide the development of the RID 2019-2023 strategic plan. 5 www.rid.org
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CONFERENCE NEWS
Schedule of Events
2017 LEAD Together RID National Conference (tentative, subject to change)
Thursday July 20
Wednesday July 19
Friday July 21
7:30 AM Leadership Track
8:00 AM 8:30 AM
Skills Track
LT: Plenary I
9:00 AM 9:30 AM
LT: Small Group Discussion
10:00 AM
ST: Rotation I 8:30-12:00 AM
10:30 AM 11:00 AM 11:30 AM 12:00 PM
LT: Plenary II Space Space for for PrePreConference Conference
Space Space for for PrePreConference Conference
Registration Open 7:30-5:00
12:30 PM 1:00 PM 1:30 PM 2:00 PM
LT: Small Group Discussion
2:30 PM 3:00 3:00PM PM 3:30 3:30PM PM 4:00 4:00PM PM
Registration Registration Light Buffet for Open Open 1:00-6:00 Parliamentary Leadership Workshop Q&A Strand 3:00-5:00 PM Facilitators 3:00-5:00 PM
4:30 4:30PM PM
ST: Rotation II 1:30-5:00 LT: Plenary III LT: Plenary Small Group Discussion
5:00 5:00PM PM 5:30 5:30PM PM 6:00 6:00PM PM
Business Meeting Pt.1: 5:00-7:00 PM
6:30 6:30PM PM 7:00 7:00PM PM 7:30 7:30PM PM 8:00 8:00PM PM
Open Ceremeony Ceremony && Reception 7:00-9:00 PM
Space Available for Member Section Meetings and Regional Caucuses
8:30PM PM 8:30 9:00PM PM 9:00 9:30PM PM 9:30 10:00PM PM 10:00 10:30PM PM 10:30
11:00 PM
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VIEWS Volume 33 • Issue 1
CONFERENCE NEWS
Saturday July 22
Sunday July 23
Monday July 24
7:30 AM 8:00 AM
Leadership Track
8:30 AM
Plenary Small Group Discussion-continued
9:00 AM 9:30 AM
Skills Track
LT: Plenary III
10:30 AM
Business Meeting Pt. 2: 8:00-12:00
ST: Rotation III 8:30-12
10:00 AM
LT: Plenary VI and Small Group Discussion
ST: Rotation VI 8:30-12
LT: Small Group Discussion
11:00 AM 11:30 AM 12:00 PM 12:30 PM
RID Information Desk Open 8:00-5:00
RID Information Desk Open 8:00-5:00
Lunch
LT: Wrap-Up and Closing ST: Wrap-Up and Closing
Lunch
1:00 PM 1:30 PM
LT: Plenary IV
LT: Plenary V
2:00 PM 2:30 PM 3:00 PM 3:30 PM 4:00 PM
LT: Small Group Discussion
ST: Rotation IV 1:30-5
LT: Small Group Discussion
LT: Panel I and Q & A
LT: Panel II and Q & A
Small Group Discussion
Small Group Discussion
ST: Rotation V 1:30-5:00 PM
4:30 PM 5:00 PM 5:30 PM 6:00 PM 6:30 PM 7:00 PM 7:30 PM 8:00 PM
RID Sponsored Social Event
Space Available for Member Section Meetings and Regional Caucuses
8:30 PM 9:00 PM 9:30 PM 10:00 PM 10:30 PM 11:00 PM
www.rid.org
17
FEATURES At Your Service: Servant Leadership in ASL-English Interpreting by Karen E. Brimm, B.S., VQAS III/III, RID Ed:K-12
A Critical Lens
by Jonathan Webb, PhD
NATIONAL NEWS Interpreter Specialty Grants
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VIEWS Volume 33 • Issue 1
FEATURE ARTICLE
At Your Service: Servant Leadership in ASL-English Interpreting Karen E. Brimm, B.S., VQAS III/III, RID Ed:K-12 St. Catherine University MAISCE Program
S
ervant leadership, a style of leadership applicable to group or business environments, can be identified throughout the interpreting field (e.g., interpreter education, mentoring). The roots of servant leadership lay in community service, service learning, and collectivist ideals, all of which put others first before personal gain. Perhaps most notably, servant leadership cultivates respectful relationships between leaders and the people with whom they work. At some point during the process of becoming a qualified working interpreter, you most likely either attended a formal interpreter education program (IEP) or spent significant amounts of quality time with members of the Deaf community. Maybe you are in the midst of going through that process now. Often, interpreter education requires service learning, which can take shape through internship, structured volunteer activities with a school group, or volunteer activities in support of a community event. Service learning involves service activity that provides the opportunity for a student to meet learning goals while working for the common good of the community (Bandy, 2017). Service learning lends itself to interpreter education because there is no classroom substitute for authentic experience, cultural exposure, and relationships that are established through interactions with the Deaf community. In your experience as a service learner, chances are you have worked with a servant leader. Academics have a hard time nailing down a definition of servant leadership. In fact the father of this feel-good philosophy, Robert Greenleaf, “did not leave us an empirically validated definition” (van Dierendonck, 2011, p. 1229). It can be roughly described as “leadership based on serving followers first with ethical, supportive, and empathetic behaviors” (Linden, 2013, p. 698). Greenleaf proposed ten distinct attributes noticeable in a servant leader, not the least of which are the ability to: a) listen with empathy, b) conceptualize current and future needs, c) practice stewardship and effective ethical decision making, and d) display commitment to the improvement of others and the community (van Dierendonck, 2011). Greenleaf said a servant leader finds value in face-to-face community interactions that result in mutual respect and trust, as well as individual growth (Northouse, 2016). As a formal or informal service learner, you have interacted with leaders, most of who worked rather selflessly toward the goal of community improvement while guiding you and your fellow learners. They did so by primarily making sure that you had what you needed for full participation and self-improvement. Rather than focusing on a personal www.rid.org
agenda or organizational profit, they focused on giving service learners the benefit of their time and wisdom without expecting much, if anything, in return. In this way, servant leaders are often considered mentors, confidantes, and role models by others in the interpreting community. Let’s take the time to clarify our terminology. The “servant” part of this leadership approach doesn’t imply subservience. Servant leaders are not pushovers, but they are known to frequently put others first. Altruism is a distinctive trait in servant leaders, but their investment in others is paid back when those whom they serve or nurture become community contributors. “Servant leadership has a strong focus on providing followers with the tools and support they need to reach their full potential” (Linden, 2013, p. 698). There is some risk of being taken advantage of by followers who don’t embrace reciprocity. For those who are accustomed to a strict command structure, servant leadership may seem a little too touchy-feely; however, as Greenleaf (1996) noted, “the hierarchical organization postulates the leader as the superior of his followers...We now need a principle of organization that postulates the leader as the servant of his followers” (p. 334). It can be argued that this is especially the case for the interpreting industry whose members have historically asked for leadership from within. The term “followers” may be off-putting to some people (it sounds like part of a cult of personality!). In fact, let’s reframe the term “follower” and instead use the term “beneficiary.” Beneficiaries must be willing to be led, taught, or counseled. If they are not willing, then their job performance, attitude, and commitment to the organization may suffer the more the leader applies servant leadership techniques (Linden, 2013). And trying to persuade a group of interpreters to agree on an approach to an issue is a little like “herding cats!” However, potential beneficiaries who are willing to be onboard with this leadership style tend to find that “the empowering and developmental behaviors shown by servant-leaders, with the (continued on following page)
video: https://youtu.be/-EBG3chbxFs 19
FEATURE ARTICLE At Your Service, continued... right mixture of providing autonomy and direction, are prone to result in a high-quality dyadic relationship, which in turn is associated with higher engagement in challenging tasks” (van Dierendonck, 2011, p. 1247). Buying into the servant leadership dynamic often results in the development of relationships of trust and support. Tang, Kwan, Zhang & Zhu (2016) suggest, “when individuals feel that they have enough resources to handle their daily work, emotional exhaustion is less likely to occur” (p. 288). Our Code of Professional Conduct illustrates that our field values respectful professional relationships, effective decision-making, and self-care, so it only makes sense for interpreters to endorse servant leadership. Many servant leaders don’t realize that they are being leaders at all. Some of them may have a job description or nomination that put them in charge of people, but in the interpreting field they tend to be the people whose names could fill the statement, “I need some guidance, I’ll go ask _____--she/he will know.” If you asked them to describe themselves, they would likely tell you that they just consider themselves to be lifelong learners who are passionate about what they are doing. Greenleaf (1996) called this entheos, meaning “possessed of spirit” (p. 81). One way to tell if entheos is growing in a person is if they are effective and constructive in their work yet continue to be motivated to improve their skills (Greenleaf, 1996). They apply their entheos during interactions with other learners, and they are recognized as people with the drive and altruism to serve a worthy purpose. “Serving and leading become almost exchangeable. Being a servant allows a person to lead; being a leader implies a person serves” (van Dierendonck, 2011, p. 1231). You may wonder what the servant leadership dynamic looks like in the interpreting field. Here we get to use the old interpreting adage - it depends. “Servant leadership does not occur in a vacuum but occurs within a given organizational context and a particular culture” (Northouse, 2016, p. 231). Given this lens, servant leadership behaviors can be either overt or subtle. An appointed leader, such as a supervisor, lead interpreter, committee chair, or organization president, can decide to adopt this leadership style as a way to cultivate positive coworker relations and bolster the self-efficacy of the people they are guiding. Servant leaders empower beneficiaries to engage in self-directed decision making, and they provide information and coaching that encourages innovation (Konczak, Stelly, & Trusty, 2000, as cited in van Dierendonck, 2011). This type of overt leadership requires the leader create a positive work environment by being willing to turn to their team and humbly admit when they don’t know an answer (van Dierendonck, 2011). As the leader gives team members the resources and support that they need, the leader ideally will see the team get up to speed with the demands of the work and start supporting each other. In this way, servant leadership tends to produce coworkers who in turn become servant leaders for their peers. Subtle servant leadership in the interpreting field often appears as mentorship. Mentors have entheos for interpreting, 20
excellent ethical standards, and the ability to give of themselves for the common good of fellow interpreters and the Deaf community. Empathy and rapport are established through oneon-one interaction that allows the servant leader to assess the needs, goals, and potential of the beneficiary (Linden, 2013). Steinbeck’s (2009) research into mentoring of novice teachers could be said to fit the ideal of an effective interpreter mentor. Protégés perceive mentoring relationships to be effective with mentors who exhibit mentoring functions and servant leadership factors. Specifically, a mentor teacher who has an innate desire to serve the protégé (altruistic calling) through relationship building (relationship emphasis), while providing information (information emphasis) and assisting with the charting of action steps (persuasive mapping) increases the chances of having an effective mentoring experience. (p. 130) Steinbeck even suggests the term service mentor to describe the full integration of service leadership and mentoring techniques. An interpreter who has a servant leadership spirit can engage in mentoring whether they are freelance or staff interpreters. Mentors who come from a freelance background are an organization-of-one who can reach out to IEP students or other freelancers in order to establish a culture of cultivation in their area. Staff interpreters can be “first among equals” as they provide resources to their peers and counsel to those who come to them in search of a sounding board. Robert Ingersoll, noted American orator, said that we rise by lifting others. It would be difficult to find a statement that more appropriately fits the ideals of the interpreting field, which is dedicated to ethical service of a cherished community. The principles of servant leadership support and exemplify those ideals. Interpreters who become servant leaders cultivate, motivate, and appreciate their beneficiaries while remaining humble as they work for the betterment and common good of the community and the profession. Consider whether you are a servant leader at heart, and if so, go in search of someone you might lift up. 5 Originally from Maryland, Karen lives and works in Central Virginia primarily as a designated interpreter for a local school system. She earned an A.S. in ASL-Deaf Studies and an A.A.S. in ASL-English Interpretation from J. Sargeant Reynolds Community College, where she is now an adjunct instructor. She holds a B.S. in Interpreter Training from Troy University and is currently pursuing a graduate degree through the MAISCE program at St. Catherine University. She serves on the boards of VRID and VADB, and has entheos for Deafblind interpreting. Karen thanks the many servant leaders who continue to mentor her as a developing interpreter. She also considers her daughter to be her greatest accomplishment. VIEWS Volume 33 • Issue 1
FEATURE ARTICLE Bandy, J. (n.d.). What is Service Learning or Community Engagement? Retrieved January 12, 2017, from https:// cft.vanderbilt.edu/guides-sub-pages/teaching-throughcommunity-engagement/ Greenleaf, R. K., Frick, D. M., 1946, & Spears, L. C., 1955. (1996). On becoming a servant-leader (1st ed.). San Francisco: Jossey-Bass Publishers. Liden, R. C. (2013) Servant Leadership. In E. H. Kessler, (2013). Encyclopedia of Management Theory. Thousand Oaks, California: SAGE Publications, Inc. Northouse, P. G. (2016). Leadership: Theory and practice (Seventh ed.). Thousand Oaks, California: SAGE. Steinbeck, D. B. (2009). Mentoring and servant leadership in a K–12 public school system (Order No. 3351257). Available from Education Database; ProQuest Dissertations & Theses Global. (305137459). Retrieved from http://pearl.stkate.edu/ login?url=http://search. proquest.com.pearl.stkate.edu/docvie w/305137459?accountid=26879 Tang, G., Kwan, H. K., Zhang, D., & Zhu, Z. (2016). Work– Family effects of servant leadership: The roles of emotional exhaustion and personal learning. Journal of Business Ethics, 137(2), 285-297. doi:10.1007/s10551-015-2559-7 van Dierendonck, D. (2011). Servant leadership: A review and synthesis. Los Angeles, CA: SAGE Publications. doi:10.1177/0149206310380462
Course Offerings from RID Plenary Presentations from #RIDNOLA15
REFERENCES
Courses are available online at http://www.rid.org/available-courses/ www.rid.org
21
CRITICAL LENS
A Critical Lens Jonathan Webb, PhD Lecturer, American Sign Language Department of World Languages and Cultures, Iowa State University
W
ith this recent iteration and reintroduction of VIEWS, the RID Headquarters and Board of Editors believe it is pertinent to hold a section of the publication for the purpose of examining the work of ASL interpreters through a critical lens. While there may be quarterly issues solely devoted to the search for and attainment of social justice in our field, we believe it is only through regular excavation of our collective practice that consistent ground will be gained in this area. As such, we believe that having a common understanding of the terms used will assist us all in both broadening and deepening the discussion of the responsibility we have as practitioners in the field of American Sign Language interpretation. Our hope is that as professionals, educators, and mentors we become more conscious of how our daily practice impacts the lives of Deaf people and communities. We believe that through increasing recognition and awareness of societal constructs we can proactively choose to capitalize on the privileges we possess and stand with Deaf people in their struggle for equity and liberation. To engage in this work is to literally start the practice of attempting to do no harm. The following are a few of many terms used in discussions and work of social justice.
Oppression
In Teaching for Diversity and Social Justice, co-author and co-editor Lee Anne Bell (M. Adams, 1997) explains that oppression is “The systemic and pervasive nature of social inequality woven throughout social institutions as well as embedded within individual consciousness. Oppression fuses institutional and systemic discrimination, personal bias, bigotry, and social prejudice in a complex web of relationships and structures that saturate most aspects of life in our society. • Oppression denotes structural and material constraints that significantly shape a person’s life chances and sense of possibility. • Oppression also signifies a hierarchical relationship in which dominant or privilege groups benefit, often in unconscious ways, from the disempowerment of subordinated or targeted groups. • Oppression resides not only in external social institutions and norms but also within the human psyche as well. • Eradicating oppression ultimately requires struggle against all its forms, and that building coalitions among diverse people offers the most promising strategies for challenging oppression systematically.” 22
Racism
In 1998, the Australian Human Rights and Equal Opportunity Commission defined racism as “… an ideology that gives expression to myths about other racial and ethnic groups, that devalues and renders inferior those groups, that reflects and is perpetuated by deeply rooted historical, social, cultural and power inequalities in society."
Audism
In his research and dissertation, Tom Humphries (1977) coined the term audism and then defined it as ”The notion that one is superior based on one's ability to hear or to behave in the manner of one who hears."
Privilege
Peggy McIntosh (1988) unabashedly proclaims “Privilege exists when one group has something of value that is denied to others simply because of the groups they belong to, rather than because of anything they’ve done or failed to do. Access to privilege doesn’t determine one’s outcomes, but it is definitely an asset that makes it more likely that whatever talent, ability, and aspirations a person with privilege has will result in something positive for them” (page numbers)
Critical Race Theory
In the world renowned text, Critical Race Theory, authors Delgado and Stefancic (2012) explain that “The critical race theory (CRT) movement is a collection of activists and scholars interested in studying and transforming the relationship among race, racism, and power. The movement considers many of the same issues that conventional civil rights and ethnic studies discourses take up, but places them in a broader perspective that includes economics, history, context, group- and selfvideo: https://youtu.be/OW2ttV4CNLI
VIEWS Volume 33 • Issue 1
CRITICAL LENS interest, and even feelings and the unconscious. Unlike traditional civil rights, which embraces incrementalism and step-by-step progress, critical race theory questions the very foundations of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law” (p. 3). “Although CRT began as a movement in the law, it has rapidly spread beyond that discipline. Today, many in the field of education consider themselves critical race theorists who use CRT’s ideas to understand issues of school discipline and hierarchy, tracking, affirmative action, high stakes testing, controversies over curriculum and history, and alternative and charter schools. Political scientists ponder voting strategies coined by critical race theorists, while women’s studies professors teach about intersectionality–the predicament of women of color and others who sit at the intersection of two or more categories. Ethnic studies courses often include a unit on critical race theory, and American studies departments teach material on critical white studies developed by CRT writers. Sociologists, scholars of American studies, and even healthcare specialists use critical theory and its ideas. Unlike some academic disciplines, critical race theory contains an activist dimension. It tries not only to understand our social situation, but to change it; it sets out not only to ascertain how society organizes itself along racial lines and hierarchies, but to transform it for the better” (p. 6). DeafCrit In a presentation in 2011 and later in published form, Valente (2014) explains via the paper’s abstract that “The genre of “DeafCrit” uses “weapons of the weak” as tactics to counter, resist, and destabilize grand narratives about Deaf ways of knowing and being. The author-performer sees himself as a member of a Deaf ethnic group who has been and continues to be victims of horrific ethnocidal and linguicidal crimes perpetrated by a majoritarian audist/ableist society. Drawing from allied fields of Critical Race Theory (CRT), TribalCrit, AsianCrit, or LatCrit – “DeafCrit” is grounded in the traditions of counter-storytelling, muckraking/investigative, and indigenous methodologies used by marginalized communities.” When we look at our profession and practice through a critical lens, referencing definitions like those shared above, we begin to see that the mere presence of a linguistically skilled interpreter does little to ensure equality and may actually and frequently work against the Deaf community when considering equity. While it may feel disturbing to do so, an acknowledgement of how we collectively and individually benefit from the system of audism operating around and through us is necessary if we wish to ally ourselves with the Deaf community in the search for liberation from oppressive systems. With a renewed vision of investigating our practice, starting 2017, VIEWS is holding dedicated space to unpack some of the ideas, theories, and practices inherent in social justice work with the goal of not only doing no harm, but of promoting a perspective and practice that is truly beneficial to the Deaf community and society at large. 5 www.rid.org
REFERENCES Adams, M. (1997). Teaching for diversity and social justice: A sourcebook. New York, NY: Routledge. Delgado, R., Stefancic, J., & Liendo, E. (2012). Critical Race Theory An Introduction, Second Edition. New York: NYU Press. Humphries, T. (1977). Communicating across cultures (deafhearing) and language learning (Unpublished doctoral dissertation). McIntosh, Peggy. "White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies". Wellesley: Center for Research on Women," 1988. NAD_RID Code of Professional Conduct.pdf. (n.d.). Retrieved February 07, 2017, from https://drive.google.com/file/d/0B-_ HBAap35D1R1MwYk9hTUpuc3M/view Racismnoway. (n.d.). Retrieved February 06, 2017, from http:// www.racismnoway.com.au/about-racism/understanding/ glossary.html#hreoc98 University, S. (n.d.). Social Justice Terminology. Retrieved February 06, 2017, from http://www.suffolk.edu/ campuslife/27883.php Valente, J. (2014, November 26). DeafCrit: An Emerging Theoretical Lens and Methodology. Retrieved February 06, 2017, from http://citation.allacademic.com/meta/p_mla_apa_ research_citation/5/2/1/3/8/p521380_index.html What is White Privilege? (n.d.). Retrieved February 06, 2017, from http://www.whiteprivilegeconference.com/white_ privilege.html About the Author: Jonathan Webb, PhD; CI & CT, NIC-Adv Facilitator, Writer, Activist, Educator, Mentor Jonathan started learning ASL in 1986 and somehow got tricked into his first interpreting assignments in 1993. He has specialized in Visual/ Gestural Communication, Mental Health interpreting, and the fine art of questioning everything. He has degrees in Interpreting, Liberal Arts, Deaf Education, and Theology, with post-doc work in Clinical Psychology. Hobbies include ocean and beach time, poetry, visualizing an emancipated world, and arguing for the sake of arguing. He’s partnered with his best friend who happens to be an amazing interpreter. They share three children he is convinced will change the world- for the better! 23
DEAF-BLIND CONNECTIONS
DeafBlind Connections
by Rhonda Jacobs, CI and CT, Maryland
"Let us act on the idea that everyone is included."
T
- Myrlie Evers-Williams
his quote, which appears below the signature line on emails from Anindya “Bapin” Bhattacharyya, Coordinator of National Outreach for the Adaptive Technology Training Program at Helen Keller National Center for Deaf-Blind Youths & Adults and founder and CEO of Bapin Group, LLC, presents a core philosophy that, if heeded, would fundamentally shift the nature of participation in what society has to offer for all members of society. According to Bhattacharyya, if everyone was included, there would be “no segregation, borders, or boundaries among sovereignties.” There would be “no hatred among religions, ethnicities, castes, races, or disabilities, etc.” And there would be laws ensuring accessibility for specific groups. More to the point of these laws is the question of who are the lawmakers and power brokers in our society. At present, the lawmakers are those who represent the majority. In the specific case of acting on the idea that DeafBlind people are included, what would the realization of that be like? How can institutions, organizations and agencies, businesses and other entities, and individuals act on the idea that DeafBlind people are truly included? Systemic changes are needed, but systems are made up of individuals. If every individual does his or her part, acting on their personal behalf or as part of their working environment, change can happen at all levels. What would it take? There are many avenues toward progress. Alongside the DeafBlind community’s own self-advocacy work which is vital and the movements that are happening now, below are some things people can do, from the larger entity to the individual level, to move in the direction of acting on Evers-Williams’s idea. For the profession as a whole, what it would take is a raising of consciousness such that interpreters, administrators, educators, coordinators, agency and organization heads, IT people and staff in all roles recognize that DeafBlind people are as much their customers as Deaf and hearing people. Working from that foundation, shifts can occur. On a “doable action” level, taking the lead from the Community Forum at the 2013 RID Convention, here are some recommendations: Organizations, institutions and other entities: • Allocate resources for materials, presentations and online media to be made accessible to DeafBlind people. • Increase both pre-service and in-service training on DeafBlind interpreting. (Some presenters on this and related topics at http://deafblindinterpreting.org/speakers/.) • Invest in providing training for Support Service Providers (SSPs) so that when requests are made, there is a ready supply of trained SSPs. 24
[Video description: Kirsi Grigg, CDI, a white-presenting female wearing a black turtleneck shirt with blonde hair pulled back, against a black background, presents an ASL translation of article.] Video: https://youtu.be/EbWjTWNMoh4 • • •
Budget for SSPs. If someone requests an SSP, provide one. Budget for interpreters skilled in DeafBlind interpreting.
Educational entities: • Ensure interpreter education programs give as much weight to DeafBlind interpreting as every other type of interpreting. • When training is offered to interpreter educators, make sure interpreter educators who are DeafBlind have access to what is offered. • Hire interpreter educators with expertise in DeafBlind interpreting. Everyone: • When you will be at an event, whether interpreting or not, if there is a possibility that a DeafBlind person might be there, dress so that you can be understood (or at least have an appropriate shirt or sweater with you). • If you are making a vlog or other video, consider that members of your viewing audience may be DeafBlind (this includes consideration of clothing color, neckline, hair, background and lighting). • When posting something online, such as on Facebook or websites (or making print materials), if there are visual images, photos or videos, provide a description. • Use a captioning program that has a solid color background box. • Keep in mind that YouTube captions allow for viewer adjustments to text color, size, font and background color. Other websites do not. • Include transcripts of videos that are signed or spoken with added descriptions of visual elements. Include these transcripts VIEWS Volume 33 • Issue 1
rk between ish ently o English, k of the
er n interD IV. 12 educa.A. in
Thank you to Anindya “Bapin” Bhattacharyya for his contribuon YouTube or whatever website is being used as well as anywhere else videos are posted. tion to this article. 5 • When presenting/signing/talking live or on video, be mindRhonda Jacobs is the chair of the ful of speed and pace. National Task Force on DeafBlind • As René Pellerin and Maricar Marquez talk about in videos Interpreting and has been involved with about doable actions, volunteering at social events and recrethe DeafBlind community in various ational activities can make all the difference. capacities for almost 30 years. She can These recommendations, as they pertain to each individual or be reached at: entity, can help bring society as a whole to a place where everyone truly is included. Beginning with Evers-Williams’s first Jacobs_Rhonda@yahoo.com. three words: Let us act.
RID Press Titles by Jean Kelly ASL-TO-ENGLISH INTERPRETATION: SAY IT LIKE THEY MEAN IT
we, the er, how ure best rpretation interpretudents interpre-
DEAF-BLIND CONNECTIONS
ASL-TO-ENGLISH INTERPRETATION:
SAY IT LIKE THEY MEAN IT
JEAN E. KELLY
Jean E. Kelly
All RID Press books are available at:
The focus of this book is not about how the interpreter thinks the English interpretation should be presented but on how an English speaking consumer with no understanding of Deaf culture would best understand the interpreters voiced message.
The work of sign language interpreters has evolved from a mostly monologic style of interpreting to the current use of an interactive style of interpreting. Research has shown that most of an interpreter’s work occurs in settings that involve face-to-face interaction with fewer than five participants, including the interpreter.
This book was written to fill the need to cover the task of transliterating. It provides a comprehensive overview of the task of transliterating, and its primary goal is to serve as a standardized curriculum for students currently enrolled in IPPs who have taken at least one semester of interpreting skills.
Jean Kelly has been an interpreter and an interpreter instructor. She has also conducted interpreter workshops across the country. She holds CSC, CT, and SC:L certifications in interpreting from the Registry of Interpreters for the Deaf, Inc., Throughout her career as an interpreter she has focused her study on what made up good transliterating. She has interpreted in the community, for the performing arts, post-secondary and the K-12 educational setting. She currently is the Region Five Representative for RID’s Professional Development Committee and is also a member of the Conference of Interpreter Trainers. She received her BA in Speech Communication from San Diego State University and M.A. in Organizational Leadership from Chapman University. www.rid.org
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Your RID Member Portal The RID Member Portal is adding specialties, so that interpreters can indicate their work specialties. As a member, you will be able to indicate areas you specialize in which will allow consumers to be more specific when searching our database for services. More information coming soon!
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26
VIEWS Volume 33 • Issue 1
ENCOUNTERS WITH REALITY Brenda Cartwright, M.S., CSC, CI and CT, Michigan
DEAR ENCOUNTERS WITH REALITY: What is your take on having friends interpret for clients? What I mean is Ingrid Interpreter is friends with Danny Deaf. By friends, I mean they do social things together and occasionally see each other outside of a formal setting with other Deaf and Interpreter friends. Danny Deaf does paid personal tasks for Ingrid Interpreter. Should Ingrid be allowed to interpret for Danny’s college classes? AN EXPERIENCED INTERPRETERS RESPONSE: I don't think excessive rules or excess caution should be utilized/applied broadly because of the exception or because of one or two bad apples/ past experiences. The Code of Conduct is in place to address those very issues, and the best assumption is to assume the interpreter will adhere to it. Otherwise, what is it for if we assume people will violate it before they actually do? If there's a violation, deal with it at that point, not preemptively. AN EXPERIENCED DEAF CONSUMER’S RESPONSE: My answer is, it depends. Can Ingrid Interpreter maintain her professionalism while interpreting for Danny Deaf, or will the friendship "infect" her interpreting in the classroom? Will Danny Deaf respect interpreter-client boundaries? It can be sticky. Are expectations clear? Will Ingrid abide by the CPC or let it slide because the two are friends? If Ingrid is uncomfortable with the idea of interpreting for Danny, or others are uncomfortable by that prospect, the situation deserves a closer look and maybe an adjustment. Probably better to avoid any conflict of interest if at all possible. I've known a spouse to interpret for a husband/ wife in the classroom. One mother interpreted for her son's school classes. Imagine the poor kid. A NIC CANDIDATE’S RESPONSE: If this scenario appeared on the National Interpreter Certification test and I was asked to support the decision to interpret for
a friend in a college class, I would support that decision based on a positive analysis of my life regarding the following RID-NAD Code of Professional Conduct tenets: 2.0 Professionalism. Can I refrain from inserting my own counsel, advice or opinions in the interpretation (tenet 2.5) even though I am used to offering this during other interactions with the student? 4.0 Respect for Consumers. Can I maintain professional demeanor at all times during the assignment (tenet 4.2) even though we have a casual friendship outside the classroom? 4.0 Respect for Consumers. Can I facilitate communication access and equality and support full interaction and independence of the student (tenet 4.4) even though I may know his preferences? In addition to evaluating my own thoughts and behavior, I would ask the student if he is comfortable having me as the assigned interpreter for the class. This shows I demonstrate an overall Respect for Consumers (tenet 4.0) by honoring his preference of interpreters. From my standpoint as an interpreter, it is important to establish an agreement at the beginning of the semester that will note the differences between our inclass and out-of-class friendship. If clear boundaries are set and adhered to from the start, I see no problem with interpreting for a friend in a college class. 5 video: https://youtu.be/k2QABxXyCSY
Brenda Cartwright is an experienced interpreter, teacher and presenter. She is the Director of the Sign Language Interpreter Program at Lansing Community College. She holds a Comprehensive Skills Certificate (CSC), Certificate of Transliteration (CT), and Certificate of Interpretation (CI) from the Registry of Interpreters for the Deaf.
Get Encounters and other RID Press Publications online at Amazon.com.
www.rid.org
27
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Do Sign Language Interpreters Still Need to Talk About Diversity? Angela Roth - 2014
Register Now MRID is an approved RID CMP Sponsor for Continuing Education Activities. Earn up to 1.7 Professional Studies and General Studies CEUs at the Little/None and Some Content Knowledge levels. Please contact events@streetleverage.com for specific inquires on policies related to earning CEUs.
28
VIEWS Volume 33 • Issue 1
Blindspot: Hidden Biases Of Good People
INTERPRETER’S RESOURCE SHELF
by Mahzarin R. Banaji and Anthony G. Greenwald. New York: Delacorte Press, 2013. ISBN: 978-0553804645
• Reviewed by Kathy MacMillan, NIC, M.L.S., Maryland
I
n this surprising, fascinating, and often absorbing read, Banaji and Greenwald explore the hidden biases we all inevitably hold, the result of a lifetime of exposure to our own cultural attitudes about age, gender, race, religion, social class, and more. Our own bias is often hidden from us – hence the title. The authors have done extensive research with the Implicit Association Test, a fast-paced picture-word association test that reveals the immediate connections the mind makes. They even offer example of the tests for the reader to take –and even the most enlightened reader is likely to be surprised at the results. The authors show how our social groups shape our opinions – often without us even being aware of it – and how damaging that can be, even in the most innocent of situations. More disturbing is the neurological evidence the authors cite that we actually use different parts of our brains – those more disposed to empathy – when we think about those we perceive as “like us” than we do when we think about those we perceive as different from ourselves. Such bias is a blindspot indeed, built into our very brains and hidden from us.
CEU Savvy
Though the authors do not mention the Deaf community per se, the issues raised by this book go right along with the growing discussion in our profession about hearing privilege. What assumptions do hearing interpreters carry with us about our Deaf consumers and colleagues, and how can we become more aware of the ways that bias affects our behavior? Ultimately, this book strives to give the “good people” of the title – those who strive to match their behavior to their beliefs – the tools they need to outsmart the assumptions that blind us. 5 This column appears in each issue of VIEWS. Please direct questions, comments, or suggestions for resources to highlight in future issues to Kathy MacMillan at kathymacmillan@gmail.com.
To earn CEUs using this book, initiate an Independent Study by contacting an RID-approved sponsor.
Kathy MacMillan, NIC, M.L.S., has been interpreting full-time since 2005. She is also a librarian and the author of Little Hands and Big Hands: Children and Adults Signing Together (Huron Street Press, 2013).
3) Describe how the authors suggest outsmarting one’s mindbugs. How can hearing interpreters apply these concepts in their work?
www.rid.org
(See http://rid.org/continuing-education/earning-rid-ceus/ independent-study-2/ for details.) Read the book, then submit a reflection paper to your sponsor addressing questions such as: 1) What are “mindbugs”? How do they affect individual behavior? 2) Explain what the authors mean by “the hidden cost of stereotypes”. How do you see these concepts playing out in relations between the Deaf and hearing communities?
4) Take one or more of the Implicit Association Tests available at https://implicit.harvard.edu and reflect on your results. 29
INTERPRETER SPECIALTY GRANTS
CATIE Center at St. Catherine University Leads National Graduation to Certification Project
Participants will retake these assessments and take the NIC test upon completing all the program components.
The “school to work” gap has long been identified in the field of interpreter education (Godfrey, 2010; Maroney & Smith, 2010; Patrie, 1994; Witter-Merithew & Johnson, 2005). In response to this gap, the U.S. Department of Education, Rehabilitation Services Administration issued a federal funding priority to develop a national model program which would investigate and pilot evidenced-based practices for reducing the amount of time from baccalaureate graduation to RID certification. In September 2016, RSA awarded funding to the CATIE Center at St. Catherine University for their proposal, with a start date of January 3, 2017.
The program will be offered in a hybrid format, with some components completed at a distance, some face-to-face at pilot locations for less than a week, and some in the community. These components include intensive face-to-face ASL development and simulated interpreting immersion sessions, providing opportunities to interact and interpret in authentic scenarios that simulate real-life settings with deaf and hearing community members from diverse linguistic, cultural and professional backgrounds. Additional program components include mentoring, service learning in the deaf community, participation in a community of practice, and supervised interpreting experience. The supervised interpreting experience places novices in appropriate interpreting assignments in the community with trained supervising interpreters (deaf and hearing) providing on-the-job supervision.
Project Description The Graduation to Certification project will focus on the following objectives: 1) Establish a consortium and advisory board to engage broad stakeholder input in project design, implementation and outreach. 2) Design a program to prepare recent baccalaureate graduates to attain national certification. 3) Pilot the program at the first site in 2018 and refine based on initial pilot findings. Pilot program at two additional sites in 2019-2021. 4) Disseminate evidence-based and promising practices, as well as products and lessons learned, to replicate the model nationally. The exact process and requirements for program entrance will be determined with input from the consortium and advisory board but likely will include an application, portfolio, interview, and letters of recommendation. Program applicants will be expected to have passed the RID written knowledge test and demonstrate that they possess the foundational skills and knowledge described in the CCIE (2014) accreditation standards. The project will seek candidates committed to: completing the program successfully, obtaining national certification within 6–9 months, and working with adults from diverse cultural and linguistic backgrounds in a variety of settings.
The Graduation to Certification project will offer the first pilot cohort, with two 5-day face-to-face intensive sessions in St. Paul, MN, in 2018. In 2019-2021 there will be three pilot locations. The pilots will be designed for 10-12 novice interpreters per pilot location. As we begin the first year of this project focused on program development, we look forward to gathering diverse input from our stakeholders. We are currently in the process of developing memorandums of understanding with our partners, and building the Graduation to Certification project website. We anticipate program applications will be available on our forthcoming website in early 2018. For updates, sign up for our mailing list by texting RSAGRANTS to 22828, or through our Facebook page: facebook.com/catiecenter video: https://youtu.be/ZJBem3l0ups
The project will assess participants’ ASL proficiency, English proficiency, cultural competence, and readiness. The results of these assessments and work samples will inform their individualized development plan (IDP) and serve as a baseline to measure individual growth over the course of the program. 30
VIEWS Volume 33 • Issue 1
INTERPRETER SPECIALTY GRANTS
Announcing the CATIE Center Behavioral Health Interpreting Project In September 2016, the U.S. Department of Education, Rehabilitation Services Administration awarded funding to the CATIE Center at St. Catherine University to address the current shortage of trained, credentialed behavioral health interpreters, and increase diversity among behavioral health interpreters. This national project began January 2017, and is scheduled to conclude December 2021. The CATIE Center plans to collaborate with the Alabama Department of Mental Health’s Office of Deaf Services and other strategic partners to prepare certified interpreters to specialize in mental health settings. A key piece of this project will be increased support for individuals earning the Qualified Mental Health Interpreter (QMHI) credential administered through the State of Alabama, with the objective to increase the number of interpreters with the QMHI nationally from 76 to 152 by the end of the grant period. The project also seeks to build more online resources for interpreters seeking training in behavioral health settings involving chemical dependency, addiction and recovery, domestic violence and/or sexual assault. The proposed program features two primary approaches: 1) With input from partners, the CATIE Center will develop introductory webinars and online behavioral health modules that will be accessible and available to interpreters across the nation; 2) We propose to collaborate with the Mental Health Interpreter Training Institute to: a) increase practicum opportunities by supporting the increase in the number of MHIT trained supervisors; b) expand communities of practice; and c) offer professional development planning for participants based on post-assessments. These components reflect a combination of face-to-face and online mediums, expanding the accessibility of these topics to more individuals nationally. Introductory Webinars Five free 1.5 hour webinars will be open to all interpreters, students and educators. Planned topics include: 1) introduction to the interpreting specialty of behavioral health; 2) cultural and linguistic diversity in behavioral health interpreting; 3) Deaf interpreters in behavioral health; 4) addiction and recovery; and 5) domestic violence and sexual assault.
Mental Health Interpreter Training Institute (MHIT) The Alabama Department of Mental Health’s Office of Deaf Services has taken the lead in the education and credentialing of mental health interpreters. The CATIE Center seeks to support this work and provide resources to increase the number of interpreters earning the QMHI credential. One requirement of interpreters pursuing the QMHI credential is to complete 40 hours of supervised practicum, which may include up to 15 hours of observation in their home communities. Working with the Alabama Department of Mental Health, the CATIE Center will assist participants in locating and obtaining permission for observation opportunities in their area. Currently only five locations offer the supervised interpreting experience required prior to taking the QMHI exam. The CATIE Center will work closely with the Alabama Department of Mental Health and other strategic partners to develop additional sites, and support supervisor training by creating an online module and a series of live online training sessions for supervisor development. Post-assessment and Professional Development Planning Interpreters who participate with the CATIE Center’s support will take the QMHI test and a post-assessment. After QMHI results are received, a CATIE staff member will work with each interpreter to design a professional development plan that may include resources for further self-development, mentoring from other QMHIs, and continued involvement in the community of practice. More Information The dates for this year’s Mental Health Interpreter Training have been announced! Please visit their website for more information: mhit.org. If you are interested in updates about upcoming behavioral health interpreting education opportunities offered through the CATIE Center, please sign up for the RSA Interpreter Training Grants mailing list by texting RSAGRANTS to 22828. There is also a link to join our mailing list on our Facebook page: facebook.com/catiecenter. video: https://youtu.be/HKNx1bOeSsg
Online Behavioral Health Modules Modules will be open to nationally certified, working interpreters to offer more in-depth introduction to behavioral health interpreting. Planned topics include: 1) orientation to behavioral health interpreting; 2) discourse, language, and decision making in behavioral health settings; 3) introduction to interpreting in chemical dependency, addiction and recovery settings; and 4) introduction to interpreting domestic violence and sexual assault-related content. www.rid.org
31
INTERPRETER SPECIALTY GRANTS
T
he University of Northern Colorado, Department of American Sign Language & Interpreting Studies (ASLIS) under the leadership of Dr. Leilani Johnson has been awarded a $2M grant from the U.S. Department of Education, Rehabilitation Services Administration. UNC also contributed more than $185,000 to this project. This funding will be used over a five-year period between January 2017-December 2021. Project CLIMB: Cultivating Legal Interpreters from Minority Backgrounds, co-directed by Erica West Oyedele and Amy Williamson, serves to increase the number of interpreters of color and heritage signing backgrounds by creating career paths for specialization in legal interpreting for practitioners from these underrepresented communities. Project CLIMB will focus on the delivery of educational opportunities for minority group interpreters, within communities of practice created by a critical mass of interpreters who share similar backgrounds. The Project’s core consultants provide expertise in legal systems, instructional design, delivery, and program evaluation. They are also predominantly individuals from minority backgrounds, helping to ensure that pedagogical practices and project delivery occur in ways that take into consideration skill development, as well as the psychosocial needs of Project CLIMB participants. In addition to its communities of practice, Project CLIMB will offer participants a combination of online and face-to-face resources designed to prepare interpreters for working in the legal specialization. Stakeholder groups consisting primarily of individuals of the target population and those who work with consumers who stand to benefit the most by having access to interpreters of minority backgrounds working in the legal system have been engaged to provide their support to Project CLIMB. The work of the project also involves collaborative efforts and the support of the legal system and organizations working to ensure language access to the legal system such as the National Center for State Courts and state level judicial branch administrators.
Erica’s video: https://youtu.be/FpNGNbinTgA
Project outline
Year 1, between January 2017-December 2017, will primarily focus on the development of both legal interpreting modules and a mentor training program. These initiatives will build on already developed and available resources while designing an asynchronous program that is developed primarily for use by interpreters of color and heritage signers. The efforts of this first year will also invest in collaborations and conversations with the legal system, interpreters, and stakeholders to investigate approaches to credentialing interpreters of color and heritage signers through webinars and roundtable discussions. Year 2, between January 2018-December 2018, will be a year of implementation. Twenty-five legal interpreter mentors, chosen from the target populations of interpreters of color and/ or heritage signers, will be guided through the legal interpreting modules and mentor training program. Conversations and collaborations will continue with the legal system, interpreters, and stakeholders to identify and discuss barriers to credentialing and career paths for interpreters of color and heritage signers. Webinars and roundtable discussions will continue. Years 3 and 4, January 2019-December 2020, will see the recruitment into and development of communities of practice. These communities of practice will be led by the mentors trained during Year 2 of Project CLIMB. The mentors will offer and implement a legal specialist mentorship program for interpreters of color and heritage signers. During these two years, Project CLIMB hopes to be directly engaging with 100(continued on next page) Amy’s video: https://youtu.be/nJXuz2S3ttU
It is anticipated that Project CLIMB will prepare over 150 interpreters of color and interpreters from heritage signing backgrounds for work in the legal setting over the life of this grant. In addition to these direct training opportunities, the Project CLIMB website (www.unco.edu/project-climb) will serve as an additional resource through the toolkits, media resources, and webinars that are developed and shared with the public as they become available. 32
VIEWS Volume 33 • Issue 1
INTERPRETER SPECIALTY GRANTS
N
ortheastern University’s American Sign Language Program was awarded a U.S. Department of Education Rehabilitation Services Administration grant for $2 million to establish the Center for Atypical Language Interpreting (CALI). The project will address the growing demand for interpreters with specialized skills to serve Deaf and DeafBlind persons with atypical language. The five-year project officially launched on January 3, 2017. One of the initial endeavors is to record samples of atypical ASL. A language analysis team comprised of MJ Bienvenu, Dennis Cokely, Christopher Kaftan, Daniel Langholtz, and Anna WitterMerithew will then analyze the samples and create a matrix of indicants and descriptors of atypical language. In partnership with Neil Glickman, work has also begun on the development of an annotated bibliography of print and video media dealing with atypical language, language dysfluency, and language deprivation. Building on this foundation and other effective practices research, a Program of Study will be created and offered to experienced interpreters beginning in 2018. The Program of Study will include online modular instruction, a face-toface Communication Negotiation Classroom experience, and a Practical Experience Placement. Initially, the online instructional modules will be available only to those accepted into the full Program of Study. Once established, however, the online modules will be opened to a wider audience of working interpreters, interpreting educators, and other stakeholders who wish to study their content. After interpreters accepted into the Program of Study have completed the online modules, they will begin both the Practical Experience Placement and the Communication Negotiation UNC: Project Climb, continued: 125 interpreters of color and heritage signers throughout the United States. Year 5, January 2021-December 2021, the final year of Project CLIMB, will be a year of supported and supervised induction into the legal system by all of the interpreters engaged in communities of practice during the prior two years of the project. Project CLIMB Co-Directors, Erica West Oyedele and Amy Williamson can be contacted if you have any questions or an interest in the work of the project. They are most easily reached by checking out the Project CLIMB website at: www.unco.edu/project-climb www.rid.org
Video: https://youtu.be/IwuoAZGdt10
Classroom. Running side by side, these training opportunities will provide supervised, onsite, work-related experience as well as opportunities for observation, interaction, and when appropriate, hands-up supervised interpreting experience with Deaf and DeafBlind persons whose language is atypical. For five days, participants will spend time in mock interpreting experiences, case study analysis, and discussion of their experiences with a variety of Deaf and DeafBlind persons onsite. These avenues are designed to 1) increase participants’ practical experience, 2) provide opportunities to reflect on their performance with experienced instructors and onsite supervisors, and 3) improve their confidence in applying their newfound skills and knowledge. Upon completion of the Program of Study, practitioners will engage in a supervised induction process for 40 hours over the course of 16 weeks. This post-program induction program is designed to provide participants ongoing supervision and guidance on the job. The plan is to provide working interpreters a clear path toward obtaining or advancing in employment working with Deaf and DeafBlind persons whose language is atypical. In addition to the educational opportunities mentioned above, CALI at Northeastern University will provide opportunities for participation in online Communities of Practice and webinars. All training activities will be offered for RID Continuing Education Units. The team includes Dennis Cokely, Principal Investigator; Diana Doucette, Director; Madeleine Eames, Project Coordinator; individual consultants; and a partner network of agencies and programs serving interpreters and individuals who are Deaf and DeafBlind. More information will be housed at www.northeastern.edu/ cali in the coming months. 33
INTERPRETER SPECIALTY GRANTS
Western Oregon University Announces DeafBlind or Hard of Hearing and Individuals Who Are Deaf-Blind -- Training of Interpreters in a Specialty Area. DeafBlind National Training and Resource Center Interpreting is this grant’s specialization.
Western Oregon University's Regional Resource Center The project recently launched on January 3, 2017, and on Deafness is thrilled to announce it has received funding to will continue through December 31, 2021; a total of 5 years establish DBI: the DeafBlind Interpreting National Training and in all. This project is made possible through a grant from Resource Center (DBI). the US Department of Education, Rehabilitation Services Administration. Federal grant money has been awarded for the next five years going forward to focus on DeafBlind interpreting, research and standards, as well as pedagogical methods for training around DeafBlind interpreting.
video: https://youtu.be/wzvaugtk2mg
The DBI grant’s goal is to enhance communication access for DeafBlind people. To increase how many interpreters are knowledgeable, competent and fluent in ProTactile ASL (PTASL) as well as other tactile communication methods. This DBI project has two goals: 1. First, to increase the number of interpreters who are skilled in PTASL and who can match different DeafBlind individuals and accommodate their needs; and 2. Second, to train DeafBlind people to become mentors who will then teach those interpreters how to interpret and use the DeafBlind community’s language. The overall goal with the grant is to better serve DeafBlind people in a variety of settings, be it through Vocational Rehabilitation or in interpreter education programs. This is about how we teach people how to become interpreters with DeafBlind people to better serve the whole DeafBlind community. Project staff include Cheryl Davis (Project Director), CM Hall (Project Manager), Heather Holmes (Resource Manager), and Elayne Kuletz (Web Manager). The DBI grant will work closely with two DeafBlind consultants, Jelica Nuccio and aj granda. They will teach and provide training to interpreters as well as work with DeafBlind mentors to become more fluent in ProTactile ASL.
Grant Information St. Catherine University's CATIE Center: The interpreter training grants introduced in this issue of the VIEWS are funded by the U.S. Department of Education, Rehabilitation Services Administration CFDA 84.160C and 84.160D. The contents of these articles do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal government.
University of Northern Colorado, Northeastern University, and Western Oregon University: The interpreter training grants introduced in this issue of the VIEWS started January 3, 2016, and will continue through December 31, 2021, and are funded by the U.S. Department of Education, Rehabilitation Services Administration Approximately 20 content experts from around the country (UNC: #H160D160001; Northeastern: H160D160002; will be working with us on curriculum development and review. WOU: #H160D160005). The contents of these articles do Over the course of the 5-year grant, trainings will be held both not necessarily represent the policy of the Department of online and onsite face-to-face. DBI will also serve as a resource Education, and you should not assume endorsement by the center for training materials to be shared. Federal government. The federal grant project is for Individuals Who Are Deaf 34
VIEWS Volume 33 • Issue 1
Do you teach ASL? The #1 video tool for teaching ASL More than 400 universities trust GoReact. Students have submitted over 2 million videos for feedback. (That’s over 16 years of video!)
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blog.goreact.com/alamo VP (801) 615-2966 | Tel (801) 717-3499 asl@goreact.com goreact.com www.rid.org
@GoReactforASL GoReactforASL 35
NEWS FROM NAD
UPDATES
2016-2018 Top Priorities Delegates representing state association affiliates, eligible nonprofit organization affiliates and other groups voted on top priorities for 2016-2018 during the 53rd Biennial NAD Conference in Phoenix, Arizona. The Official 2016-2018 Conference Top Priorities (5) are as follows:
National Employment Resource Center After the conclusion of the employment resources center task force, NAD shall through coordination or partnership with other organizations; NAD shall take the lead in establishing a National Employment Resource Center for Deaf, DeafBlind, Deaf with additional disabilities and Hard of Hearing individuals covering both private and public sectors.
other organizations, take the lead in establishing a National Data Resource Center to collect data and statistics to document, support and make data driven decisions that will focus in the areas of civil, human and linguistic rights of Deaf Americans. Areas of research and data collection shall include, but not be limited to the short- and longterm impacts of language acquisition and development, communication modalities and types of education received on employment, reliance on federal and state funding (e.g., welfare benefits and mental health services).
Child Protective Services and Best Practices with Respect to Language/Culture The NAD is to create legal strategies and action regarding children who are removed from 1) Deaf parent(s) home who are either themselves Deaf, DeafBlind, Deaf with Additional Disabilities and Hard of Hearing and 2) Deaf, DeafBlind, Deaf with Additional Disabilities and Hard of Hearing Children removed from hearing homes.
Campaign to End Language and Cultural Deprivation
1. The NAD shall support the successful nationwide LEAD-K initiative for the purpose of ending language, cultural, and Enhance NAD Information Clearinghouse physical/emotional deprivation. The NAD shall also seek to convene a national coalition led by LEAD-K and the and Communications Strategy NAD and consist of select organizations committed to the inclusion and preservation of American Sign Language as a The NAD shall enhance its information clearinghouse and human right in the United States of America. communications strategy by taking these steps: 2. The NAD shall also, through collaboration with State Associations and affiliates, aggressively promote and 1. The NAD shall conduct an NAD.org website refresh disseminate research and testimony challenging related that prominently positions, front and center, a central propaganda/falsehoods to target audiences including the information clearinghouse for parents and families of Deaf, general public, parents of Deaf, DeafBlind, Deaf with DeafBlind, Deaf with Additional Disabilities and Hard of Disabilities and Hard of Hearing children, and the medical Hearing children. community. The NAD shall also communicate to external 2. The NAD shall enhance NAD.org's search engine stakeholders the importance of baby sign language and optimization (SEO) and targeted link exchange campaign. how it positively impacts future language acquisition and 3. The NAD shall enhance its communications strategy development. and expand its celebrity spokesperson team by inviting additional celebrities from the entertainment, government, 3. Using data-driven research available, the NAD and LEAD-K shall design, develop, implement and maintain a business and/or other industries to serve as organizational collaborative strategy to have nationwide Deaf educational spokespersons; and obtain permission and authorization to and advocacy organizations and programs include and use their name and likeness. preserve American Sign Language as an inherent human 4. The NAD shall design, develop and disseminate a series right in their organizational and programmatic missions and of media campaigns leveraging existing social media core values. An important component of this strategy is to platforms to effectively communicate messages from the ensure that organizations advocate teaching sign language spokesperson team and for the purpose of information to all Deaf and Hard of Hearing babies. dissemination, fundraising and creating political currency. 4. The NAD and LEAD-K shall explore the feasibility of 5. The NAD shall design, develop and disseminate to the developing and executing a legislative strategy towards media a set of journalistic and media style guidelines Federal and state legislation recognizing the American Deaf promoting the universal use of the capitalized “D”eaf to community as a protected class with the inherent right to represent all subsets of our community in recognition of learn and use American Sign Language and English. our community’s human right to learn and use American 5. The NAD and LEAD-K shall explore the feasibility of Sign Language. developing and executing a legislative strategy towards 6. The NAD shall, through coordination or partnership with 36
VIEWS Volume 33 • Issue 1
NEWS FROM NAD enacting and/or amending Federal and state legislation requiring national- and state-based Early Hearing Detection and Intervention (EHDI), LRE/ IDEA and other programs to recognize, include and preserve American Sign Language as an inherent human right. 6. The NAD and LEAD-K shall rally the American Deaf community to join the movement and educate members as to their roles and responsibilities.
Creation of Mental Health Training Program and a Communication Hub on Health Related Information
NAD Leadership Training Conference (NLTC) October 5-7, 2017 NLTC provides specialized workshops and trainings designed to develop leadership skills for deaf and hard of hearing individuals from state associations, nonprofit organizations, business corporations, and government entities.
Skirvin Hilton Hotel The NAD to partner with relevant federal agencies, universities, Oklahoma City, Oklahoma and/or SAMSHA to develop mental health training program and to create a communication hub that focuses on mental health related issues with resources on preventative care, mental health and wellness programs, and relevant information for Deaf users by providing information in ASL. The goal is to inform the public, including the Deaf and Hard of Hearing community on mental health related issues and to advocate for more bilingual Mental Health Clinicians (i.e., from Gallaudet University) to fill in vacancies across the country.
http://www.nad.org/2017nltc
More details, and video descriptions of each priority, can be found here:
https://www.nad.org/about-us/priorities/ January 2017 Update from NAD President Melissa Draganac-Hawk https://www.nad.org/2017/01/31/updates-from-presidentmelissa-january-2017/
The NAD 2015-2016 Annual Report is now available:
眀眀眀⸀渀愀搀⸀漀爀最⼀㈀ 㜀渀氀琀挀
http://www.nad.org/2018conn
https://www.nad.org/about-us/annual-reports/
www.rid.org
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See you in
2017
Salt Lake City, Utah
LEAD Together National Conference
July 20-24
SLC Visitors Bureau, click to see inside.
Utah Travel Guide! Click to see inside.
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VIEWS Volume 33 • Issue 1
NEWLY CERTIFIED Certifications awarded 11/16/2016 to 2/1/2017 Because of the moratorium, there were very few new certifications awarded between 11/16/2016 and 2/1/2017. As of June 30, 2016, RID stopped accepting Ed:K-12 applications. The CDI, SC:L, and OTC exams remain on moratorium, while performance tests for the NIC resumed in November 2016. As a result, RID conferred only two certifications since the last VIEWS in November of 2016.
National Interpreter Certification No new certifications
Certified Deaf Interpreter Region I Cale E. Owens, CDI, New Jersey, 1/9/2017
Educational Certificate: K-12 Region V Xiomara Paredes, Ed:K-12, California, 6/30/2016* (*member results should have been printed in November)
Memberships and Certifications Terminated for Non-payment of Dues (as of 2/14/2017) In accordance with the RID Bylaws : Article III Section 4. B, "An individual's certification in RID can be terminated for the following reasons: 2. Non-Payment of dues as outlined in the PPM." Where requested, payment schedules were arranged; reasons for non-renewal vary. The following people have not met the requirements for certification maintenance: Region I - Northeast Amory Wallace Elizabeth Kara Wheeler Eugene A. Bourquin J. David McCloskey Jennifer A. Hayes Katharine F. Gillies Cathy Hillman Kristina Marie Miranda Lois G. Morin Mary Buckley Meggan L. Berley Nancy J. Robbins Sarah J. Kelley Sherry L. Albert Vicki Joy Sullivan Wendy Raditz Region II - Southeast Alicia Thorpe Beverly J. Hollrah Camille Hernandez Daphne Jo Cox Elizabeth A. Gomez Emily WL Duncan Ginger Dawn Clark Gregg Howe Harriett Clark Hugh Prickett Jeffrey P. Howe Jill R. Farmer Ksenija Evangeline Simmons Lauren Joyce Marcia A. McMillan Marcia H. Schools Michelle C. Beilke Paul Christie Stephanie Elizabeth Boyette www.rid.org
Tammy A. Spillman Region III - Midwest Alison Louise Concannon Amanda Rae Howard Antonina Vettraino DeAnna M. Berg George Christopher Bailey Harold E. Simons Heidi R. Jones Iris Keller Jill Anderson Matthew Shon King Melissa Clutter Micki Baron-Gerstein Moira Crabtree Rachel Heinbaugh Robin Oslund Sarah Guzdek Sharon L. Plett Susan Harvey Region IV - Central Alaina Webb Amy Glenda Cox Benito A. Perales Gillian Whitney Holly A. Warren-Norman Jennifer Joyner Jennifer Smith Joanne J. Workman Lisa D. Walters Lisa Hosey Michael J. Nesbitt Rebecca Gaw Tobias Allen Wilde
Region V - Pacific Amy Garver Amy Wiley April Capatch Beth R. Schoenberg Carl Matthew Gibbens Carol Arink Christine Nicol Christine Pounds Christopher Gardner Danyel Peduto Erin Rettke Gail M. Lucas Gina Kessler Holly C. Payne Isaac Sundsted Jaymee Himsey Jodie Toews Joseph D Wheeler Kara Michele Pena Kerri Borba Marla Mitchell- Surenok Meda Christine Thompson Michael Mario Castro Nora Comeau Pamela Jolene Wood Rebecca Perlowski Richard M Horrell Sharon Orestad Steven Nail Valerie A. Malangko Wendy Roxana Chouinard International Krys T. Rener
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