MAPPING REALITY SELF-ANALYSIS (M.R.S.) MODEL
Daniel Gough, Ed.D.
Jenny Margarita Gough (Contreras), Ed.D.
Leslie C. Greer, M.A.
Daniel Gough, Ph.D., An educator and administrator, he has taught ASL for 21 years.
Jenny Margarita Gough (Contreras), Ed.D., is the vice president of the Conference of Interpreter Trainers, she serves as department chair and ASL professor at Berkeley City College in California.
Leslie C. Greer serves as an ALTSA certification evaluator, and presents workshops on sign language teaching, Deaf culture, linguistics, and interpreting.
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e are Deaf interpreters, interpreting educators, researchers, and stakeholders. We have trained, practiced, and taught using a variety of interpreting processing models such as Model of the Interpreting Process (Seleskovitch, 1978), Gish Processing Model (Gish, 1986), Sociolinguistic Model of Processing (Cokely, 1992), Depth of Processing Model (Colonomos, 1992), Effort Modeling for Interpreting (Giles, 1995), Ten-Step Discourse Analysis Process (Witter-Merithew, 2002), and MeaningBased Model (Russell, 2002). Each model mainly focuses on information processing
from top to down, detail processing, and interpreting at the discourse level. In our studies and careers, we have recognized that there are missing aspects that are significant: cultural perception, cultural norms, and built-in schema/extralinguistic knowledge (ELK). Today’s interpreting process models have persistent challenges with the Deaf community’s cultural norms. These interpreting processing models are determined by many factors within the traditional interpreting research and curriculum. While the importance of cultural norms is significant, there is not sufficient research that examines the development and progression of using and applying cultural norms to the
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models. Furthermore, the global interpreting environment has blurred the lines between cultural and interpreting processes, creating cultural gaps that are often a struggle for pre-certified and working interpreters. To address this, we studied various factors, such as worldviews, experiences, and language and cultural norms.. We examined research done at Maryville University (MU) in Missouri, which focused on multicultural issues in counseling and cultural counseling competence. “The driving force behind multicultural counseling is that people from minority groups view the world
