Workshop Descriptions

A Study in Sans Communication

By Jamie Wilson

It is estimated nearly thirty percent of incarcerated individuals in America are Deaf or Hard of Hearing. Each year, gross negligence toward the Deaf within the justice system results in exponential lawsuits. By way of an engaging Sherlock Holmes metaphor, “A Study in Sans Communication” highlights the tools, technologies, and knowledge necessary for counsel and other key individuals to ensure due process rights for Deaf clientele when encountering communication and cultural barriers.

Am I a lousy interpreter or are you just sexist? Gender bias, gender discrimination, and interpreting

By Colleen Jones

This workshop focuses on the experiences of female interpreters, the bias and discrimination we encounter while on the job, and the impacts on ourselves, our work, and our consumers. We will explore current scholarship on the topic of gender bias and interpreting and participate in discussions of oppression, feminist theory, and Dean and Pollard’s demand-control schema. Participants will engage in individual and group exercises where manifestations of gender bias toward interpreters and potential control options are explored. Participants will also consider how their understanding of this topic can advance through individual and community of practice learning. Instead of telling female interpreters what they should do differently in the face of oppression, this workshop emphasizes women’s instincts and wisdom as well as utilization of allies and evidence-based practices.

ASL-to-English: Beliefs--> Strategies

By Stephanie Feyne

In this highly interactive workshop, we will explore some of the challenges and some of our assumptions about interpreting from ASL into spoken English. We will address how personal communication style, beliefs and habits contribute to the final interpreted output. Areas of focus are the theoretical underpinnings of communication, markers of register, and structures in ASL that are vastly different from those in English (such as reported/constructed dialogue, constructed action, repetition, topic transitions, and culturally specific knowledge).

Body Shifts and Pointing ... BUT Who's Talking?

By LeWana Clark

The Results are in! Let’s look at my research findings on how non-deaf interpreters (from Region 5) identify who is talking at each turn-at-talk during a series of team interpreted mock trials. I promise not to go on and on about all of the 2,237 data points…how boring! But we’ll laugh, learn, interact, and explore our practice of interpreting for multiparty interactions. Come prepared to answer this quiz: What are the 7 most popular speaker identification markers?

CDI/CHI teaming from arrests to sentencing

By Suzanne Lightbourn and Branton Stewart

Certified Deaf Interpreter (CDI) Deaf Interpreters (DI)and Hearing Interpreters (HI) need skills to work together from a basic level to more advanced platforms. We will explore criminal procedures, definitions and some suggestions of how teams can prepare together in pre and post meetings. Participants will practice in a safe environment the Miranda warning, a plea agreement, probation requirements and a sentencing. Participants will practice using different types of relaying information between the CDI and HI team.

Competence to Stand Trial: Interpreting Criminal Court, Forensic Psychiatric Evaluations, and Competency Training

By Tara Potterveld and Nikki Schmitz

The legal system in the United States is designed to provide criminal defendants the right to a fair trial. Any time during a criminal proceeding that a defendant is thought to be unable to show a rational and factual understanding of the charges or the legal process, or is unable to communicate with counsel, the defendant may be sent for psychiatric examination to assess the defendant’s competence to stand trial.

Competence to stand trial is a concept of jurisprudence allowing the postponement of criminal proceedings for those defendants who are considered unable to participate in their own defense on account of cognitive, language-related or physical disorders. No matter how clear the evidence of guilt, a person deemed not competent to stand trial can’t be convicted. Authorities may arrest and hold the defendant in custody and the prosecution may file criminal charges, but the case cannot advance until the defendant’s competency is “restored.”

Deaf persons without adequate language skills may be deemed incompetent to stand trial until enough language is developed in order to assist the defense attorney. A court may require the defendant to attend court competency and language training. Interpreting for this population requires knowledge and skill, particularly for the Deaf interpreter involved.

The goal of this workshop is to train Deaf and hearing interpreters 1) legal procedures in competency court hearings, 2) techniques on interpreting forensic competency evaluations, and 3) best practices for interpreting court ordered competency training for Deaf defendants.

Cross-Cultural Mentoring: Let's Bridge the Gap!

By Royce Carpenter

The workshop will teach interpreting professionals about issues facing the Black Deaf, Black hearing, and Black interpreting communities to give a better understanding of how they might mentor a Black interpreting student or Black novice interpreter. The workshop will provide interpreters with ways to develop cross-cultural mentoring relationships and how to broach sensitive topics during the development of such relationships.

Demand Control Schema Workshop (For experienced interpreters)

By Tamar Jackson Nelson

Participants will examine, and discuss the implications of, the Demand-Control Schema (D-CS) as applied to sign language interpreting by Robyn K. Dean and Robert Q. Pollard, Jr. (2001). Two phenomenological dimensions (control and demand) that affect interpreters will be reviewed and the impact of each in the participant’s working environments will be discussed. Ethical decision-making will be considered in relation to the idea of the “control” that interpreters do or do not have and/or need. After lively discussion with colleagues about strategies for minimizing “stress” for themselves and maximizing professionalism and dynamically equivalent interpreting participants will complete the workshop with a fresh view of the D-CS. This view will allow new and experienced interpreters to analyze decisions they make daily to ensure that they are taking care of themselves and their consumers.

Discovering the Keys to a Purpose-Driven Future - Keynote Presentation

By Wing Butler

ASL history presents a rearview look at what was done before, Wing will offer a personal lens to the development of sign language interpreting by providing a historical framework as a starting point. He will uncover trends that helped shape an interpreter's context. In his keynote, Wing will also suggest the significance of ones personal journey as a key to creating today's solutions for a more relevant, responsive, and connected interpreter. How did we become a band of volunteers to full-time practitioners? And at what cost? What forces catapulted the speed of change that we experience in the field? Where do we want to go from here? How do optimize our purpose in our current context? How do align our purpose with the communities that we serve?

EIPA: What does it measure?

By Amanda Smith and Elisa Maroney

This presentation is intended to stimulate discussion within the field on topics such as interpreter education exit criteria, what certification means, what having an interpreter who is “work-ready” means, what constitutes assessment for working in a variety of settings, and for what types of work interpreters who are entering the field should accept. We have been conducting a longitudinal research project (2009 to 2016) in which graduates of the Western Oregon University bachelors degree interpreter education program took the Educational Interpreter Performance Assessment (EIPA) and the EIPA-Knowledge examination. The results raise more questions than answers about whether a gap exists and whether or not this assessment is an effective instrument for making that determination. In addition, what the EIPA actually assesses is questioned.

Expanding the Scope and Practice of Deaf Interpreters

By Rupert Dubler

This workshop will be a conversation to explore what a DI brings to the table, the unusual niches where DIs shines, the unique ethical considerations and considerations for teaming with a DI, understanding the issue of gatekeeping, and what we all can do about it.

Finding Your Superpower: What do you bring to this community?

By Donna Flanders

The ability to identify one’s strengths and weaknesses, particularly when under stress, can lead to goal-making and development of a path to self-improvement. This workshop will include an overview of Mindfulness Meditation and its application to the field of interpreting and stress management.

First time in Court?

By Ed Alletto

Participants will become acquainted with the day-to-day on the ground procedures and techniques which enable the interpreter to function smoothly and effectively in courtroom settings.

Friday Night Ethics Live!-A round table discussion on courtroom ethics

Facilitated by Ed Alletto

Taking a seminar approach, we will compare and contrast the NCSC Model Code of Professional Responsibility for Interpreters in the Judiciary and the NAD-RID Code of Professional Conduct. Then practice applying the NCSC Model Code to a series of ethics scenarios based on the real life experiences of court interpreters. Panelists will be Judge Katherine Weber, Anne Marx, Colleen Thayer, and Holly Newstead.

Panelists: Katherine Weber is a Circuit Court Judge in Clackamas County. She was appointed by Governor Kulongoski in early 2010. Foreign languages have always been a passion for Judge Weber. She obtained her undergraduate degree in Spanish and Political Science at the University of California at Berkeley, spending a year at the Universidad Complutense in Madrid. She attended law school at Willamette University College of Law, returning to Madrid for further legal studies through the College of William and Mary. Judge Weber speaks fluent Spanish, and has worked frequently with interpreters in many of the various languages used in Oregon courts including ASL.

Holly Newstead is an ITP graduate of the National Technical Institute for the Deaf. She holds CI, CT and NIC:A certifications, as well as an SC:L. She has contracted with the US District Court, US Federal Court, US Department of Justice, and the Federal Bureau of Investigation to provide legal interpretation in specialized settings. She currently provides legal interpreting services to multiple counties in and around California. She currently lives in Mendocino CA where she is a Firefighter/EMT with Anderson Valley Fire Dept. and an Aerialist and Instructor for Mendocino Center for Circus Arts which she co-founded and directs.

Anne Marx is a Senior Analyst with the California Judicial Council’s Court Interpreters Program, where she is program lead on the promotion of court interpreting as a profession and American Sign Language interpreting issues. She is the lead staff for the Court Interpreter Advisory Panel’s Language Access subcommittee. Anne is a co-author of California’s Recommended Guidelines on the Use of Deaf Intermediary Interpreters in the Courts and of Recommended Guidelines for Video Remote Interpreting (VRI) for ASL-Interpreted Events. She recently chaired an ad hoc national advisory group which successfully adopted Knowledge, Skills and Ability Essential for Court Interpretation: American Sign Language which are expected to be foundational for a national ASL court interpreter credential. Anne is a member of the California Bar with experience in complex project management, contracts negotiation, juvenile delinquency hearings, labor law, marketing and public relations. She also owned two businesses for more than 4 years. Anne is a Fulbright Scholar, and has spent time living abroad in Mexico, Brazil, Costa Rica, and Israel. Anne speaks Spanish, Hebrew, and some Portuguese and Italian. She loves swimming, spending time in the fresh air, and hosting big dinners with her husband, when their two boys give her time. Anne.Marx@jud.ca.gov

Colleen Thayer has been a Certified Deaf Interpreter since 2001 and received her SC:L in 2015. She attended Western Oregon University and earned her B.A. in ASL/English Interpretation, and her M.S. in Deaf Education. She also has an MA in Organizational Management from the University of Phoenix. Colleen started working at the Oregon School for the Deaf in 1999 and taught there from 2004 to 2011 after which she taught ASL to hearing students in a public high school until 2016. She has interpreted with a number of hearing and deaf interpreters in the state courts of Oregon, Washington, Texas, Idaho and California.

Improve Your GPA (Good Professional Attitude): It’s All About EQ, Not IQ

By Ari-Asha Castalia and Rob Balaam

Studies show that Emotional Intelligence (self-awareness, self-management, social awareness and relationship management) carries more weight in predicting career success than IQ. Emotional Intelligence is a critical aspect of soft skills, and is tied to the often discussed and yet elusive concept of “attitude.” New interpreters often find managing the physical and cognitive demands of the field to be more challenging than they anticipated. Increased knowledge about your emotional intelligence enhances your ability to those manage challenges. Your ability to effectively deal with emotions is important to the success of every aspect of working in this field, from engaging with consumers, colleagues, agencies and supervisors, to continued professional and self growth. You will learn about your own emotional intelligence and increase your emotional vocabulary. We will teach you how to manage emotional hi-jacking, and to leverage mindful presence to positively influence your working environment and relationships.

Independent Practice for Interpreting Skills Improvement

By Elizabeth Schniedewind

Interpreters often desire to improve their skills but are unable to find a mentor. In this workshop, Elizabeth will lead you through a series of steps and exercises designed to: allow for deep analysis of an interpreting text and a model interpretation, identify demands and consumer preferences, and document your interpreting process, targeting specific patterns for improvement. This will enable you to independently improve technical aspects of your interpreting. The skills improvement process is fully accessible to both Deaf and hearing interpreters.

Is there room for an Ally/advocate relationship in Court?

By Anne Marx, Branton Stewart, & Libby Stanley

This workshop will look at interpreter roles in the court- and how, whether they are deaf or hearing, a court interpreter functions as an officer of the court who must maintain complete neutrality. Even though the deaf community may desire/expect/demand interpreters serve in an ally or advocate role in other scenarios (medical or educational etc.) that is not even an appropriate ‘ask’ in the court environment.

The workshop will highlight some models of how advocacy happens in other ways like with the Court Appointed Special Advocacy Program (CASA) which sets up advocates for juveniles in the court system or with Women’s Domestic Violence Advocates. Hypotheticals and small group discussions will be used to flesh out the complicated grey areas of when an interpreter might be tempted to cross the line into advocacy, or where an advocate might be needed. The presenters do not deny there are needs or gaps for advocacy for some deaf people in court, but court interpreters are not the ones to fill that need. This strict role for court interpreters is in line with the recently adopted Knowledge Skills and Abilities Essential for Court Interpreting: American Sign Language (KSA’s) that were recently adopted by an ad hoc national advisory body. Materials will include links to court interpreting ethical standards and the new KSAs.

Leadership: Inward, Outward, Onward

By Mish Ktejik, Jenna Curtis, and Paul Glaser with appearances by RID board members.

Each one of us is a leader in some aspect of our professional lives. Aligning with the conference theme, Inward, Outward, and Onward, participants will start by looking inward and assessing their professional values and leadership approach. Moving outward, current research theories will be shared about how we can constructively engage as leaders with colleagues and consumers. Looking onward, this workshop will continue the conversation started at LEAD Together 2017 Conference about the direction of RID, including updates on changes and a further look at membership-proposed ideas for improving RID, allowing us to move onward to a brighter future together.

Licensure, legislation, and standards

By LaVona Andrew and Steve Snow

Discussions of standards, licensure, and credentials are becoming more heated--and legislation is becoming more prevalent. We will examine the benefits and drawbacks to establishing credentialing systems, challenges in the journey, and who the key players include. This interactive workshop examine the questions of licensure and standards at a systems level, using Idaho’s recent process as a case study. We will identify pragmatic techniques to build resiliency and confidence. Activities include small group discussion, role play, and analyzing participants’ local considerations.

Linguistic equity for sign language users in legal settings. A 360-degree view

By Erica West Oyedele

Are you concerned about linguistic access for deaf people in legal settings? This session will use the results of a survey of stakeholders conducted by Project CLIMB (Cultivating Legal Interpreters from Minority Backgrounds) as a backdrop to understanding the interpreter’s vital role in the legal system. Deaf people who use sign language are dependent on interpreters in order to be linguistically present in legal situations; whether it be the mundane or the extraordinary, they are involved in. Across the board, consumers of interpreting services express a desire to work with interpreters who are able to understand their culture and language. Using a social justice framework we will examine how power and privilege impact the work we do as interpreters. Focus will be given to interpreters of color and heritage users of ASL who are under represented within the specialty of legal interpreting. Structured discussion will provide us opportunities to think about solutions and develop strategies for how to be better advocates for systems change and linguistic equity in legal settings. Project CLIMB is funded by the US Department of Education- Rehabilitation Services Administration for the purpose of increasing the number and skill of interpreters working in legal settings.

Medical Interpreting: A Hands On Approach (For beginners)

By Tamar Jackson Nelson

Participants will learn about interpreting in the medical field using a “Hands On Approach.” The first step is to analyze what needs to happen “Before your hands are up.” This includes defining and demonstrating qualities such as diplomacy, customer service, and professionalism. Second, we discuss the numerous “Things to process” before, during and after medical interpreting. Some examples of “Things to process” are: the desired outcomes (i.e. Patients want to feel listened to, understood and feel better quickly.), emotional/physical requirements of a medical interpreter (i.e. Do you get queasy and/or faint at the sight of blood?), challenges of medical interpreting (i.e. Interpreting names of medications/illnesses.), and preparation (i.e. Researching/brainstorming possible discussion topics.). The workshop concludes with roll-plays where participants walk into a doctor’s office as the interpreter interactively practicing the skills used from the introduction to the receptionist to leaving the office when the appointment has been completed. A basic script with a “receptionist,” “patient,” and “doctor” is used, addressing problems and questions that arise while in medical interpreting situations. Workshop participants will interpret the interaction and at the conclusion will practice exiting in a professional manner.

Mitigating Power and Privilege issues in the Courtroom

By Suzanne Lightbourn

In the legal system, interpreters must unpack and become aware of our own biases. In this workshop, we will begin to be aware of these biases due to upbringing, societal influences and other factors. We will use exercises to acknowledge those biases and how we can, non-judgmentally, accept and explore our implicit bias and what we can do to make lasting changes.

Orienting Consumers: Reducing Confusion, Distraction, and Negative Perceptions

By Colleen Jones

“Wait, who’s talking?”

“Tell him I am saying…”

“I just think sign language is so fascinating!”

Have you ever worked with a consumer who was confused or distracted by the interpreting process? Ever wish you could go back in time and alter your approach to the situation?

This workshop explores the concept of consumer orientation and how it can be utilized to support consumers’ understanding of the interpreted interaction. We will discuss research in the interpreting and medical fields, the evolution of interpreter ethics, and how these topics relate to consumer confusion and distraction. Participants will brainstorm components of effective orientation, current best practices, and considerations for how and when to employ specific control options. Participants will leave with a better understanding of orientation to the interpreted interaction, a plan for personal growth, and next steps for their Community of Practice.

PCD Forum: Professional development programming and you

By Dawn Duran & Richard Laurion

American Deaf consumers report it difficult to find qualified interpreters in many critical areas that are basic for living productive lives. (Cokely, 2009, 2015) They also report that when interpreters are located, they are often not qualified for the work they are being asked to do. The RID certification is meant to demonstrate to Deaf consumers that the members holding these certifications commits to pursuing professional development that will keep them current in the field and able to do the interpreting work they are asked to provide. The membership forum is a way for RID members to stay current and informed on their obligations under the Certification Maintenance Program.

Questioning Assumptions of "Relay" in VRS: An Application of Role Space

By Denise Sedran

There is no question video relay services have favorably impacted the lives of Deaf people. Given the significant number of interpreters who currently work in the industry, it is prudent to consider the growing body of research that draws attention to the unintended consequences of VRS. One such consequence is a return to a machine-like model of interpretation where interpreters’ work is being constrained, or perceived to be constrained, by VRS and FCC rules and regulations. Are the rules and regulations at issue or are there unquestioned assumptions lurking in the midst of video relay services? This workshop extends the original, well-received presentation of this topic at the AVLIC conference in 2016. Through both lecture and small group activities, participants will examine the constraints of VRS, consider the implications of “relay” interpreting, and learn how to apply a role-space model (Llewellyn-Jones & Lee, 2014) in the VRS setting.

Reframing Depiction: Construction Action, Dialogue, Surrogation and the like

By Wink Smith Jr

Metzger (1995) observed in the early days of sign language linguistic research that, “there seems to be general agreement that signers use their body, head, and eye gaze to report the actions, thoughts, words, and expressions of characters within the discourse” (p. 256). However, these bodily actions didn’t come with a standardized name. Some called them gestures, pantomime, and role shifting, among other things. Metzger (1995) settled on the term constructed action due to Tannen’s 1986 typology of constructed actions and dialogues.

Constructed actions are the perceived actions that one attempts to recreate in space, however, they also may be fabricated actions from the signer’s mind. Nevertheless, the actions are construed in the signer’s mind for encoding using constructed action.

Dialogue is a type of constructed action, and surrogation is often used as a more general term for both. But does the body always report actions? Or is there another layer involved? This workshop is designed to demonstrate the body’s role in ASL depiction. In addition, useful techniques will be proposed to answer such questions as: who should be surrogated, what are the types of surrogation, and how does personification play a role?

Reframing Depiction: Classifiers/Depicting Verbs and Partitioning

By Wink Smith Jr

How many classifiers/depicting verbs are there? Would you be surprised to know the list of classifiers can be simplified to only three different types? How do they work? What is going on in people’s minds when they use them? Will I ever learn how to use them!? Come and see a different approach to classifiers using a cognitive linguistics approach to understand the conceptual structures that give rise to classifier use in American Sign Language.

Within this workshop focus will be given to Whole Entity constructions and how location, manner, and path are combined to construct depicting verbs. Instrument depicting verbs and Size and Shape Specifiers differ from whole entity depicting verbs. But how? One cognitive explanation can be found in what they foreground and what they background. How are these units stored in the lexicon and how are they made? In answering this question we will again turn to a cognitive explanation and will discuss one such proposal, the Analogue Building Model. In addition, we will study the body’s role with instrument classifiers constructions and how embodied experiences motivate these. Finally, we will also discuss how SaSS constructions also work with whole entity depicting verbs and how their progression through space illuminates how we perceive objects in the physical world. Analyzing how linguistic units and the conceptual perception of the world are related can help elucidate how and when to employ these items in our daily lives.

Re-thinking Register

By Stephanie Feyne

Do ASL and English mark more formal and more casual register in the same way? How do we know this? What helps us identify register? This workshop offers opportunities to analyze markers of register in ASL and in English – and to produce utterances in both languages that are appropriate for different situations.

Social Justice: Deciphering Equity one assignment at a time

By Erica Alley and Richard Laurion

Interpreting is an inter-disciplinary endeavor that incorporates language fluency, human relations, linguistic knowledge, and world knowledge with consideration of diverse personal backgrounds and experience. It is from this lens that we explore the decision-making of interpreters in a variety of settings.

In alignment with the mission of St. Catherine University, this workshop is grounded in the philosophy of social justice and communication equity. The overall goals of this workshop are two-fold: to enhance interpreters’ understanding of Social Justice thinking and to explore how to apply this knowledge to decision-making in support of communication equity for the Deaf community.

During this highly interactive workshop, we will use group discussions and activities to elicit critical thinking and explore how interpreters make decisions that either support or inhibit access for Deaf people. Participants in this workshop will practice problem solving to support equity and access and apply this learning to case studies prompting important decisions. During our time together, we will investigate the ways in which social justice and communication equity can be applied to various settings in the interpreting field (e.g., education, healthcare, VRS).

Supporting Professional Longevity: Preventing Burnout Through Enhancing Resiliency

By Ari-Asha Castalia and Rob Balaam

Seasoned interpreters are essential to the field. This workshop creates a platform for those who have a wealth of lived and work experiences to reflect on and appreciate the values that brought them to the field so they can continue as robust resources for those with whom they work. Spend some time with colleagues examining what brought you to interpreting, and reconnect with the values that encouraged your early development as a professional interpreter. Using art and coaching tools and techniques, re-engage and reenergize your commitment to those original values and to the relationships that make good work happen. You will leave this workshop with a Roadmap to Resilience containing concrete professional development goals and a self-care plan.

The Art of Reflection: Exploring your Professional Identity

By Amanda Smith and Erin Trine

The reality of interpreting is that it is a practice profession that takes place in a dynamic environment that is ever-changing; interpreters need to be equipped to navigate the landscape of practice (Wenger, et al, 2015). The intrapersonal landscape is a critical arena that impacts interpreter’s choices in their work, both from accepting the assignment, how they internalize their experience, and even how they impact the setting and people with which they work. In this workshop we will use reflective art and reflective movement as mediums to uncover and pursue an understanding of interpreter’s individual intrapersonal landscape. The responses to unacknowledged intrapersonal needs are evident in the choices we make when engaging in our work - whether that is translation choices, direct intervention choices, or how we care for ourselves before, during, and after the job. This is a critical aspect of our work that needs validation and recognition to address. Doing so will assist practitioners in distinguishing “me from work.” When interpreters are afforded a brave space to engage, they explore and challenge their professional identity narratives, engage in rigorous self-reflection, and make bold moves to become effective interpreters.

The Conceptual Universe and Space in ASL

By Wink Smith Jr

Every interpreter has been there: you set up a beautiful and visually clear scene, and are thrilled about your fantastic use of space. Then the speaker introduces a new concept that doesn’t fit in your masterpiece. How can you organize your space to make everything fit?

There is a tool that can help guide interpreters to efficiently arrange visual concepts to make the most of their space: spacial frames. A major difference between English and ASL is that ASL uses space and kinetics in a 3-dimensional manifestation (Winston, 1995, 1996). The use of this spatial frames will help interpreters to create translations into a visual-spatial language from a spoken language that uses no space.

Proper use of spacial frames allows for clearer depiction of comparisons and complex relationships. Instead of merely using body shifting or static listings which can limit detail or expansion, spacial frames allow discrete and simultaneous creation of visual images with extensive detail without cluttering the visual field. They even have the flexibility to build ancillary spacial frames for additional information.

For example: An individual describes three houses he is considering buying. In the course of discussion, he lists details such as the locations of the houses, what each house looks like, and the pros and cons of each house. Creating three distinct spacial frames provides generous space for descriptive detail and allows for additions if the speaker retroactively adds them in future utterances. Likewise, if he includes contrasts, additional frames may be necessary.

The new ASL court interpreter knowledge, skills and abilities - the process and plans for court credentialing

By Anne Marx

In August 2015 RID announced it would stop credentialing legal interpreters. For more than a year, many assumed they would start again. As it became clear RID did not have any immediate plans to credential court interpreters, stakeholders began to discuss the landscape- including available replacement exams and possible solutions to the impending crisis: with natural attrition due to retirement, interpreters feeling unclear about how to prepare for a career with no path and with no credential available for what would end up being at least five years, the Deaf community could literally be stuck behind bars waiting weeks for a qualified court interpreter, unless immediate efforts were made.

A clear starting point was establishing a list of Knowledge Skills and Abilities essential for court interpretation which could form as the foundation for test research and development. In 2017 and 2018 an ad hoc national advisory group which included Deaf community representatives, educators, academics, certified Deaf interpreters, certified court interpreters, people from diverse backgrounds (including people of color and Children of Deaf Adults (CODA)), court administrators, and test development managers reviewed materials and draft documents and ultimately convened three times, before adopting Knowledge Skills and Abilities Essential for Court Interpretation: American Sign Language in January 2018.

At least four members of the ad hoc advisory group will participate as panelists in the workshop discussing highlights of the group’s work, answering questions on the KSAs and ultimately, providing updates on the development of a nationally acceptable court interpreter credential, as available.

The Q&A Quandary

By Donna Flanders

The Q&A Quandary: Interpreting Standardized Tests into ASL Interpreting standardized test items presents unique and difficult challenges for classroom interpreters. Because no two interpreters will sign questions the same way, the standardization of the test presentation is at risk. That being understood, this workshop will explore several strategies for dissecting test questions and answer choices in order to ease the task of translating content into ASL. Some of these strategies include identifying patterns of question structures in English and utilizing patterns of signs in order to reintroduce the concept of standardization. Other strategies to be reviewed will include utilizing basic ASL grammar structures such as Topic-Comment to clearly separate the test components into a scenario followed by a question followed by answer choices. Participants will be asked to apply workshop strategies to a variety of grade level and subject matter test items and discuss their choices in small and large group settings. Participants will be given study resources for their own continued practice.

Universal Yoga Deep Stretch

By Ashley C. Paul

Participants will learn ranges of mobility (ROMs) of the shoulders, hips and spine and how to use them effectively to create liberation and balance in the joints. These passive asanas (stretches) are particularly beneficial for ASL/English interpreters. We will begin with a short lecture on the ROMs, including complementary, basic techniques in Yoga asana, then dive directly into a Deep Stretch class. Participants are encouraged to bring a yoga mat or a towel and clothes that have some stretch in them, however, this is not meant to be a barrier to self-care. Anyone and everyone is welcome with or without a mat. Level: Beginner-Advanced (all levels)

Universal Yoga Shoulder Asanas

By Ashley C. Paul

Description: Participants will memorize and demonstrate knowledge of the ranges of mobility (ROMs) of the shoulders and how to use them effectively to create liberation and stability in the joints. These passive asanas (stretches) are particularly beneficial for ASL/English interpreters. We will begin with a short lecture on the ROMs, including complementary, basic techniques in Yoga asana, then dive directly into the poses. Participants are encouraged to bring a yoga mat or a towel and clothes that have some stretch in them, however, this is not meant to be a barrier to self-care. Anyone and everyone is welcome with or without a mat. Level: Beginner-Advanced (all levels)

Universal Yoga Shoulder and Hip Asanas

By Ashley C. Paul

Participants will memorize and demonstrate knowledge of the ranges of mobility (ROMs) of the shoulders and hips and how to use them effectively to create liberation and stability in the joints. These passive asanas (stretches) are particularly beneficial for ASL/English interpreters. We will begin with a short lecture on the ROMs, including complementary, basic techniques in Yoga asana, then dive directly into the poses. Participants are encouraged to bring a yoga mat or a towel and clothes that have some stretch in them, however, this is not meant to be a barrier to self-care. Anyone and everyone is welcome with or without a mat. Level: Beginner-Advanced (all levels)

Universal Yoga Shoulder, Hip and Spine Asanas

By Ashley C. Paul

Participants will memorize and demonstrate knowledge of the ranges of mobility (ROMs) of the shoulders, hips and spine and how to use them effectively to create liberation and stability in the joints. These passive asanas (stretches) are particularly beneficial for ASL/English interpreters. We will begin with a short lecture on the ROMs, including complementary, basic techniques in Yoga asana, then dive directly into the poses. Participants are encouraged to bring a yoga mat or a towel and clothes that have some stretch in them, however, this is not meant to be a barrier to self-care. Anyone and everyone is welcome with or without a mat. Level: Beginner-Advanced (all levels)

VRS Interpreting: Integrity and Dynamic Equivalence

By Tamar Jackson Nelson

This workshop will provide participants information and the opportunity for in depth discussion about Video Relay Service (VRS) interpreting. Participants will analyze and discuss the NAD-RID Code of Professional Conduct (CPC) with respect to VRS work including respect for consumers, perceptions of consumer’s attitude, confidentiality, personal feelings vs. company policy, workplace culture, empowerment and oppression. Techniques for providing dynamically equivalent interpreting and exceptional customer service will be reviewed and practiced through activities and discussions.

When do I need a CDI in court and how do I get one?

By Ed Alletto

Using the findings of Northeastern University's 2017 CALI Language Analysis Team Report, we will examine the language characteristics of atypical American Sign Language users. We will also look at the communication characteristics and needs of common courtroom hearings. Then we will use what we've learned to practice formulating professional opinions about when the services of a CDI specialist are warranted. Finally, we will practice some language and communication strategies for convincing court leaders to accept our recommendations.