I am not currently teaching ASL3370: Sign to Spoken English Interpreting.

Please note: All information currently available on this site represents work and due dates relevant to a previous semester/course. Please check back during later semesters for updated information on this course. Thank you.

Contexting interpretive ‘work’ and depersonalizing feedback

Readings/Discussions

Feedback: A Conversation about ‘The Work’ Between Learners and Colleagues (Witter-Merithew) Required

This article contains an unpublished article (2001) by Anna Witter-Merithew, Director of the Mid-America Regional Interpreter Education Center (MARIE) and an assistant director of the DoIT Center (now Department of American Sign Language and Interpreting Studies) at the University of Northern Colorado, regarding how we have historically spoken about interpreting work and posits a new paradigm of discussion.

Non-evaluative feedback language (Colonomos) Required

Colonomos’ “yellow sheet.” Simple yet essential recontexting of feedback language we use with interpreter colleagues. To be used in class discussions and interpretive work processing. Live it. Love it. Learn it. (Don’t download this unless you lose the yellow copy handed out in class.)

The Demand Control Schema for Interpreting Work (DC-S) Required

Definition and explanation of Dean & Pollard’s Demand Control Schema

Consumers and Service Effectiveness in Interpreting Work: A Practice Profession Perspective (2005) Required

Article by Dean & Pollard (2005) discusses the concept of SL interpreting as a practice profession and why overlooking outside factors on SL interpreters is potentially dangerous to the profession.

Application of Demand-Control Theory to Sign Language Interpreting: Implications for Stress and Interpreter Training (2001)

This seminal work in the DC-S theory framework introduces various types of demands — (para)linguistic, environmental, interpersonal, and intrapersonal — and discusses their impacts on interpreter psychology.

Apprenticeship in SL Interpreting

Long needed yet sorely misunderstood, apprenticeships and supervision are the next frontier in the elevation of the field. Do you agree with Peterson and/or commenters here?