Interpreter Education Month – StreetLeverage

Posted on October 5, 2016 by Jeremy Rogers — Leave a comment

Where’s the Welcome Mat? Opening the Door to Deaf Interpreters

Deaf Interpreters (DI) bring a wealth of cultural and linguistic experience to Interpreter Education. Jeremy Rogers investigated the DI experience with Education Programs resulting in some practical recommendations for how to better welcome them to the table.

In 2014, Eileen Forestal, PhD, RSC, presented at StreetLeverage – Live in Austin, Texas. One of the most poignant statements she made was, “Deaf Interpreters have been involved every step of the way since the beginning of the profession. Deaf Interpreters are here to stay. We will shape the future of the profession for all interpreters whose work includes American Sign Language and English” (Forestal, 2014). In 2016, I found that working Deaf interpreters and Deaf interpreting students did not share the same outlook.

[View post in ASL.]

I was introduced to the concept of Deaf interpreters early on in my college education. Originally majoring in elementary education, I decided to take American Sign Language to fulfill my language requirement. I randomly selected an ASL 100 course that fit into my schedule. The instructor happened to be a Certified Deaf Interpreter (CDI). Eventually, I changed majors to interpreting and transferred to Gallaudet University for my Bachelor’s in Interpretation. While at Gallaudet, I regularly observed Deaf/Hearing interpreting teams, as well as Deaf/Blind interpreting done primarily by CDIs. Having such consistent exposure to Deaf interpreters falsely led me to believe that working with Deaf interpreters was common practice. I quickly realized after I returned to California that this was not the case.

When I began working as a Video Relay Service (VRS) interpreter, I was again surprised to find that we did not have Deaf interpreters in the call center. Staffing Deaf interpreters seemed like such a logical component in video relay settings, especially having such high call volume for Video Remote Interpreting (VRI) calls. What was even more surprising was the number of colleagues I had whom had never worked with a Deaf interpreter before. Some colleagues even scoffed at the idea that they would need a Deaf interpreting team; after all, they knew ASL and had been doing this for years! I soon realized this was no longer a simple theme I was encountering; it was a very serious problem.

Research Process

I began my graduate studies at Western Oregon University in 2014. After considering dozens of topics of interest, it struck me: What is Deaf interpreter education? What does Deaf interpreter education look like and how can it be most effective? The magnitude of these research questions was overwhelming. I needed expert guidance, and so I asked Carole Lazorisak, a working Deaf interpreter, to join my research committee. There was no way I could define most effective approaches to Deaf interpreter education, as I am not a Deaf interpreter; I could, however, reach out to working Deaf interpreters and Deaf interpreting students to gain insight into their educational experiences. In June of 2015, the first national Deaf Interpreter Conference was held in St. Paul, Minnesota. I mailed consent forms to St. Paul to be distributed at the conference; out of 208 registrants in attendance, 52 registrants completed and returned a consent form. 8 additional participants completed the consent form. In the end, 9 participants were selected for an interview. Interviews were conducted via videophone or online video conferencing platform and screen recorded for documentation. Interviews were then transcribed from ASL to English; initial transcriptions were returned to the interviewees for feedback and corrections, and, once approved, the transcripts were coded for data.

Findings of Research Study

While the full findings of the research study can be found below, I would like to share the more unexpected findings that came to light. I was disheartened to discover that there was such a common theme of interpersonal/intrapersonal strife amongst Deaf interpreters; that is, the negative perceptions that Deaf interpreters had of themselves, not only because of the experiences they had in interpreting programs, but also working in the field alongside hearing interpreters. Several interview participants reflected on their experiences in both interpreting programs and workshop settings and noted a strong sense of distrust by hearing interpreters; many of these same Deaf interpreters criticized the constant emphasis on interpreters’ hearing status rather than the skills and abilities they had to contribute to the interpreting process.

Perhaps the most disturbing theme that arose from the interviews conducted was the resigned acceptance of the conditions of our current climate. Several participants concluded that even though they recognized the injustices in place, there was very little to be done if they hoped to continue to work as Deaf interpreters. One participant went so far as to state, “I take it from hearing interpreters right now because I am working toward building my reputation and securing more opportunities for myself. If I am not careful with how I react, I am risking my job security” (Rogers, 2016). Another participant commented, “If the bickering and arguing and discord between Deaf and hearing teams continues, hearing interpreters are going to continue being resistant to working with us. And that means less work for us in the end” (Rogers, 2016).

Recommendations by Participants

Participants were asked for their insight and recommendations for improving Deaf interpreter education in existing interpreting programs across the nation; both working Deaf interpreters and Deaf interpreting students made the following recommendations:

Stronger Deaf presence in interpreter education: participants stressed the importance of hiring more Deaf faculty members to teach in interpreting programs, as well as maintaining higher numbers of Deaf interpreting students so as to avoid any perceived or actual tokenism. Participants also encouraged interpreting programs to invite the Deaf community into the classroom to participate in interpreting exercises; this would allow for more authentic interpreting practice.
Skill sets to be focused on: a strong emphasis was placed on Deaf interpreting students’ command of both English and American Sign Language, noting that being a heritage user of either language did not qualify a Deaf student as linguistically capable. In regards to curriculum design, participants generally believed that hearing and Deaf students should learn together in interpreting programs, but that some courses should taken independently to address skills specific to Deaf interpreters (i.e. gestural communication, expansions techniques, ethical decision-making practices).
Support for Deaf interpreter education on a national level: as most of the participants were in attendance at the 2015 Deaf Interpreter Conference (DIC), there were several comments made in reference to the DIC. All comments made were supportive of the conference and many participants stressed the importance of continuing to provide opportunities for Deaf interpreters to gather at a national, or even regional, level; this would encourage a sharing of ideas and information, thus nurturing the growth of Deaf interpreters’ education and practice.

It is time for us, as a profession, as a community, to reflect on Forestal’s words and remember that Deaf interpreters are here

to stay. As a hearing interpreter, I am humbled and honored to have been afforded the unique opportunity to record and share the experiences of Deaf interpreters who came long before me; I wish to again thank all of the participants of this research study for their time and commitment to our work.

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Questions to Consider

What are your thoughts on Deaf interpreter education and curricula design?
How can we address the interpersonal/intrapersonal issues plaguing the dynamics of our field?
How can Deaf interpreter education gain more support on a national level?

References

Forestal, E. (2014). Deaf Interpreters: Shaping the Future of the Sign Language Interpreting Profession. Street Leverage. Retrieved from https://www.streetleverage.com/2015/02/deaf-interpreters-shaping-the-future-of-the-sign-language-interpreting-profession/
Rogers, Jeremy, “Deaf Interpreter Education: Stories and Insights Shared by Working Deaf Interpreters and Deaf Interpreting Students” (2016). Master’s of Arts in Interpreting Studies (MAIS) Theses. Paper 31. http://digitalcommons.wou.edu/theses/31

Posted on October 22, 2014 by Kimberly Hale — Leave a comment

What can Sign Language Interpreter Education Learn from Wild Birds?

The current state of interpreter education reminds me of an attempt to return rehabilitated, injured or orphaned birds to the wild, rather than allowing the natural developmental process of wild birds to occur.

[Click to view post in ASL]

Natural Versus Artificial Development

In the wild, chicks are nurtured and learn the way of the bird through instincts, observation, and imitation of older birds. Mature birds protect chicks and model bird behavior. Astute mother birds perceiving just the right time to send the chick off into the world, push the fledglings from the nest. Wild birds effectively raise their young who behave as birds and function effectively in their natural habitats.

In contrast to the natural development process is the artificial process employed when injured, orphaned, or captivity-bred birds are rehabilitated and released into the wild. These birds, much like student interpreters, learn the way of the bird in an artificial environment removed from natural developmental stimuli.

Gatekeepers – The Natural Approach

Historically, trusted individuals were sought out and encouraged by members of the Deaf community to act as sign language interpreters. Just as chicks are pushed from the nest by astute mother birds, these chosen fledgling interpreters were pushed into a wider variety of settings as their performance and success warranted. As members of the “wild bird” community, they naturally gained values, skills, and knowledge needed to function as birds, albeit with unique responsibilities.

The System – Bred and Raised in Captivity

In contrast, the current model of interpreter education creates sign language interpreters bred and raised in captivity and then released into the wild. Many interpreters-in-training have never encountered the Deaf Community in its natural state and have a limited understanding of Deaf Community interactions, yet they want to join the “flock”. Initial interactions are often mediated, controlled, and contrived by the Interpreter Trainer(s), similar to the artificial environments created by bird rehabilitation specialists. A large portion of training time is spent with other interpreters-in-training or with videos of ASL users and interpreter samples, rather than spending time with the “flock”.

Limited Exposure Limits Competence

Often rehabilitated birds are released to the wild as adults or older juveniles. They spend their formative years learning to act like birds based solely on instincts and the bird trainer’s teaching. They miss the benefit of natural imitation opportunities, protection from older birds, and the natural pecking order process. Prior to release they frequently have limited contact with wild birds. This may lead to difficulty upon release into nature.

Interpreters “raised” in interpreter education programs, just as birds raised in captivity, may lack skills in negotiating the flock. They do not communicate and behave as naturally as those who are raised and groomed naturally within the flock. Specifically, they are more hesitant and awkward in seeking clarification. By not learning language primarily via natural interactions, they miss the opportunity to naturally learn appropriate birdcalls and signals for clarification and correcting misunderstandings, which is a critical skill for sign language interpreters.

Early Exposure Unintentionally Disrupts the Flock

Quality Interpreting Education Programs attempt to assist interpreters-in-training form connections and appropriate behaviors within the community by requiring community interactions and event attendance before release. This does not mirror the natural process either. Interpreters-in-training, without connections or formal welcome (because they are unknown to the flock), insert themselves into the wild flock. Unfortunately, this “forced” introduction and acceptance model disturbs the natural order of the flock. New awkward birds invade the wild bird territory, and the wild birds are expected to embrace, accept, and nurture the interpreters-in-training.

Early Release

Given the growing interest in the wild flock, the limited numbers of rehabilitation facilities, and the structure of those facilities (i.e., colleges and universities), bird rehabilitation programs are specified lengths. More often than not, there are not specific competency based exams to ensure that birds-in-training are ready to be pushed from the nest and fend for themselves.

Because they are pushed from the nest before they are ready to function independently and are left to fend for themselves they end up under the tree instead of in the branches among the flock. These released birds often become the unintended recipients of wild bird droppings. Stronger birds will strive and will, eventually, learn to fly thereby officially joining the flock. Others, especially those without appropriate support, never get off the ground.

We Need to Invest

Investment in wild bird habitat and creative habilitation solutions for birds-in-training is essential to facilitate natural wild bird interactions and nurturing throughout the development process. We – wild birds, successful captive-release birds, and bird trainers – must facilitate the renewal of natural wild-bird model of sign language interpreter education. A more effective habilitation and release program must be created. Creative thinking from all segments is required. Leaders have begun to address the concern. It is time for those who are not yet leaders, but who are in their prime and ready to nurture the next generation of interpreters into existence to join the conversation. The nesting grounds and habilitation programs are ready for the next generation of brooders, hatchers, pushers, and trainers to join the discussion.

Conclusion

I am hopeful that CIT’s partnership with Street Leverage to host this year’s conference will engender dialog that should continue long after the conference ends. Join the discussion of how best to habilitate new wild bird interpreters by sharing your chirps, caws, coos, or tweets.

References

The captivity-raised concept presented here is similar to Molly Wilson’s conceptualization that she eloquently describes in By-passing Deaf World in Terp Training. Interpreter education generally bypasses the Deaf community – opting instead for an artificial captivity-based training model.

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Posted on October 14, 2014 by Jessica Bentley-Sassaman — Leave a comment

Expanding the Definition of “Sign Language Interpreter Educator”

Traditionally, when people think of a sign language interpreter educator, they think of a person who formally teaches in an Interpreting Program at a college or university. It is true that instructors and professors who work at colleges and universities are interpreter educators, however there are so many more who guide new interpreters and interpreting students on their way to becoming a proficient interpreter. The definition of a sign language interpreter educator encompasses so many more people than only those who formally teach.

[Click to view post in ASL]

Sign language interpreters do not learn how to interpret by only attending classes at their local Interpreting Program. They also need to participate in a variety of activities that will engage them and provide opportunities for growth as a language user and as a sign language interpreter. These activities also prepare them for their careers.

These activities include but are not limited to:

interactions with the Deaf community outside of classes to become proficient in ASL
observations of working interpreters
mentoring with interpreter mentors
working as teams/colleagues with mentors after graduation

Brian Morrison said it aptly in his article, It Takes a Village to Raise a Sign Language Interpreter, “Interpreter education programs have a finite amount of time. We know that they aren’t able to teach everything we would like students to know before they enter the field” (Street Leverage, 2013). Interpreter educators are not the only people who are doing the educating of new interpreters.

Expanding the Definition

Mentors

Perhaps you have thought, ‘I just mentor students, I am not an educator.’ Being “just” a mentor is educating interpreters. Mentors, whether Deaf or hearing, teach new sign language interpreters about language use, application of ethical decision making in the moment, on-site logistics, debriefing after an interpretation, providing immediate feedback, engaging in reflection, and assisting in application of new skills. Some mentors team up with working interpreters who are working towards certification, state licensure, or the Educational Interpreter Performance Assessment. Even though that interpreter is not a student, he or she is still learning about a new skill and learning how to apply that new skill. I have worked with mentors several times in my career as an interpreter – as an intern on my practicum, when working towards earning my RID certification, years later as a certified interpreter when I was working on taking the Specialty Certificate: Legal. Even now, if a situation comes up and I need to bounce ideas off another, I call a more seasoned interpreter and pose my questions. Mentors play a crucial role in the skill development of interpreters, no matter if the interpreter is novice or seasoned. Mentors are interpreter educators.

Some interpreting agencies have mentorship programs, whether formal or informal. These programs assist during the transitional period from graduation to certification or to working interpreter. By setting up these types of mentorships, these agencies provide opportunities for new sign language interpreters to work with seasoned interpreters. They have a vested interest in seeing the Deaf community receiving the quality services that they deserve. These agencies are interpreter educators.

Jessica Bentley Sassaman

Presenters

Workshop presenters are educators. The knowledge that presenters impart to interpreters helps mold them, sharpening their skill sets, teaching new information, new insights, and new ways of thinking. Sign language interpreters in all walks of life grow from the content taught during workshop trainings. Whether it is ground breaking information, or a new spin on an old theory, if you are a workshop presenter, you are an educator.

Deaf Community

Deaf community members who take new interpreters under their wing and help get them established in the Deaf community are interpreter educators. The amount of information/experience the Deaf community graciously gives to sign language interpreters is invaluable. Stacey Webb noted the importance the Deaf community has on the interpreting community in her article, The Value of Networking for the Developing Sign Language Interpreter. There is no way to fully express the debt and gratitude owed to the Deaf community for the valuable instruction. You are an educator.

Researchers

Researchers provide the theory, the reasons behind why we do what we do as professionals. Their contributions to the field of interpreting have expanded our horizons, have put a term to what it is we do, have validated that ASL is a language, helped interpreters understand the process of interpretation. Through articles, books, workshops, and courses taught, the cutting edge research expands sign language interpreters’ horizons. Researchers are educators.

It Takes More Than One

It takes more than just one teacher to produce a qualified sign language interpreter. For all those who are involved in teaching, guiding, mentoring, encouraging, and embracing interpreters; you are educators.

Improving the quality of interpreters is the core of who we are as a profession. Our united goal is to provide the Deaf community with the qualified, effective interpreting services, embracing the concept of a Deaf-heart (see Betty Colonomos’ article Sign Language Interpreters and the Quest for a Deaf Heart) and giving back to the Deaf and interpreting communities for future generations. For everything you have done to assist a new interpreter, you are an interpreter educator and CIT is an organization for you.

Where Do Educators Find Support?

There has been a misconception that CIT is only for interpreter educators. This is not the case. The Conference of Interpreter Trainers was established in 1979. CIT’s mission statement starts out with our purpose, to “encourage the preparation of interpreters who can effectively negotiate interpreted interactions within the wider society in which Deaf people live” (CIT).

The CIT conference is a gathering of people like you, interpreter educators. The conference is a great time to network with other professionals. Learn about new teaching approaches, mentoring practices, standards in interpreter education, technology, and application of studies. This conference is a great place to learn more about being an interpreter educator and to get involved. CIT is for you!

My Personal Journey to CIT

I began teaching at an ITP in 2006. At that time I was unaware CIT existed. A fellow educator at another institution had talked to me about and encouraged me to join. He also encouraged me to get involved in a CIT committee. That advice lead me to joining and becoming involved in CIT. I attended my first CIT conference in 2010 and I enjoyed the intimacy of the conference. I was able to network with and get to know many other CIT members who were educators, presenters, and mentors. That networking has made me a better educator. Attending CIT conferences is like coming home to a community who has a vested interest in providing high quality interpreting services for the Deaf community.

In Conclusion

Everyone who has a hand in assisting interpreting students, new and working interpreters is an interpreter educator. Your role in that interpreter’s career is important. By being involved with an interpreter student, new and working interpreters, and providing feedback, you are sustaining the field of interpreters, you are ensuring that the interpreters gain and have the necessary interpreting skills and understanding of what the Deaf community looks for in interpreters. As time goes on, those interpreters will look back and remember that someone else took an interest in assisting them. Those interpreters are the future and they will learn by example how to give back to the interpreting and Deaf community based on how you educate them. You are an interpreter educator.

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Posted on October 8, 2014 by Cindy Volk — Leave a comment

Sign Language Interpreter Education: Time for a National Call to Action

I’m worried. I’m worried that my mom will not have a qualified sign language interpreter when she sees the doctor for her serious medical problems. I’m worried that my mom will be misunderstood when she makes a VRS call to contact doctors and other medical personnel regarding these medical problems. I’m worried that when my mom is in the hospital, the interpreter is either not qualified or one is not provided. I’m worried.

[Click to view post in ASL]

As the director of a bachelor’s degree interpreter education program, I realize that no matter how hard I and the other faculty work to make this an excellent program, there are still some students graduating that I would not want as an interpreter for my mother. I worry about their ASL to English skills, and in particular whether or not they can read fingerspelling and numbers. When I receive a VRS call from my mom and the interpreter says “Hi, is Cathy there?”. I worry. Certainly these areas of concern are prioritized in our program. We are continually updating the program, attending conferences, conducting and reading research, and consulting with Deaf faculty and the Deaf community. However, even a four year program is sometimes not enough to produce a qualified interpreter.

A National Call to Action

I believe that we need a national call to action to address how we are educating sign language interpreters in the United States.

There is too much inconsistency across interpreter education programs. Those of us in the business of educating sign language interpreters need to address these inconsistencies:

Most of our interpreting programs are at the two year level. This simply isn’t enough time to prepare a qualified sign language interpreter. There are many excellent two-year programs. However, two years just simply isn’t enough time. Some two year programs are encouraging their students to complete some type of bachelor’s completion degree in order to be able to sit for the national examination. This perpetuates the idea that less education in the area of interpreting is acceptable. It isn’t. Our profession has moved beyond the two year training level. It’s time to face that reality.
Students are not always fluent in ASL and English before they enter an interpreting program. We need to demand this level of skill and screen for fluency in ASL. We need to agree upon what level of fluency is required. For a two year sign language interpreting program, this means the student has at least two years of coursework prior to entering the program, but then after four years, does not achieve the bachelor degree required for the national examination. This isn’t fair to students.
We need more Deaf individuals involved in interpreter training as faculty and mentors.
We need to figure out a way of screening a student’s aptitude for becoming an interpreter.
CCIE (Commission on Collegiate Interpreter Education) needs to consider distinguishing between AA, BA, MA, and PhD programs in their accreditation process. Currently there is no distinction.
We need to figure out a way to model and teach deaf-heart. It is lacking from many of our students today. We also need to dialogue about how to educate students regarding the level of professional behavior that is expected of interpreters once they are working.
The “school-to-work gap” is wide and difficult for students to navigate in our current system. Many students graduate from programs but are not yet ready for certification or for employment. We often bemoan this gap, but as educators we need to seriously consider what can be done in our programs to shorten or eliminate it.

Who’s Guarding the Gate?

In the infancy of the interpreting profession, the Deaf community played an important role in “gatekeeping” – selecting candidates for the interpreting profession for various reasons and turning others away based on community standards and values. Over time, much of that responsibility has been turned over to interpreter education programs. As Damita Boyd states in her February 2014 StreetLeverage article, Cooperation Strengthens Sign Language Interpreter Education Programs, interpreter education programs are currently seen as the gatekeepers to the interpreting profession. If this is true, we need to do a better job of guarding who is coming in and out of the gate.

Here are some ideas about how we can better guard that gate.

Develop a national curriculum for educating interpreters. We need to come to consensus regarding the length of interpreter education programs, entry requirements, outcomes and the curriculum in these programs. In Chapter 7 of Legacies and Legends: History of Interpreter Education from 1800 to the 21^st Century (Ball, 2013), Dr. Ball describes what is needed for the future of interpreter education. CIT (Conferenceof Interpreter Trainers) should assume a leading role in shaping this future.
Establish groups of educators, practitioners and stakeholders who are interested in raising the bar in sign language interpreter education. Witter-Merithew and Johnson (2004) recommended that we establish Communities of Inquiry who will work together to advance the professionalization of the field of interpreting which would lead to a national plan of action. It’s been ten years since their recommendation. It’s time to act on it.
Consider the idea of particular programs specializing in certain areas, i.e. educational interpreting, VRS (Video Relay Service) interpreting, medical interpreting. Students who want to work in those areas would have to attend that program. This could be at either the undergraduate or graduate level.
Determine ways for interpreting students to be involved in the Deaf community in meaningful ways. Our program at the University of Arizona requires all interpreting students to have a deaf mentor. Students must develop a reciprocal arrangement with the mentor and “pay back” in some way, i.e. money, babysitting, cooking, errands. They meet with their mentor weekly and reciprocate weekly. This is a good start, but we still need to do more.
Develop outcomes that are necessary for any sign language interpreter graduate (Ball, 2013). Patrie and Taylor (2008) developed outcomes for graduates of bachelor level programs in the area of educational interpreting. Similar outcomes need to be developed for other areas in interpreting.

In the End

As many interpreter educators near retirement, I hope we can pursue meaningful improvements in how we educate sign language interpreters. This could be our gift to the next generation of interpreter educators, students, and especially to the Deaf community. A small group of us will be meeting in the next few months to further develop some of these ideas. Will you consider establishing similar groups in your own communities? Will you consider being a guardian of the gate? If so, maybe I’ll be a little less worried.

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References:

Ball, C. (2013). Legacies and legends: History of Interpreter Education from 1800 to the 21^st Century. Interpreting Consolidated. Edmonton, Alberta, Canada.

Boyd, D. (2014). Cooperation Strengthens Sign Language Interpreter Education Programs. See more at: http://www.streetleverage.com/2014/02/cooperation-strengthens-sign-language-interpreter-education-programs/#sthash.RGfV9qKM.dpuf

Patrie, C.J. and Taylor, M.M. (2008). Outcomes for graduates of baccalaureate interpreter preparation programs specializing in interpreting in K – 12^th grade settings. AlbanyNY: The State of New York, State Education Department. Office of Vocational and Educational Services for Individuals with Disabilities (VESID).

Witter, Merithew, A., and Johnson, L. (2004). Market disorder within the field of sign language interpreting: Professionalization implications. Journal of Interpretation, 19-55.

Posted on October 2, 2014 by Brandon Arthur — Leave a comment

October is Sign Language Interpreter Education Month

StreetLeverage is pleased to present October as Interpreter Education Month (IEM) on StreetLeverage.com. The aim of Interpreter Education Month is to showcase insights, perspectives, considerations and dynamics impacting the education and training of sign language interpreters.

We are delighted to share that StreetLeverage is partnering with the Conference of Interpreter Trainers (CIT) to focus this year’s IEM on the work and history of interpreter educators. This collaboration endeavors to spotlight the insights and perspectives of interpreter educators on the dynamics they encounter bringing up the next generation of practitioners.

Highlights

StreetLeverage is excited about IEM and we want you to be a part of it! You can find a schedule of activities below.

Weekly Curated Articles. The month of October will bring weekly articles authored by interpreter educators asking questions about the work, challenges, and successes experienced in the classroom.

CIT Conference Coverage. StreetLeverage will provide coverage of the 2014 CIT conference being held in Portland, OR. October 29^th – November 1st. Coverage will include:

Live Streaming. StreetLeverage will be providing complimentary remote access to the plenary and business meeting sessions of the CIT conference. Click here for the details.

Interviews. StreetLeverage will be doing interviews with event organizers, VIPs, speakers and attendees.

Micro-blogging. StreetLeverage will be micro-blogging various educational sessions via Facebook and Twitter. Be sure to connect with us here.

Historical Reflection. Anna Witter-Merithew will share a special presentation on the history of interpreter education and review the important milestones that have shaped today’s interpreter education. Details here.

StreetLeverage – Live Giveaway. StreetLeverage will be giving away a complimentary registration to StreetLeverage – Live 2015 being held in Boston/Newton, MA April 17th-19th. StreetLeverage will be accepting entries until October 28, 2014 at 5p ET. Enter to Win.

More. More. More. In addition to what has been listed above, StreetLeverage will be extending additional opportunities like an exclusive CIT membership and a suggested reading list of StreetLeverage articles for educators. More here.

We hope you’ll take opportunity to join the discussion on the dynamics and history of interpreter education in the field of sign language interpreting.