Date, Time,
Location
Lecturer
Tuesday,
February 11
Sherry Shaw
7:00-8:30 pm
Respondent:
Paul Harrelson
Tuesday,
March 4
Erica Alley &
Annie Marks
12:30-2:00
Respondent:
Valerie Dively,
PhD
Lecturer Bio
Lecture Title
Lecture Description
Sherry Shaw, Ed.D., CSC, has been an
interpreter educator for 24 years and is
Professor and Program Director for the BS
and MS degrees in ASL/English Interpreting
at the University of North Florida. She
received UNF’s 2013 Graduate Teaching
Award and the Oscar Muňoz Presidential
Professorship Award in 2011-2013 for her
international research on interpreting student
cognitive and motivational characteristics and
evidence-based admission testing for
interpreting programs. Her other research
interests include community-based learning in
interpreter education and social connectedness
of Deaf senior citizens. Dr. Shaw is author of
Service-Learning in Interpreter Education:
Strategies for Extending Student Involvement
in the Deaf Community, Volume 6 in the
Interpreter Education Series published by
Gallaudet University Press in 2013. She
serves as co-editor of the Journal of
Interpretation and is a reviewer for the
Journal of Community Engagement and
Scholarship.
Trust and Responsibility in
the Deaf Community: The
Role of Community
Engagement for
Interpreters and Students
This presentation addresses the fundamental elements of
community-interpreter relationships of trust and responsibility. In
recent years, interpreter education has evolved from cultural,
social, experiential, and linguistic immersion in the Deaf
Community to a classroom far-removed from the community.
One solution is community based learning in which interpreting
students learn to recognize their responsibility as allies with the
Deaf community to restore elements of trust that were the roots
of our profession. The presentation will differentiate community
based learning from community service, internship, mentorship,
and other field based experiences of new interpreters. It will
explore the concept of ‘boundary work’, and provide information
on re-centering the Deaf community in our professional
development so ethical boundaries are maintained while
partnerships are formed to empower the Deaf community in
reaching its goals. Participants will learn to create asset maps of
the local Deaf community as a form of strength-based
assessment. They will learn how to prevent perpetuating
oppression through dysconscious audism by joining forces to
solve problems or meet needs that the community deems are
valid. The presentation emphasizes key concepts of oppression
that must be avoided in community-interpreter alliances where
the goal is to empower and build trust with community partners.
Erica Alley is in the final stages of her
doctoral studies, pursuing a degree in the field
of interpreting research and pedagogy from
the Department of Interpretation at Gallaudet
University. Erica’s dissertation research
focuses on the constraints influencing
interpreters’ work in a video relay service
Video Relay Service
Interpreting: Findings from
Two Studies
Following innovations in video technology, signed language
interpreters began working in a new communication environment
known as video relay services (VRS), which relies on equipment
(e.g. cameras, monitors, computers) to provide
telecommunication access to the Deaf community in the United
States. American Sign Language-English interpreters who work
MLC B111
setting. She has published and presented on
her research in video relay service
interpreting, trilingual interpretation (SpanishEnglish-American Sign Language), and video
remote interpreting. She currently holds NICAdvanced certification from the Registry of
Interpreters for the Deaf.
in the VRS industry are governed by rules and regulations
established by the Federal Communications Commission (FCC)
and corporate VRS providers. In this presentation doctoral
students Erica Alley and Annie Marks present findings from their
research endeavors investigating interpreting in VRS settings
through two different research lenses. Alley presents initial
findings from her dissertation study using grounded theory to
examine interpreters’ use of pofessional autonomy in VRS.
Marks works within a sociolinguistic framework and uses
discourse analysis to examine interpreter footing shifts in video
relay calls from data collected in a VRS simulation center. Both
studies aim to contribute to the understanding of interpreters’
daily practices in VRS.
Annie Marks is currently a doctoral student in
the Department of Interpretation pursuing
studies in interpreting research and pedagogy.
Annie’s background in Deaf Education and
active involvement in the Austin Deaf
community lead her to the interpreting
profession and she is currently RID-NAD
certified as well as Texas BEI certified. Her
interest in video interpreting stems from her
own experiences working in Video Relay
Service as well as a passion for integrating
technology, research, and practice.
March 17-21, 2014 – SPRING BREAK
Tuesday,
April 15
Christopher
Stone, PhD
12:30-2:00
MLC B111
Respondent:
Patrick
Boudreault,
PhD
Christopher Stone, PhD, joined the
Department of Interpretation at Gallaudet
University spring 2013 as an Associate
Professor and is serving as the MAI Program
Coordinator. He earned his PhD in Sign
Language Interpreting from the University of
Bristol (2006) where he researched Deaf
translators working within television news
rendering English into British Sign Language,
which resulted in his publication of Towards a
Deaf Translation Norm (Gallaudet University
Cognition and L2 British
Sign Language Acquisition
Although signed language interpreters have been trained within a
university setting from many years, to date is little has been
understood of the underlying cognitive and linguistic skills
required for L2 sign language acquisition and sign language
interpreting. This presentation will report on a longitudinal
aptitude study following the learning trajectory of undergraduate
students within Deaf studies and interpreting programs
identifying the factors that are relevant for sign language learning
and relevant for sign language interpreting. A battery of tasks
was administered to the undergraduates, which can broadly be
split into five areas:
1. General language skills – Modern Language Aptitude Task
Press 2009). He is a Fellow of the Association
of Sign Language Interpreters (UK) and,
trained as a BSL/English interpreter at the
Centre for Deaf Studies, University of Bristol,
UK. Involved in the Deaf community since
1991 he has worked as an interpreter (since
1997) and interpreter educator (since 1998),
both undergraduate and graduate, primarily
based in the UK, while also having worked in
Uganda and Finland and delivered training
and interpreting services across the globe.
(MLAT) administered semester one (five sub-tests)
2.
General intelligence – digit span and matrix reasoning
administered semesters one and six
3.
L1 language skills – English reading age administered
semesters one and six
4.
L2 language skills – BSL grammatically judgement task
(BSLGJT) administered semesters one, three, five, six
5.
Cognitive tasks – connections A (psychomotor) and B
(psychomotor and cognitive control), patterns (perceptual
processing) administered semesters three, five, six
Preliminary analysis of the current data set identifies a number of
linguistic and cognitive factors related to sign language learning,
which will be presented.
DOI Colloquium Series
Spring Semester 2014