Tag Archives: MAIS

I created this slideshow on Demand-Control Schema (D-CS) for an Introduction to Interpreting class at Phoenix College in Phoenix, Arizona, and am sharing it here for the benefit of a larger audience. This slideshow is an update on one I made for another class at Phoenix College in 2005, the day after I attended a workshop by Robyn Dean, who along with Dr. Robert Pollard introduced the Demand-Control Schema for Interpreting in 2000. I sent the original version of this slideshow to Robyn Dean when I first created it, and she acknowledged it with no corrections. I have since then taken a more advanced D-CS workshop by Robyn Dean and a workshop by Dean & Pollard at the Conference of Interpreter Trainers. Robyn Dean also spoke to our Ethics and Professional Practice class in Western Oregon University’s Master of Arts in Interpreting Studies program. Our professor and program chair Amanda Smith studied D-CS under Robyn Dean and taught us D-CS observation/supervision; in addition, members of my cohort interpret with Robyn Dean at the Rochester Institute of Technology and work with her on D-CS observation/supervision sessions. This is to say I am somewhat qualified to teach D-CS; yet I certainly welcome new and different information. If you teach D-CS and have anything to say or other resources to share, please leave a comment.

References

I have read some of the resources listed on Dean & Pollard’s D-CS website, and I highly recommend you avail yourself of their materials, especially their forthcoming textbook.

Student teaching and thesis writing my last quarter in grad school

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I just started co-teaching an Introduction to Interpreting class at Phoenix College yesterday. It’s a hybrid course, so I’ll be doing both onsite teaching and online teaching. Luckily, I’ve had experience with both kinds of teaching, especially since doing my teaching practica in three different courses last spring at Western Oregon University (WOU), where I taught in the course management system (Moodle) and via videoconference (Skype and Google Hangout).

The next five weeks are a break before my last quarter of grad school, and I’m taking this time to write the first draft of my master’s thesis on vague language (VL). Sometimes I think I need to keep writing this blog so it doesn’t fade into obscurity, and other times I think I’d better let it wait and settle for the delayed gratification of publishing my thesis. I suppose balancing both wouldn’t hurt; in fact, blogging regularly might help writing my thesis regularly and vice versa.

In the course I’m co-teaching, we’re using the books Sign Language Interpreting: Exploring Its Art and Science (Stewart, Schein, & Cartwright, 1998) and So You Want to Be an Interpreter (Humphrey & Alcorn, 2007). In writing my thesis, I’m using the book Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success (Belcher, 2009) as a guide.

Sample of my interpreting & transliterating

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Reblogged from Daniel Greene's TerpTrans:

As an assignment for the Master of Arts in Interpreting Studies at Western Oregon University (WOU MAIS), I completed a videotaping of myself spending about 20 minutes interpreting a source text I had not heard before: Simon Lewis's talk "Don't take consciousness for granted," at TED.com. There is an interactive transcript that you can view by following the link.

Read more… 364 more words

Looking back a year later, I feel even more strongly about the benefits of using work samples for assessment. My idea in sharing this was that interpreters and students of interpreting could assess my work for their own benefit. Someone I knew accused me of narcissism and mocked me for "bestowing my work upon the world for their edification," but that's exactly what it's for. Our professor in our current Assessment for Interpreter Educators course suggested several interpreting samples for us to watch on YouTube and assess using a freewrite. One of the beauties of the process is that you can say exactly what you think and feel without hurting the feelings of the person whose work you're assessing, because you're not even talking to the person; you're just writing to yourself. (Ultimately the goal is to use non-evaluative language to reflect what you saw in the work, but the freewrite is an uncensored expression of your observations.) This was the kind of thing I had in mind when I shared this sample of my interpreting & transliterating. I don't want feedback on this sample for myself, but I kind of love the idea of your assessing it on your own or in a classroom or study group. Maybe I'm not a narcissist but rather an exhibitionist; no matter. Love it, hate it, like it, dislike it, agree with it, disagree with it, learn/teach what to do and what not to do… talk to yourself or talk amongst yourselves.