Conference Old

National Conference on Interpreting in Education





4:30 Registration
5:30 – 6:30 Opening Reception
6:30 – 8:00 Welcome & Keynote Leilani Johnson A Changing Landscape The establishment of the profession of educational interpreting has been a journey…and there is still more road to travel before the final destination is reached.  Some of the travel has been difficult with hills and valleys to be navigated; some has been inspirational as we see students achieve their educational goals.  We are going to look at some of the mile markers of this journey—where we’ve come from—and we are going to take a few minutes to reflect on our personal passions and contributions to our field—where are we still going.
8:30 -11:30 Plenary Doug Bowen-Bailey
& Patty Gordon
Exploring Emerging Paradigms
in Interpreted Classrooms
This presentation will explore new frameworks that have provided new approaches for interpreters.  As a foundation, the Demand-Control Schema, developed by Robyn Dean and Bob Pollard, has helped interpreting recognize its nature as a practice profession.  More recently, Robert Lee and Peter Llewellyn-Jones have used a sociological lens to develop the concepts of role-space for talking about how interpreters do their work.  In our discussion, we will look at how these two frameworks fit together to provide ways for interpreters to be more effective members of education teams – focusing on achieving the optimum results possible for students and teachers alike.
11:30 -1:00 Buffet Lunch
1:00 – 4:30 Session Marty Taylor Think Aloud Protocols
for Critical Thinkers (*Part I)* NOTE: Marty Taylor’s presentations Part I (Friday) and Part II (Saturday) fulfills Colorado 7.5 skills requirement if both sessions are attended.
A well-developed repertoire of metacognitive skills that help interpreters cope with interpreting tasks in K-12 settings will be introduced using Think Aloud Protocols and Think After Protocols (TAPs). TAPs are used in research to gather qualitative and quantitative data about participants’ planning, monitoring, and evaluating while performing specific tasks. These same techniques will be applied to interpreters working in educational settings.  Successful interpreting deals with understanding and adapting to new topics and situations.  Metacognitive skills demonstrated through TAPs will be discussed in terms of strategies for improving and advancing interpreting practice.
 1:00 – 4:00  Session Steve Greene Neurodevelopment of deaf children:
The interpreter’s role with the child and the school system
Brain development occurs in the context of a secure attachment relationship. Child neural development and attachment theory will be presented about children with and without hearing loss. The impact of hearing loss on cognitive, social, emotional, and behavioral development will be discussed. K-12 interpreters are often the only person, or one of a very few, in a Deaf/H-o-H child’s life with linguistic and cultural competence. This puts K-12 interpreters in a unique and crucial position to promote ongoing development in all areas (linguistic, cognitive, social, emotional, and behavioral). In addition to providing ongoing access in all domains, the interpreter often has to influence systemic change through the classroom teacher and with the school administration. This workshop will present information about child development and hearing loss, the role of the K-12 interpreter in supporting healthy development , and the challenges and role of the K-12 interpreter in influencing systemic change to support Deaf and Hard-or-Hearing children.
1:00 – 4:00  Session Amy Seiberlich Professional Engagement:
Lifting the Veil of Isolation
This workshop explores professional engagement strategies for interpreters working in educational settings, and the positive impact this engagement can have on interpreter practitioner and student success. It begins by examining factors that create a veil of professional isolation, including a brief look at historical events that have shaped the culture of interpreting in K-12 settings, and individual motivation for serving Deaf and hard of hearing learners. Participants then delve into an exploration of ways in which we can lift this veil and contribute to a more empowering, and socially and academically inclusive experience for the students we serve.
1:00 – 4:00  Session Hillary Hardin ASL to English:
Taking Our Voicing Skills to a Whole New Level
Interpreters commonly find themselves providing more voice-to-sign than sign-to-voice interpreting. This poses a challenge when we are expected for provide ASL to English interpreting, often catching us off-guard due to lack of practice. This workshop will address ways interpreters can maintain their voicing skills as well as suggestions for on-going skill development. Participants will be provided with the tools necessary to take their voicing skills to the next level. There will be hands-on practice as well as many examples of skill development given during the workshop. This workshop will challenge you to look at voicing through a whole new lens!
 1:00 – 4:00  Session Brenda Schick
& Rachel Boll
The Important Role of Fingerspelling in Literacy: Development in Deaf and
Hard of Hearing Students
A major barrier to literacy for many DHH children is vocabulary and decoding skills.  Many DHH have limited access to spoken language in order to develop spoken phonological awareness, critical to decoding.  However, research conducted in my lab shows a strong relationship between fingerspelling skills and word identification of printed English words.  This presentation will discuss the theoretical importance of fostering fingerspelling skills in DHH students from a cognitive perspective. A linguistic model of fingerspelling will also be presented.

The last part of this presentation will be a hands-on workshop by Rachel Boll, focusing on developing fluent fingerspelling and receptive skills that follows ASL linguistic principles.

5:00  – 6:30 Dinner UNC Homes Dining Hall
8:30 – 11:30 Plenary Brenda Schick EIPA Guidelines for
Professional Conduct for Educational Interpreters
Educational Interpreters work in schools, which are governed by federal, state, and school district laws and policies.  There are constraints and requirements imposed by educational practice as well. The educational interpreter is obligated to follow these standards as a related service provider and as a member of the educational team. As any educational interpreter knows, it can be challenging to know what to do in a particular situation.  This presentation will provide a background and overview of the EIPA Guidelines of Professional Conduct for Educational Interpreters.  It will be followed by round table discussions of different scenarios that Educational Interpreters may face.
11:30 – 1:00 Buffet Lunch
1:00 – 4:00 Session Doug Bowen-Bailey
& Patty Gordon
Cartography for Interpreters:
The Value of Discourse Mapping
Educational discourse is highly structured, with predictable and repeated patterns through all grades and types of classroom activities.  Interpreters need to have strong mental maps of these discourse types and be able to express them clearly through use of space and prosodic features in ASL.  This workshop will use a combination of discussion and interactive activities to develop the knowledge and practice the skills that address the following challenges: What are the patterns of language in use in the classroom?  What are the various options for use of space in ASL and how can they most effectively convey classroom content?  What is prosody and how can we represent English prosodic features in a visual form? What does Discourse Mapping mean in the EIPA system?
1:00 – 5:00 Session Marty Taylor Prosody and its Significance to Effective Interpreting (*Part II)

* NOTE: Marty Taylor’s presentations Part I (Friday) and Part II (Saturday) fulfills Colorado 7.5 skills requirement if both sessions are attended.

Prosody is a critical element of discourse in English and in ASL.  Prosody includes many grammatical features such as intonation, rhythm, pacing, and intensity. By understanding how prosody affects interpretations and how interpretations can be improved by applying appropriate prosodic markers, educational interpreters can make great improvements in their work.  Interpretations that include carefully selected and applied prosodic markers can create more coherent interpretations resulting in deaf and hard of hearing students comprehending classroom instruction and interaction more easily and more completely.
1:00 – 4:00 Session Leilani Johnson
& Laurie Bolster
Educational Interpreters as Related Service Personnel:
Demands for a Paradigm Change
The federal law included interpreting as a related service in 2006, yet the education, credentialing and accountability systems of educational interpreters’ remains a major national concern.  In reviewing the environment of educational interpreters’ work many positive things that have been accomplished…and at the same time, there are some very thorny issues that must be honestly recognized and addressed.  In this session we will explore what has changed with this new classification and we will discuss what remains to be done as professional educational interpreters strive to effectively support the educational goals of students.
1:00 – 4:00 Session Hillary Hardin K-12 Interpreters’ Role with IEPs
and 504 Plans
Educational interpreters are often faced with the challenge of interpreting for, attending and/or participating in IEP/504 Plan meetings. When is it appropriate to step out of the interpreter role and be a team member with input? How do we tactfully make sure the interpreter is invited as a team member? Can we discuss non-language issues? This workshop will address the educational interpreter’s role in IEP and 504 Plan meetings, both as a working interpreter and as a participant. You will leave this workshop with extensive information you can implement in your own school.
 1:00 – 4:00 Session Frances J. Beaurivage Using EIPA Feedback to Develop a Professional Development Plan:
A Systematic Approach
This workshop training will provide attendees with a systematic approach to determine which skills should be included in a Professional Development Plan, (PDP).  Too often interpreters look at their results and select the areas with the lowest scores as the starting place for their PDP.  There is a pattern for how skills typically develop, understanding that pattern will help participants use the feedback to select and develop goals and strategies that are more attainable.  We will review an actual EIPA report and walk through the process of determining priorities, writing goals, and developing strategies.
1:00 – 4:00 Session Mary Morrison
& Tia Ivanko
It Takes a Village:
Shared Mission and Purpose
Successful transition and post secondary outcomes for students who are deaf and hard of hearing do not happen in isolation. A community of collaborators with a shared mission, shared purpose, yet diverse expertise are essential to a student’s post secondary success and the range of opportunities they can access. This session is an opportunity for educational interpreters to explore their role in transition and brainstorm ways to leverage their expertise within their settings to promote successful outcomes for students who are deaf or hard of hearing.  Pepnet 2 will guide discussions and share information and resources.
6:00 – 7:30 Conference Picnic & Networking South Hall lounge and patio
8:30 – 9:30 Plenary NAIE Steering Committee Official Launching of the NAIE
9:30 – noon Breakout Sessions NAIE Steering Committee Practitioner Think Tank Interpreters in education face many challenges; within the classroom, the educational system, and the field of interpreting in education.  The purpose of the conference Think Tank sessions will be to provide a facilitated forum for all conference attendees to discuss these challenges, exchange ideas and potential approaches, and explore prospective solutions that the NAIE can support as the profession navigates the changing landscape.