Service Learning in Interpreter Education

Cover

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p. c-c

Title Page, Copyright Page

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pp. i-iv

CONTENTS

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pp. v-vi

FOREWORD

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pp. vii-viii

As a young interpreter, I was baptized with a love of and an appreciation for ASL and Deaf culture and blessed by the informal mentoring and guid-ance of the members of the Deaf community. Many with backgrounds like mine were the pioneers of interpreter education, and they have long been concerned about the loss of this critical relationship between emerging ...

FOREWORD

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pp. xi-x

This book, which is a timely and much-needed addition to American Sign Language–English interpreter education programs, will help interpreting students become skillful mediators of language and Deaf culture. To learn to be effective intermediaries for users of American Sign Language (ASL) and English, students should be required to immerse themselves in the ...

ACKNOWLEDGMENTS

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pp. xi-xii

My work is dedicated to all of the fearless students who let down their guard, rolled up their sleeves, tolerated the ambiguity that service learning forced on them, and devoted agonizing hours to understanding why they would become better practitioners if they mastered the art of recenter-ing the Deaf community in their educational journey. In particular, I am ...

PREFACE

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pp. xiii-xviii

The earliest textbook on establishing service learning within the curricula of interpreter training programs (as they were known at the time) was the collective wisdom of interpreter-teachers, who typically learned how to in-terpret or developed their interpreting skills following rich immersion in the Deaf community. They emerged with language mastery (if they did ...

PART 1

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pp. 1-2

Introduction

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pp. 3-14

For it is mutual trust, even more than mutual interest, that holds human Service learning offers the promise of allowing higher education institutions to articulate their missions, to engage students more deeply in the learning process, to develop meaningful relationships with their host communities, and to educate men and women to take leadership roles in a changing world. ...

CHAPTER 1

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pp. 15-25

A society characterized by generalized reciprocity is more effi cient than a distrustful society, for the same reason that money is more effi cient than barter. If we don’t have to balance every exchange instantly, we can get a lot more accomplished. Trustworthiness lubricates social life. Frequent interac-tion among a diverse set of people tends to produce a norm of generalized ...

CHAPTER 2

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pp. 26-44

Another common observation expressed by deaf consumers was the fact that a signifi cant number of entering interpreters seemed to lack a strong sense of their own identity within the broader society, and they overidentify with the Deaf Community and deaf individuals. This overidentifi cation is expressed in a number of different ways . . . Examples include: the interpreter overasserts ...

PART 2

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pp. 45-46

CHAPTER 3

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pp. 47-68

Many times we, as interpreters, feel we know what the community needs, but how often do we stop and ask? Even if we stop and ask, how often do we partner with the community to meet the need? Too often, we take the lead and run the show instead of allowing the community to be part of the process of change. Why shouldn’t they be, really? It is all about them. It should be ...

CHAPTER 4

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pp. 69-85

The interpreting community has an obligation to educate itself about the plight of the Deaf community: to expand on the positive one-on-one re-lationships that already exist between Deaf people and interpreters [and] to [help turn them into] positive collaborations between the Deaf and in-terpreting communities. The embracing of Deaf-interpreter partnerships ...

CHAPTER 5

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pp. 86-97

Rosa Parks is one of the few activists whose name most of us know. Many people think that Parks came out of nowhere to change history in an instant when she refused to move to the back of a Montgomery, Alabama, bus. Yet before refusing to give up her seat on the bus, Parks had spent twelve years in a leadership role with the local NAACP chapter. The summer before, ...

CHAPTER 6

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pp. 98-121

Never doubt that a small group of thoughtful, committed citizens can change Academic refl ection is the heartbeat of experiential learning in higher education, and without it, our response to new information does not follow the cycle from concrete experience to abstract conceptualization (Dewey, 1933; Kolb, 1994). According to Eyler and Giles (1999), true learning does ...

CHAPTER 7

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pp. 122-136

Gaining knowledge that informs the practice of service learning is critical to the role that service learning can assume in higher education. Developing a knowledge base will determine whether service learning is a passing peda-gogical fad or becomes an integral, enduring, and supported feature of the Program assessment in higher education is a well-known aspect of account-...

PART 3

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pp. 137-138

CHAPTER 8

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pp. 139-155

Fair is fair. I am anxious to work with the new partnership, but I don’t want us to be looked down upon as if we need help. Likewise, we won’t look down The words of Michelle Fletter encapsulate the expectations of a community partner who is enthusiastic about partnering as long as everyone is on equal footing. Her approach to service learning is justifi ably cautious since this is as ...

CHAPTER 9

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pp. 156-171

A wonderful lesson has been learning not to be pigeonholed into my interpreter box. Although I may be an interpreter . . . I am not exclusively an interpreter. I can also be a part of the Deaf community and a contribut-ing member! We can so easily say, “I’m an interpreter; that’s [community involvement] not my job.” So rarely do we consider what we can do. I’ve ...

CHAPTER 10

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pp. 172-195

The pedagogy of service learning has the power to turn things inside-out and upside-down for those engaged in it. It provokes one to think differently about the world, and consider one’s relationship to the word in a new way. This approach to learning captures and communicates a dynamism that in-spires everyone involved to explore, inquire, and analyze. It is transformative ...

References

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pp. 196-204

Annotated Bibliography ofService-Learning Resources

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pp. 205-216

Appendix A

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pp. 217-226

Appendix B

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pp. 227-228

Appendix C

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pp. 229-230

INDEX

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pp. 231-240