A safe and productive space where Educational Sign Language Interpreters can share knowledge, resources and their experiences in an effort to support one another.
What/Where/When are the reasons we act outside of our interpreting role? What should be expected of Sub interpreters? Single day subs and long-term subs, should the guidelines be different?
I know right! I remember when I first started (while I didnʻt realize it at the time) I was acting not only as an interpreter but also as a liason, notetaker, tutor and was even consulting with the teacher about how to make the lesson more accessible ... all in the duration of ONE class period. Needless to say once I did a Demand and Control analysis of this situation I realized that pre- and post- job controls needed to be put in place so that I could focus and do my best on INTERPRETING.
I think subs should be expected to provide the same type of services, both as an educational interpreter and educational STAFF member. This would mean providing EDUCATIONAL interpreting not being a community interpreter in a K-12 setting. This however requires training and is one of the changes I hope to see implemented in our system. Like substitute teachers, I believe that substitute interpreters should be required to obtain some sort of DOE training and subsequent certification in order to work in our schools!
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What/Where/When are the reasons we act outside of our interpreting role? What should be expected of Sub interpreters? Single day subs and long-term subs, should the guidelines be different?
ReplyDeleteI know right! I remember when I first started (while I didnʻt realize it at the time) I was acting not only as an interpreter but also as a liason, notetaker, tutor and was even consulting with the teacher about how to make the lesson more accessible ... all in the duration of ONE class period. Needless to say once I did a Demand and Control analysis of this situation I realized that pre- and post- job controls needed to be put in place so that I could focus and do my best on INTERPRETING.
ReplyDeleteI think subs should be expected to provide the same type of services, both as an educational interpreter and educational STAFF member. This would mean providing EDUCATIONAL interpreting not being a community interpreter in a K-12 setting. This however requires training and is one of the changes I hope to see implemented in our system. Like substitute teachers, I believe that substitute interpreters should be required to obtain some sort of DOE training and subsequent certification in order to work in our schools!
ReplyDeleteGreat resource is NAIE. http://naiedu.org/
ReplyDelete