top of page

Translation / Interpreting Theories

Working Knowledge of Relevant Theories Related to Interpreting Practice:

My education in the field of interpreting began in 2004 when I attended and graduated from a two-year Interpreter Preparation Program at Front Range Community College (FRCC) in Colorado. Upon graduation in 2005, I realized that while I could produce an interpretation, I wasn't yet the professional practitioner that I knew I wanted to become. I continued my interpreting education by attending and graduating from the University of Northern Colorado's (UNC) ASL-English Interpretation program.

FRCC

2004-2005

I completed seven courses which laid my foundation for theories related to interpreting. 

  1. Aspects of Interpreting I (3 credits, syllabus)

  2. Aspects of Interpreting II (3 credits, syllabus)

  3. Introduction to Interpreting (3 credits, syllabus)

  4. English to ASL Interpreting (3 credits, syllabus)

  5. ASL to English Interpreting (3 credits, syllabus)

  6. Transliterating (3 credits, syllabus)

  7. Advanced Interpreting (4 credits, syllabus)

UNC

2006-2008

I completed 13 courses which expanded my knowledge for theories related to interpreting.

  1. Critical Thinking and Analysis (3 credits, syllabus)

  2. Interpreting Skills - Development I (3 credits, syllabus)

  3. Interpreting Skills - Lab I (2 credits, syllabus)

  4. Interpreting Skills - Lab II (2 credits, syllabus)

  5. Interpreting Skills - Dev. II & Lab III (5 credits, syllabus)

  6. Observation & Supervision I (2 credits, syllabus)

  7. Observation & Supervision II (2 credits, syllabus)

  8. Professional Decision-Making (3 credits, syllabus)

  9. Supervision of Interpreting Systems (3 credits, syllabus)

  10. Interpreting Skills Lab IV (2 credits, syllabus)

  11. Interpreting Skills Lab V (2  credits, syllabus)

  12. Community Interpreting Skill Dev. 1 (3 credits, syllabus)

  13. Community Interpreting Skills Dev. 2 (3 credits, syllabus)

In these courses, I developed a working knowledge of:

  • the role and responsibilities of the interpreter in various settings,

  • systems thinking and interpreting systems,

  • ethical standards and practices (like RID's Code of Professional Conduct, theory of value paradigms, conflict resolution strategies, conflict styles),

  • professional decision-making models (like Demand-Control Schema),

  • theories and practices of interpreting which include task analysis and processing theories (like interpretation vs. transliteration, consecutive vs. simultaneous methods, notetaking, sight translation, discourse analysis techniques, 10 Step Discourse Analysis Process, Sociolinguistic Process of Interpreting by Cokely, Integrated Model of Interpreting by Colonomos, Interpretation Skills by Taylor), &

  • cultural considerations. 

College Courses I've Taught

Beyond just engaging with theories related to interpreting practice as a student, I have facilitated others' engagement with theories of interpreting practice. 

  • Fall 2010 & Spring 2011 - I served as an Interpreting Mentor (syllabus 2010 & syllabus 2011) to 7 internship students in UNC's Educational Interpreter Certificate Program. As a mentor, I facilitated the interns' analysis and exploration of texts using the 10-Step Discourse Analysis Model.

  • Fall 2016 - I co-taught Ethics in Leadership (syllabus) in UNC's Leadership and Supervision Certificate Program. I facilitated student's exploration of ethics including historical and contemporary perspectives, ethical and moral conflicts, and the potential for conflicts associated with power, duty, responsibility, integrity, trust, consent, and change. Ethics was examined in the context of leadership in the interpreting field.

  • Spring 2017 - I taught Discourse Analysis (syllabus) in UNC's ASL-English Interpretation program where I facilitated students' understanding of the sociolinguistic aspects of communication, Grice's maxims, and the 10-Step Discourse Analysis Model.

  • Fall 2018 - I taught Observation-Supervision I (syllabus) in UNC's ASL-English Interpretation program where I facilitated students' understanding of Demand-Control Schema through the avenue of observing working interpreters. The students' final project was to create and host a workshop sharing their knowledge of Demand-Control Schema with their interpreting colleagues. This course also include Role-Space by Llewellyn-Jones and Lee. 

Workshops / Discussion Groups I've Lead

I also have hosted workshops and discussion groups related to analyzing interpreting work samples, giving feedback, ethics, and models of interpreting. I like to take thing that I have learned or have peeked my interest and develop my own knowledge while bring others along with me.

 

  • Feedback and You in 2009 (flyer)

  • Interpretation Analysis: Developing a Positive Perspective in 2009 (flyer)

  • Interpretation Analysis: Improving Your Feedback Ability with Salient Linguistic Features in 2010 (flyer)

  • Re-Examining What “Interpreter Role” Means – An Introduction to Role-Space in 2019 (flyer)

  • Sensibility & Ethics in 2020 (flyer)

  • Ethical Theories & Frameworks in 2020 (flyer)

  • See No Evil in 2020 (flyer)

  • The Effort Models of Interpreting in 2021 (flyer)

Trainings I've Attended

I have taken various trainings promoting my continued and deeper understanding of theories related to interpreting practice. While I have taken many learning events since joining the profession, I have listed trainings that were more significant in nature and about a very clear theory or model. 

 

  • Leading Groups Through DC-S Textbook in 2017 (2.2 CEUs)

  • Foundations I of the Integrated Model of Interpreting in 2018 (1.5 CEUs)

  • Foundations II of the Integrated Model of Interpreting in 2019 (1.5 CEUs)

  • Role-Space What Does It Mean in 2019 (1.21 CEUs)

  • Role-Space Training in 2019 (0.62 CEUs)

  • DC-S Signature Course in 2021 (2.0 CEUs)

  • Foundations I of the Integrated Model of Interpreting in 2022 (1.5 CEUs)

My RID Education History has additional details on the professional trainings I have taken.

Intersectionality / Intercultural Communication:

My understanding of Intercultural Communication also began at FRCC and expanded at UNC.

FRCC

2004-2005

I completed four courses which laid my foundation for frameworks of intercultural communication. 

  1. Ethnography of the Deaf Community (3 credits)

  2. Introduction to Language and Communication (3 credits)

  3. Deaf People in Society (2 credits)

  4. Survey of Deaf Culture (3 credits)

UNC

2006-2008

I completed two courses which expanded my knowledge for frameworks of intercultural communication

  1. Intercultural Communication (3 credits)

  2. Community and Identify (2 credits)

 

In these courses, I developed an awareness and understanding for intercultural communication in two categories, 1) general cultural knowledge and 2) Deaf cultural knowledge. 

General Cultural Knowledge

  • Borderland cultures,

  • Cross-cultural conflict resolution,

  • Cultural conflicts,

  • Cultural variations,

  • Gender differences,

  • High vs. low context,

  • Intercultural communication

  • Language's influence on culture and identity,

  • Non-verbal communication.

  • Power, privilege, and oppression

  • Stereotypes, and 

  • Supir-Whorf Hypothesis

Deaf Cultural Knowledge

  • Deaf community including their nature, structure, behaviors, and accomplishments,

  • Deaf culture as a distinct American culture with group specific norms, values, traditions, and language,

  • Deaf people's language development and socialization in a hearing society,

  • Deafness including psychosocial and cultural impacts and the influences of these impacts on society, and 

  • Diversity within Deaf culture (subcultures),

My classroom interactions and assignments were based on three texts:

Deaf in America: Voices from a Culture by Padden & Humphries (1990)

American Deaf Culture: An Anthology by Wilcox (1989)

Cultural and Language Diversity & the Deaf Experience by Parasnis (1996)

My classroom interactions and assignments were based on two texts:

Intercultural Competence: Interpersonal Communication Across Cultures by Lustig & Koester (1993)

That's Not What I Meant! by Tannen (1986)

I ended the class with a deeper understand and appreciation of myself with a different cultural identity and Deaf people for their unique cultural identity. Service learning project within the Deaf Community....

College Course I've Taught

Beyond just engaging with theories related to interpreting practice as a student, I have facilitated others' engagement with theories of interpreting practice. 

  • Fall 2016 - I taught Intercultural Communication at UNC where I facilitated students' understanding of general cultural knowledge, Deaf cultural knowledge, and cross-cultural conflicts. 

  • Summer 2018 - I redesigned the Intercultural Communication at UNC with a fellow teacher. The redesigned emphasized a cohesive and interactive forum that captured the students' entire intercultural communication learning and growth in one place. We added in topics like color blindness, cultural competence, cultural humility, intersectionality, and transgender oppression. Unfortunately, the on-campus section I was scheduled to teach in the fall was cancelled. 

Workshops / Discussion Groups I've Lead

Workshops hosted and book groups

Workshops I've Attended

Attended workshops

bottom of page