CENTER for OUTREACH SERVICES
MRID Self-Paced Modules for
Educational Interpreter Skill Development
by Susan Boinis, Paula Gajewski Mickelson, Patty Gordon, Lauri S. Krouse and Laurie Swabey
This set of eight self-paced learning modules was created in 1996 as part of grant project conducted by the Minnesota Registry of Interpreters for the Deaf (MRID). The modules are designed to help educational interpreters further develop their interpreting and transliterating skills. Marty Taylor's research on the most common errors made by interpreters is integrated in some modules to focus the information and practice activities. Each module includes a pre-test and post-test as well as many practice activities.
The introduction and eight modules can be downloaded individually as PDFs and viewed with Adobe Reader, a free program. To navigate within the PDF, use the Bookmark tab on the sidebar. Each Table of Contents can also be used to navigate by clicking on individual lines. You can also find specific text using the Search function.
The introduction includes acknowledgments, project team biographies, information about assumptions of the authors, the format of the modules, and suggestions for how to use the modules.
This module helps develop a solid understanding of the cognitive processes involved in interpreting and revisit necessary pre-interpreting skills for a strong base on which to build other skills. It also includes explanation and activities related to the Colonomos model and the Gish approach to information management as well as techniques for clarification and correction.
Ethics and Role (11.2 MB)
This module guides you through an exploration of your own values and the RID Code of Ethics (which can be modified for the current RID Code of Professional Conduct), followed by applying that within the educational interpreting setting.
This module reviews ASL sentence types, grammatical use of facial expression, sequencing events, directional and inflected verbs and the use of prepositions. It also addresses the most common grammatical errors made by interpreters which have been noted by researcher Marty Taylor.
This module includes strategies for improving English and ASL vocabulary. It also teaches the interpreter how to analyze vocabulary in context and the functions of words to interpret them accurately. Idioms and register are also addressed as well as how to work with a Deaf languge mentor.
This module addresses common errors interpreters make in their use of space based on Marty Taylor's research. Most of this module focuses on working from English-to-ASL, but understanding issues related to space when interpreting ASL-to-English and the use of space in transliteration are also addressed.
This module explains the different types of numbering systems and how numbers are used in ASL. It also addresses interpreting number concepts from voice-to-sign and sign-to-voice, including story problems in math and words that respresent non-specific numbers.
This module starts with a self-assessment tool for handling fingerspelled terms interpreting from sign-to-voice. It includes a review of the uses and types of fingerspelling and ten common errors made by interpreters when fingerspelling based on Marty Taylor's work. Strategies for improving receptive fingerspelling are recommended with practice suggestions.
This module addresses the most common errors made by interpreters in their use of classifiers and size and shape specifiers (SASSes), based on the research of Marty Taylor. While the focus is on interpreting English-to-ASL, using classifiers within a transliteration and voicing information presented by classifiers is also addressed.
While these materials were created in 1996 and thus some of the resources described may not be readily available today, the information and practice activities are still helpful and relevant. When the suggested source materials are not readily available to you for a given practice activity, consider the purpose of the activity. There are many resources that have since been developed that could serve the same purpose.
Sources for finding almost all of the suggested materials or helpful substitutes at no charge:
Contact us with questions, comments or if you need suggested materials for different practice activities.
Acknowledgements