Sample Interpreting Workshop Proposal


Unfortunately, workshop proposals are difficult to come by. (Maybe our hesitance to get observed as interpreters carries over into professional development?) To help with this and practice some vulnerability, I’ve decided to share my workshop proposal for the OCRID 2014 conference. It’s not perfect, and some elements of the workshop shifted between creation and implementation. But on the whole, I think it’s a decent overview of what a workshop proposal looks like – even if it is a work in progress. Special thanks to OCRID for allowing me to present, and to all the participants who contributed to a rich conversation.


 

Making Research Count: Your Travel Guide to the Republic of Researchistan

Presented by Austin Kocher, The Ohio State University

Program Description

The term “research” – like travel to foreign country – provokes mixed reactions among sign language interpreters: beguiling to some, terrifying to others. Yet as sign language interpreting continues to grows as a practice profession and more working interpreters earn graduate level degrees, we cannot ignore the increasingly important role of academic research. But how can we make research count? Workshop participants with receive hands-on training in the art of reading and evaluating interpreting research, applying research to daily practice, incorporating research into workshops and presentations, and improving academic ASL skills. This workshop is organized like a travel guide, with actual travel stories and photographs along the way. We will learn how to pack our intellectual suitcase for the journey, visit the must-see sights in the current state of interpreting research, learn how to talk with the curious academic locals, and navigate back to safety when we get lost.

Benefit to Practitioners

The content of this workshop is applicable to all working interpreters, interpreter trainers, and interpreters interested in creating a professional workshop. Participants will gain confidence discussing academic research and develop skills to make research relevant in the field. Working interpreters will improve their ability to evaluate research, and apply it to their daily practice. Interpreter trainers will become more familiar with research outlets and learn to incorporate it into interpreter training program. Interpreters interested in creating a workshop will be able to utilize up-to-date professional knowledge as a foundation for workshop development. As a result, workshop participants will become better consumers of information, and better able to create new knowledge for the benefit of the interpreting profession.

Workshop learning objectives.

  • Objective 1: Participants will recognize key organizations, researchers, and academic disciplines that are currently producing research related to interpreting.
  • Objective 2: Participants will be able to identify and retrieve current interpreting research, including academic articles, books, and reports.
  • Objective 3: Participants will be able to read, summarize, and evaluate research materials.
  • Objective 4: Participants will be able to incorporate research into daily practice, professional development activities, and contribute to future research.
  • Objective 5: Participants will improve their receptive and expressive academic ASL skills.

Activities

  • To accomplish Objective 1, the presenter will use didactic instruction and group discussion to provide an overview to the current state of interpreting research with specific examples from across the U.S. and around the world. (20 minutes*)
  • To accomplish Objective 2, the presenter will demonstrate how to retrieve research-related publications using online databases and web searches, including how to gain legal access to research materials through public libraries. (20 minutes*)
  • To accomplish Objective 3 the presenter will provide introductory instruction to the research process and writing practices, using personal examples from the presenter’s own work. The presenter will then distribute one academic publication to participants. Participants will work individually and in groups to identify the key parts of the publication, summarize the results, and evaluate the conclusions. (60 minutes*)
  • To accomplish Objective 4, the presenter will use examples his own research to demonstrate how to incorporate new research into existing knowledge frameworks, reference research publications, and ask new questions. Workshop participants will be differentiated by professional experience and interest into two groups: the first group(s) will apply research to daily practice, and the second group(s) will incorporate research into workshop development or interpreter training. Both groups will be asked to reflect on how new research raises new questions about interpreting. (60 minutes*)
  • To accomplish Objective 5, the presenter will use ASL as the language of instruction, and participants are invited (but not required) to use ASL during workshop discussion. Specific research-related signs will be discussed as applicable. (This objective will run concurrent with objectives 1-4.)
  • *An additional 20 minutes is allotted for a workshop introduction, closing comments, and flex time.

Biographical Sketch

Austin Kocher is a Ph.D. student at the Ohio State University in the Department of Geography. He graduated with an interpreting degree from Columbus State Community College in 2006, and earned an MA in geography in 2009. Austin’s recent projects include organizing a Deaf Geographies working group among international scholars to improve the quantity and quality of scholarship on Deaf culture and the interpreting profession in academic research. He blogs regularly at https://theinterpretingreport.wordpress.com.

Language Considerations

The presenter will review the following language plan at the beginning of the workshop. Given the importance of being able to discuss research in both ASL and English, the workshop will use both judiciously and systematically. The presenter will use ASL throughout the workshop. Workshop participants are invited to use this workshop as an opportunity develop their academic signing skills, but are also encouraged to balance this with their ability to attain the learning objectives of the workshop. Where necessary, participants will be grouped by modality preference.

Workshop Information

The requested time for the workshop is three hours. The workshop is designed to be appropriate for all levels of interpreters who do not have a research background. A projector is required, but the presenter will provide the laptop and connectors. It is requested that voicing into English will be conducted in a way that balances the objectives of the workshop and the needs of the participants. Copy-signing during audience discussion will be helpful.

References

This workshop uses recent research in two ways. First, the workshop itself draws upon the following recent research in the field of interpreting.

  • Gile, Daniel. (2001) Getting Started in Interpreting Research: Methodological Reflections, Personal Accounts and Advice for Beginners. John Benjamins Publishing.
  • Napier, Jemina; McKee, Rachel Locker, and Goswell, Della (eds.) (2006) Sign Language Interpreting: Theory and Practice in Australia and New Zealand. Federation Press.
  • Nicodemus, Brenda and Swabey, Laurie, eds. (2011) Advances in Interpreting Research: Inquiry in Action. John Benjamins Publishing.
  • Marschark, Marc; Peterson, Rico; and Winston, Elizabeth (eds). (2005) Sign Language Interpreting and Interpreter Education: Directions for Research and Practice (Perspectives on Deafness). Oxford University Press.

Second, the workshop will use the following recent resources (or similar resources) as hands-on material for discussion.

  • Cokely, Dennis. “Shifting positionality: A critical examination of the turning point in the relationship of interpreters and the deaf community.” Interpreting and Interpreter Education (2005): 1.
  • Dean, Robyn K., and Robert Q. Pollard. “Application of demand-control theory to sign language interpreting: Implications for stress and interpreter training.”Journal of Deaf Studies and Deaf Education 6.1 (2001): 1-14.
  • Debevc, Matjaž, Primož Kosec, and Andreas Holzinger. “Improving multimodal web accessibility for deaf people: sign language interpreter module.” Multimedia Tools and Applications 54.1 (2011): 181-199.
  • Fischer, Steven L., Matthew M. Marshall, and Kathryn Woodcock. “Musculoskeletal disorders in sign language interpreters: A systematic review and conceptual model of musculoskeletal disorder development.” Work: A Journal of Prevention, Assessment and Rehabilitation 42.2 (2012): 173-184.
  • Palmer, Jeffrey Levi, Wanette Reynolds, and Rebecca Minor. “”You Want What on Your PIZZA!?”: Videophone and Video-Relay Service as Potential Influences on the Lexical Standardization of American Sign Language.” Sign Language Studies 12.3 (2012): 371-397.
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