Interpreting Education

American Sign Language Teacher’s Association (ASLTA)
The American Sign Language Teachers Association (ASLTA) is the only national organization dedicated to the improvement and expansion of the teaching of ASL and Deaf Studies at all levels of instruction. ASLTA is an individual membership organization of more than 1,000 ASL and Deaf Studies educators from elementary through graduate education as well as agencies.

An Annotated Bibliography on Interpretation PatrieMertzAnnotatedBibliography1997
Compiled by Carol Patrie and Julie Mertz, Department of American Sign Language, Linguistics and Interpretation, Gallaudet University. This is a PDF document; depending on your browser settings you may need to right-click and save the file to your computer to view it.

Autobiography of Intercultural Encounters    The Autobiography of Intercultural Encounters is a tool designed to encourage people to think about and learn from intercultural encounters that have made a strong impression or had a long-lasting effect on them. In discovering what underlies these encounters users become more aware of their experience and their reactions, thereby developing their intercultural competences.

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR)
The CEFR is a document which describes in a comprehensive manner i) the competences necessary for communication, ii) the related knowledge and skills and iii) the situations and domains of communication. This document provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner and it provides a basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility. It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates.

Conference of Interpreter Trainers
CIT is a professional organization dedicated to laying the educational foundations for interpreters to build bridges of understanding. While focused primarily on interpreters working between American Sign Language and English, we welcome educators who work with other languages, whether signed or spoken.

European Language Portfolio
People who are learning or have learned a language – whether at school or outside school – can record and reflect on their language learning and cultural experiences. The portfolio contains a language passport which its owner regularly updates. A grid is provided where his/her language competences can be described according to common criteria accepted throughout Europe and which can serve as a complement to customary certificates. The document also contains a detailed language biography describing the owner’s experiences in each language and which is designed to guide the learner in planning and assessing progress. Finally, there is a dossier where examples of personal work can be kept to illustrate one’s language competences.

NCIEC Interpreter Education Resources (2005-2010)
A list of Interpreter Education Materials and Resources compiled by the TIEM’s National Center and the National Consortium (2005-2010).

Per-LeeInterpreterResearch1980 was edited by Myra S. Per-Lee; published by The National Academy of Gallaudet College, 1980. The Information prepared for, and created from, a conference held in 1980 discussing the pressing issues in interpreting.

The Interpreter’s Tapestry is a central resource for sign language interpreters including links to sign language vocabulary, professional development resources, and translations of common educational interpreting texts.

Interpreter Trainers Network (Australia) (ITN) is a professional association for sign language interpreter trainers. The Network provides interpreter trainers with formal and informal opportunities for collegial support. The ITN was established in 2009.

Interpreter Training State Art was edited by Carol Yoken; published by the National Academy of Gallaudet College, 1980. A synopsis of the history of Interpreting and its evolution into a professional field, with an emphasis on the transition between the past and the future.

Module Overview: Introduction to the Rehabilitation Process An overview of the rehabilitation milieu, as well as situations and terminology in the field. Knowledge about the rehabilitation process, the roles of various rehabilitation professionals, and related legislation will increase the interpreter’s familiarity with the nature of the material to be communicated, and the role and responsibilities of rehabilitation interpreters. Produced at the University of Tennessee by the National Interpreter Training Center June 1995

The National Clearinghouse of Rehabilitation Training Materials
The NCRTM is sponsored by the Rehabilitation Services Administration (RSA) and hosted by Utah State University. They serve the profession of Vocational Rehabilitation as a centralized resource for the development, collection, dissemination, and utilization of training materials; as a forum for advancing knowledge through applied research and open dialog; and as a marketplace for career and staff development.

National Needs Assessments and Reports
All of the National Needs Assessments and associated reports disseminated and written by the TIEM’s National Center and the National Consortium (2005-2010)

Standards for Learning American Sign Language
A Project of the American Sign Language Teachers Association. This is a PDF document; depending on your browser settings you may need to right-click and save the file to your computer to view it.

Effective Practices in Teaching Interpreting Domains & Competencies
In 2000, Project TIEM.Online, directed by Dr. Betsy Winston, received a Department of Education grant (#H160C030001). One major goal of that grant was to investigate, and design, and implement a curriculum for teaching teachers how to teach interpreting. The domains and competencies were incorporated into the Masters of Interpreting Pedagogy program, established in the ASL program at Northeastern University in 2005. They form the foundation for the design, development, delivery, and assessment of that curriculum.

Technical Assistance and Continuing Education (TACE) Centers
Ten regional centers funded by the Rehabilitation Services Administration (RSA) to provide information, training, and technical assistance in Vocational Rehabilitation. They provide technical support and continuing education programs to state vocational rehabilitation (VR) agencies and their partners. This link takes you to the list of all 10 centers on the NCRTM site.

US Department of Education Grants
The Department of Education is a major funder in interpreting education. At this link you will find some basic information about their grant opportunities.