Working at the intersection of linguistics, ethical decision-making, and educational development
Resources for Participants
This workshop is an exploration of some issues addressed in a blog posting by Doug Bowen-Bailey on StreetLeverage.com.
Workshop Description
Interpreters and transliterators need to make choices in the classroom that will facilitate student growth and learning as well as empowering teachers to be successful. Basing our discussion on the work of Robert Lee and Peter Llewellyn-Jones, we will explore the ways that interpreters and transliterators function in the classroom and what “role-space” is needed for learning and growth to take place. We will also draw on the work of Robyn Dean and Bob Pollard and their concepts related to Demand-Control Schema – and on the work of Witter-Merrithew, Nicodemus, and Johnson and their work on Relational Autonomy. In all of this, we will have an opportunity to discuss specific challenges that might come up in classrooms and successful strategies for managing them. THIS IS AN EXCELLENT OPPORTUNITY FOR TEACHERS TO BE IN DISCUSSION WITH INTERPRETERS ABOUT BEST PRACTICES IN THE CLASSROOM.
Workshop Objectives
Successful participants will be able to:
- Explain the three dimensions of interpreter role-space
- Identify at least 5 factors that affect the choices interpreters make in how they function in a classroom setting
- Identify 3 specific linguistic features that will influence the choices of an interpreter/transliterator
- Analyze interpreting situations and determine the dimensions of role-space used by an interpreter
This session will be extremely interactive – using a combination of brief presentation and large and small group discussions.
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