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Instructor Guide

Deaf Interpreter-Hearing Interpreter Teams

An infusion module for Interpreter Education Programs

Instructor guide

This instructor guide contains all of the information in the Student Resources pages. In addition to what students can see on their pages, the Instructor Guide also contains assessments as well as answers for the activities for each unit.

Instructor Welcome

INSTRUCTOR WELCOME

Welcome! As an instructor in an Interpreter Education Program the future of our profession is in your care. Soon into their learning journey, the students will uncover the need to work within teams to effectively navigate the many aspects of working as a professional signed language interpreter in settings that are amazingly diverse with hearing and deaf individuals who are multicultural and have a variety of communication needs. The students will look to you to provide them direction on how to best assess the need for a team. By including Deaf Interpreter-Hearing Interpreter (DI-HI) teams in this discussion from the onset, you set the tone and foundation for inclusion for DI-HI teams and therefore provide one of the most powerful choices an interpreter has in providing an effective interpretation.

From assessing to justifying, prepping, teaming, and debriefing, working within a DI-HI team is a fluid process that includes unique considerations. For this reason we have created the DI-HI Team Module Objectives for you to utilize in your IEP.

We thank you for your dedication to our future. Enjoy the learning journey…

Directions for using this module:

This DI-HI Team module is six hours of educational material designed to be incorporated within a curriculum of an Interpreter Education Program. It contains four individual units, with each component being designed to either be a stand-alone learning unit or to be used in sequence with the others. Each unit follows the same basic structure:

Subject Unit Content
Subject Unit Resources (reading material, videos, citations, etc.)
Activities and Assessments
Possible supplementary material

Each unit requires approximately an hour and a half of either instructor led or student self-led interaction with the material to complete the subject unit content, activities, and assessments. Additionally, each unit was developed with the assumption that specific foundational knowledge and skills are in place. These assumptions are included in the Course Outline.

As with the students, the instructor will have access to all of the subject unit content, resources, activities, assessments, and suggested supplementary material. In addition, the instructor will have access to answer keys found in the Instructor’s Plan portion of this module

Prioritization of module material:

Though each of the four units provides important foundational knowledge we understand that not every IEP will be able to complete all four. At the minimum we suggest having every student complete units 2 and 3. Unit 2 provides essential foundational knowledge that justifies the use of CDIs in our field; without this deep understanding the other units will have less meaning to the students. Unit 3 provides insight into different language and communication needs of different consumers as well as the complexities of specific settings; this knowledge will not only aid them in assessing the need for a CDI but also help to inform them of how to assess accepting a job at all.

However, we want to emphasize that Units 1 and 4, though lower on the priority list, should be completed so that students have a complete picture of DI-HI teams. If time is a concern, units 1 and 4 could be completed within pairs or subgroups with class time or online time dedicated to each pair or subgroup peer teaching the others on key learning points. Time saved, content learned; a win-win for all.

Though we know DI-HI teams may be required or beneficial for any consumer or setting, an all-inclusive list would be impossible. For this reason, Unit 3 has been divided into two possible approaches. The information currently loaded in the student module focuses on three settings where novice interpreters are more likely to work – educational, social services, and medical. In this instructor plan, we have provided information on five additional settings that would be more suited to expert interpreters – employment, mental health, legal, public events, and national/international interpreting/platform and/or deafness-related conferences. Activities for these additional settings are provided as well. Again, while we feel that it is important to cover as many settings as possible, we understand that time is often a concern when it comes to teaching and planning. As a result, we wanted to provide you with the same quality of information, assessments, and activities for a total of eight settings that you can use at your discretion.

Module Terminology:

The terminology used in the interpreting field continues to grow and evolve along with our increased knowledge and understanding of the field, the communities, and the intersectionality of identities. This iteration of the DI-HI curriculum includes terms commonly used in 2016. However, by the time you read this, you may find other terms in use. Within each unit, you will learn vocabulary specific to the subject content. However, there are several key terms that are used throughout all four units that students should be familiar with.

CDI – Certified Deaf Interpreter
CHI – Certified Hearing Interpreter
CPC – Code of Professional Conduct; referring specifically to the CPC created jointly by the National Association of the Deaf (NAD) and the Registry of Interpreters for the Deaf (RID) found here: http://rid.org/ethics/code-of-professional-conduct/
DI – Deaf Interpreter
DI-HI team* – Deaf Interpreter – Hearing Interpreter team
HI – Hearing Interpreter
IDP – Interpreter of Deaf Parents (other terms used in the field – Heritage Signer, CODA)

* You may see DI/HI with the use of a backslash. We have intentionally used DI-HI with a hyphen to convey mutual respect and equality.

Course Outline

The course outline lists the assumptions and goals for each Unit, as well as the references and suggested resources. This information has been integrated into all of the Units, but if you want to have it all in one place, you can download the Course Outline.

Download PDF Version of Course Outline | Download Word version of Course Outline

Unit 1

Direct link to page with student resources:
www.interpretereducation.org/di-hi-teams/unit-1-overview/

Assumption & Goals

Unit 1 Assumptions

Students are in the process of learning American Sign Language.
Students are well versed in the history of the Deaf community and the evolution of American Sign Language (ASL) in the United States.
Students are well versed in the linguistic history of ASL which includes the influence and interference of contact sign (also known as Pidgin Signed English or PSE).
Students are well versed in the history of oppression and audism in the Deaf communities.
Students have an understanding of Deaf education, both past and present (Deaf schools, mainstreaming, self-contained classroom, etc.) and the policies regulating D/deaf students’ linguistic access in K-12 education (e.g. SEE, oralism, PSE/contact signing, Cued Speech, etc.).
Students are familiar with the National Association of the Deaf (NAD) and the Registry of the Interpreters for the Deaf (RID), their certifications, and the Code of Professional Conduct.

Unit 1 Goals

To define the roles and functions of individual interpreters, hearing and Deaf, in the United States.
To identify the similarities and differences between Deaf and hearing interpreters.
To be able to explain how Deaf and hearing interpreters come together to create a DI-HI team.
To identify the unique life experiences Deaf interpreters have that make them well suited to interpret.
To be able to justify the need for Deaf interpreters to be certified.
To be able to identify the different certifications for Deaf and hearing interpreters.Back to Top of Unit 1

Unit 1: Introduction and Overview of DI-HI Teams

Download PDF of Unit 1 Overview | Download Word Doc of Unit 1 Overview

This introductory unit focuses on defining Deaf interpreters and hearing interpreters, briefly delineating their individual roles, and explaining how they can come together to create Deaf interpreter/hearing interpreter teams (hereafter “DI-HI team”). Before one can understand how Deaf and hearing interpreters come together to form a DI-HI team, it is essential to understand the roles and functions of each one separately.

Hearing Interpreters:

Hearing interpreters, often called ASL-English interpreters, work between two languages that do not share the same grammar, syntax, rules, or modality. Interpreting between two languages is also referred to as interlingual interpreting. Interlingual interpreters include spoken language interpreters (e.g. Spanish-English interpreter) as well as those interpreting between two signed languages (e.g. American Sign Language-British Sign Language). However, those working between a signed language and a spoken language, such as ASL-English interpreters, also work between two modalities – signed and spoken. As with any kind of interpreting, an ASL-English interpreter needs to have a high level of fluency and cultural competence in both languages to successfully facilitate communication between two or more people.

Deaf Interpreters:

Deaf interpreters, when working interlingually, serve the same function as hearing interpreters in terms of facilitating communication between two or more people. However, their task may differ when working within the same language, or intralingually. Deaf interpreters also have been called relay interpreters, intermediary interpreters, or reverse interpreters. Intralingual and intermediary are the two most common alternatives to the title of Deaf interpreter, whereas relay and reverse are outdated labels though they may still be encountered.

Several examples of interlingual interpretation done by Deaf interpreters include:

Sign languages of other countries, such as British Sign Language (BSL) ⇔ ASL
ASL ⇔ International Signs
Written English ⇔ ASL

The only instance where Deaf interpreters use two separate modalities is when they work with written texts to be translated or interpreted into a signed language (often called sight interpreting, e.g. a Deaf interpreter interprets the closed-captioning on TV into ASL).

Several examples of intralingual interpretation done by Deaf interpreters include:

Visual ASL ⇔ tactile ASL (for a Deaf-Blind person)
English-dominant contact signing ⇔ ASL
ASL ⇔ English-dominate contact signing
Mirroring or shadowing of ASL

There are many factors that contribute to the diverse and wide variety of language use within the Deaf communities. This vast variation creates a need for Deaf interpreters who carry that “strong sense of cultural awareness, and can navigate those worlds smoothly” (Burns, 1999, p. 7). Due to their own personal experiences as core members of Deaf communities, DIs are “comfortable conversing with all members of the D/deaf community – encompassing a variety of backgrounds, educational levels, regional dialects, and other factors” (Bienvenu & Colonomos, 1992, p. 71). This personal insight, along with years of experience accommodating different educational backgrounds and language variations, uniquely qualifies them to interpret for other D/deaf individuals. You will learn more in the next few units about specific situations and consumers that present unique linguistic challenges that warrant the use of a DI-HI team.

Certification in the United States:

The Registry of Interpreters for the Deaf (RID), established in 1964 and incorporated in 1972, began certifying hearing interpreters in 1965 and Deaf interpreters in 1972 (RID, 2012a). There have been a number of certifications offered throughout the years, some have been retired while others are currently recognized. Some examples are listed below. Reference RID’s website for a current listing of certifications http://rid.org/rid-certification-overview/.

National Interpreter Certification (NIC) pass/fail beginning in 2011. However, from 2005 – 2011 this was a three-tiered system awarding the National Interpreter Certification (NIC), National Interpreter Certification Advanced (NIC Advanced), and National Interpreter Certification Master (NIC Master).

Certified Deaf Interpreter (CDI) beginning in 1998.

Oral Transliteration Certificate (OTC) beginning in 1999.

Educational Certificate: K-12 (ED:K-12) beginning in 2006.

Specialist Certificate: Legal (SC:L) beginning in 1998.

Conditional Legal Interpreting Permit-Relay (CLIP-R) beginning in 1991.

Each certified interpreter must adhere to ethical standards with the most current version being co-authored by NAD – the NAD-RID Code of Professional Conduct http://rid.org/ethics/code-of-professional-conduct/.

Hearing Interpreters Certification – A brief history

For hearing interpreters the first certification, awarded from 1965 to 1988, was the Master Comprehensive Skill Certificate (MCSC). Since its inception, the exam for certification for hearing interpreters has gone through several revisions and almost as many certification name changes: from 1972 to 1988 Comprehensive Skills Certificate (CSC), from 1988 to 2008 Certificate of Interpretation (CI) and Certificate of Transliteration (CT). There were other interpreting certifications for hearing interpreters such as:

Transliteration Certificate (TC) from 1972 to 1988,
Interpretation Certificate (IC) 1972 to 1988,
Oral Interpreting Certificate: Visible to Spoken (OIC:V/S) 1979 to 1985,
Oral Interpreting Certificate: Spoken to Visible (OIC:S/V) 1979 to 1985,
Oral Interpreting Certificate: Comprehensive (OIC:C) 1972 to 1988,
Specialist Certificate: Performing Arts (SC:PA) 1971 to 1988.

The most recent generalist certification is the National Interpreter Certification (NIC) which has been awarded beginning in 2011.

Deaf Interpreters Certification – A brief history

For Deaf interpreters the first certification awarded in 1972, was the Reverse Skills Certificate (RSC). The RSC was awarded from 1972 until 1988 when RID stopped certifying Deaf interpreters while the certification system was being overhauled. RID then developed a Certified Deaf Interpreter (CDI) test but shortly after administering it was suspended due to questions regarding the validity of the written portion of the test (Forestal, 2005). Later, in 1995, RID instituted a system where DIs could obtain a Certificate in Deaf Interpreting-Provisional (CDI-P). Criteria for this certification required Deaf interpreters to have taken eight hours of training on theories of interpreting, eight hours of training on RID’s Code of Ethics, and to have provided evidence of a minimum of 1 year interpreting experience (RID, 2012b). This certification is no longer awarded nor valid. For Deaf interpreters RID began offering the Certified Deaf Interpreter (CDI) exam in 1998, the Conditional Legal Interpreting Permit-Relay (CLIP-R) in 1991, and the Specialist Certificate: Legal (SC:L) beginning in 2011. This SC:L exam, offered to CDIs with accommodations, is the same test that hearing interpreters have been able to take since 1998.

DI – What does it take?

What does it take for a Deaf person to become a qualified Deaf Interpreter? Just as there are hearing interpreters who work without certification, there are also Deaf interpreters who work without certification. Burns (1999) warns us that, “It is well known that unqualified hearing interpreters lacking credentials can be very dangerous, and I believe the same applies to Deaf interpreters as well” (p. 7).

While certification is not required in all situations, it does provide a minimum measurement of basic interpreting skills and allows for a formal process of recourse in the event of a grievance. It is critical to understand that, just as every bilingual hearing person cannot work as an ASL-English interpreter, not every bilingual Deaf person can become a Deaf interpreter. Bienvenu and Colonomos (1992) suggested four foundational skills necessary for Deaf interpreters:

Linguistics skills suited for a variety of communication used by Deaf consumers;
Fluent communication skills that allow for familiarity with hearing norms and cultural values;
Cultural sensitivity and an acknowledgment of their biases and internal conflicts that may interfere their work;
And a high level of comfort in a variety of bilingual/bicultural settings. (p. 71)

A History of DI-HI Teams

Unfortunately, the history of DI-HI teams is not well documented. Bienvenu (1991) as cited in Forestal (2005) notes that deaf people have been interpreting for each other since the first Deaf Schools were founded as they would “clarify, explain, or reinforce by repetition for each other what was being said” (Forestal, 2005, p. 235). In Indiana in 1886, there is documentation that mentions a DI-HI team was used for a rape case (Skaggs v. State 1886). More recent research by Ressler (1999), Cerney (2004), and Bentley-Sassaman (2011) has provided insight into DI-HI teams. As Bentley-Sassaman (2010) states, “ A need for a Deaf-hearing interpreter team arises from the language discrepancy between these native ASL users and interpreters who use ASL as their second language” (p. 34). If this is true, one can posit that for as long as there has been a need to interpret messages intertwined with cultural and linguistic complexities, there has been a need for a DI-HI team.

How does a DI-HI team form?

DI-HI teams, as with any professional interpreting team, need to acknowledge their own biases, life experiences, professional knowledge and skills, and how they can navigate their differences together in order to become a successful team. However, because Deaf and hearing interpreters come from different communities that experience different power dynamics, positions of privilege, as well as different professional foundations, they should be cognizant of these influences on the team. Burns (1999) states: “It is imperative…that the [DI-HI] team works as a team, presenting a united front in which they clearly show their support for each other. This is where ‘chemistry’ between interpreters becomes crucial” (p. 7).

Interpreting teams do not always click immediately, regardless if they are Deaf or hearing. Interpreters have to build trust for their working relationship to be successful. This is no different within a DI-HI team. Interpreters need to agree on logistics; understanding each other’s interpreting strengths, weaknesses, and preferences; have clear communication; and mutual respect.

Bienvenu & Colonomos Compatibility Checklist for DI-HI teaming

Bienvenu and Colonomos (1992, p. 74) provide the following compatibility checklist for teaming:

Trust each other
Communicate your interpreting needs
- How much support or independence
- How does your team interpreter know you need assistance?
- Hearing interpreter will sign in English or ASL?
Who is in control: Hearing or Deaf interpreter?
- Are two interpreters (DI-HI) enough? Should Deaf interpreter get a team Deaf interpreter too?

To add to the difficulty in uniting Deaf and hearing interpreting teams is the fact that training opportunities for DI-HI teams are rare. It has been noted by many interpreter practitioners and educators that there is a great need for proper training for DI-HI teams so they can provide effective interpretation together (Bentley-Sassaman, 2010).

Throughout this Course…

With allies such as yourself advocating for DI-HI teams coupled with increased awareness of how DI-HI teams benefit all involved, educational and training opportunities for DIs and DI-HI teams will increase. This in turn will grow the number of CDI-holders across the nation and lay a foundation for successful DI-HI teams. It is with great hope that you will learn more about yourself as an interpreter, about DIs and DI-HI teams, and about your role as a member of a DI-HI team to better meet the needs of the D/deaf and hearing consumers we serve.

References

Bentley-Sassaman, J. (2010). Experiences and training needs of Deaf and hearing interpreter teams. (Unpublished doctoral dissertation). Walden University, Minneapolis, MN. Retrieved fromhttp ://www .diinstitute .org /wp –content /uploads /2011/09/Bentley –Sassaman _DoctoralStudy .pdf.

Bienvenu, M., & B. Colonomos (1992). Relay interpreting in the 90′s. In L. Swabey (Ed.), Proceedings from Eighth National Convention of the Conference of Interpreter Trainers: The Challenge of the 90′s: New Standards in Interpreter Education (pp. 69-80). Pomona, CA: Conference of Interpreter Trainers. Retrieved fromhttp ://www .diinstitute .org /wp –content /uploads /2012/07/Bienvenu .pdf.

Burns, T. J. (1999). Who needs a Deaf interpreter? I do!. RID VIEWS, 16(10), 7.

Cerney, B. (2004). Relayed interpretation from English to American Sign Language via a hearing and a deaf interpreter. (Unpublished doctoral dissertation). Union Institute and University, Cincinnati, OH.

Forestal, E. (2005). The emerging professionals: Deaf Interpreters and their views and experiences on training. In M. Marschark, R. Peterson, & E. A. Winston (Eds.), Sign language interpreting and interpreter education: Directions for research and practice (pp. 235-258). New York, NY: Oxford University Press.

Registry of Interpreters for the Deaf, Inc. (2012a) About RID: Overview. Retrieved from http://www.rid.org/about-rid/.

Registry of Interpreters for the Deaf, Inc. (2012b). Types of certifications. Retrieved from http://www.rid.org/rid-certification-overview/.

Ressler, C. (1999). A comparative analysis of a direct interpretation and an intermediary interpretation in American Sign Language. Journal of Interpretation, 71-97.

Skaggs v. State, 108 IND. 53, 8 N.E. 695 (1886).

Suggested Resources

American Association of the Deaf-Blind. (2009, February 11). How do Deaf-Blind people communicate?. Retrieved from http://aadb.org/factsheets/db_communications.html.

Collins, S. & Roth, H. P. (1992). Deaf Interpreters, TBC News, 49, 1. Retrieved from: http ://www .diinstitute .org /wp –content /uploads /2012/07/TBC _News .pdf.

Lapiak, J. (1996-2012). ASL for: mirror-interpreter. Retrieved from http://www.handspeak.com/word/index.php?dict=mi&signID=3880.

National Consortium of Interpreter Education Centers. (2010). Toward effective practice: Competencies of the Deaf Interpreter. Boston, MA: NCIEC Deaf Interpreter Work Team. Retrieved fromhttp ://www .diinstitute .org /wp –content /uploads /2012/07/DC _Final _Final .pdf.

Registry of Interpreters for the Deaf, Inc. (2012). Practice of interpreting. Retrieved from http://rid.org/about-interpreting/.

RID Certified Deaf Interpreter (CDI) Task Force. (2012). CDI task force update: Is 16 hours enough? A Look at the CDI Exam Pre-Requisites. RID VIEWS, 29(3), 8-9. Retrieved from https://drive.google.com/folderview?id=0B6a_qHBhbilvRGhUTVNwUGYwdUE&usp=sharing&tid=0B6a_qHBhbilvSHl3clBibnZpYVk.

Unit 1: Student Activity

Download PDF of Activity Sheet | Download Word doc of Activity Sheet

Instructor Guide Unit One – Introduction to Deaf-Hearing Interpreter Team

Video Activity Sheet

VIDEO: GURIEC Panel “Deaf/Hearing Interpreting Teams Training” April 27, 2012

http ://webcast .gallaudet .edu /?id =97

INSTRUCTIONS: You will watch two short segments from this 2 hour video and then answer questions:

Segment One (8 minutes): Time mark – 03:46 to 11:48 – Opening
Segment Two (7 minutes): Time mark – 56:25 to 1:03:## – introduction of panel members.

Questions:

What is the background for each person? Include names, DI or HI, how long they have worked as interpreters, and what kind of DI-HI training did they receive?

What are your initial thoughts on the panelist’ comments? What surprised you?

Activity Sheet: Possible Answers

Download PDF of Answer Sheet | Download Word Doc of Answer Sheet

Questions:

What is the background for each person? Include names, DI or HI, how long they have worked as interpreters, and what kind of DI-HI training did they receive?

Possible answers:

Steven Walker: DI, at least twenty years working as interpreter, “like Carolyn, I was dumb to say yes to everything just to work with HIs for different events.” Steven has worked in different settings, including legal and law enforcement. He didn’t receive any training but rather learned how to work in DI-HI team on-the-job.

Beth Gregorich: HI, at least 25 years of experience, working with DIs for 15 years. Tends to work in DI-HI team for Deaf consumers with language challenges. Also works in DI-HI teams for police, court, etc. First training received in San Diego 4 or 5 years ago but like Steven, most of her training was on-the-job.

Kari Bahl: HI, working for 7 years, with DIs for 5 years. Works predominantly with DIs in classroom setting where there is a Deaf-Blind student and hearing teacher. She does not directly feed DIs, but DIs access the hearing teacher’s lecture from her interpretation to the other deaf students. Kari usually works in a DI-HI team for law enforcement or courtrooms and anything that involves children. Kari mentions that, as with Steven and Beth, her training was on-the-job. Kari graduated with a MA in Interpretation. During her MAI program, Carolyn did come to her class to give a presentation about DI-HI teams and practiced with Deaf classmates briefly so that could be counted as training.

Gino Gouby: Worked as an interpreter since 1999 (13 years total), in Arizona usually in legal setting such as courtroom and law enforcement. Majority of work in DI-HI team, usually in courtrooms for Mexicans migrating to the USA. In DC, Gino works in DI-HI teams in the same setting: court and police. More recently Gino’s work has included conference setting where he is on stage and the HI feeds as translates into International Signs (old label: Gestuno). Training received: same– on-the-job & trial-and-error. Did go to the San Diego workshop led by Carolyn Ressler. Gino mentions that he notices an increase in DI-HI training workshops being offered today compared to few years ago.

What are your initial thoughts on the panel comments? What surprised you?

Possible Answer:

This is the students’ chance to reflect and build on what they have read; they could answer anything. After reflecting with them on their answers, here are additional questions to consider if they have not touched on these areas:

What do you think about the training that the DI-HI teams? (Point out the lack of training.)
The DIs have worked as interpreters for 10+ years. Is this a surprise to you? Why or why not? (They may have thought CDIs, as a field, is relatively new, maybe barely 5 years.)
Why do you think Steve Walker states that he was dumb to take any assignment in the beginning of his career? (Lack of training. Didn’t really understand the repercussions of his actions – if he misinterpreted. Lack of knowledge on how a DI-HI team should work together.)
What do you think of the fact that all four panel members work in DI-HI team for legal or law enforcement settings? (Even though there isn’t much training for DIs they are going into the most sensitive areas that have the biggest consequences.)

Unit 1: Assessment Questions

Download PDF of Assessment Questions | Download Word Doc of Assessment Questions

Unit one Assessment:

Provide two examples of intralingual interpretation:

When did RID start certifying hearing interpreters?

When did RID start certifying Deaf interpreters?

What is the current certification for hearing interpreters?

What is the current certification for Deaf interpreters?

What life experiences provide Deaf interpreters with a unique knowledge foundation and skill set?

Why should Deaf interpreters be certified?

Why aren’t there more CDIs or DI-HI teams?

Assessment Answers:

Download PDF of Assessment Answers | Download Word Doc of Assessment Answers

Provide two examples of intralingual interpretation:(Any two of the following)

visual ASL <–> tactile ASL (for DeafBlind person)
English-dominant contact signing <–> ASL
ASL <–> English-dominate contact signing
Mirroring or shadowing of ASL

When did RID start certifying hearing interpreters?
1965

When did RID start certifying Deaf interpreters?
1972

What is the current certification for hearing interpreters?
NIC (National Interpreter Certification)

What is the current certification for Deaf interpreters?
CDI (Certified Deaf Interpreter)

What life experiences provide Deaf interpreters with a unique knowledge foundation and skill set?
Due to their own personal experience as a core member of the Deaf community, DIs are “comfortable conversing with all members of D/deaf community—encompassing a variety of backgrounds, educational levels, regional dialects, and other factors” (Bienvenu & Colonomos, 1992, p. 71). This personal insight, along with years of experience accommodating different educational backgrounds and language variations, uniquely qualifies them to interpret for Deaf individuals.

Why should Deaf interpreters be certified?
While certification is not required in all situations, it does provide a minimum measurement of basic interpreting skills and allows for a formal process of recourse in the event of a grievance. It is critical to understand that, just as every bilingual hearing person cannot work as an ASL-English interpreter, not every bilingual Deaf person can become a Deaf interpreter.

Why aren’t there more CDIs or DI-HI teams?
A paucity of training/education opportunities

Unit 2

Link to page with student resources:
www.interpretereducation.org/di-hi-teams/unit-2-case-for-di-hi-team/

Assumptions & Goals

Unit 2 Assumptions

Students understand that there are many variations in ASL that result from differences in race, culture, regional dialects, age, cognitive abilities, language acquisition age, and other mitigating factors.
Students understand how ASL produced by a Deaf, native user is different from ASL produced by a second-language learner of ASL.
Students understand how comprehension of ASL is different for a Deaf, native-language user of ASL and for a second-language learner of ASL.
Students understand that there are major differences between Deaf culture and “hearing” culture and that these differences impact an interpreted interaction.
Students understand the need to account for and mediate culturally-laden information in their interpretation.
Students understand the dynamics of oppression and existing power relationships between minority and majority cultures.
Students are in the process of learning ASL.

Unit 2 Goals

To identify the foundational skills and experiences DIs bring to the interpreting task that positively contribute to the DI-HI team.
To describe the benefits of DI-HI teams for Deaf consumers.
To describe the benefits of DI-HI teams for hearing consumer.
To describe the benefits of DI-HI teams for hearing interpreters.Back to Top of Unit 2

Student Resources for Unit 2: Making a Case for a DI-HI Team

Download PDF of Unit 2 Overview | Download Word Doc of Unit 2 Overview

If you have not yet worked with a DI or seen a DI at work you might wonder how their work in a DI-HI team can enhance the overall effectiveness of the interpretation and of the communication exchange. Though there are settings and consumers that require a DI-HI team to provide equal access under the law, this unit is designed to identify and describe the formative experiences that DIs bring to the interpreting task and explain how these experiences not only provide that equal access but have additional benefits to the hearing consumer, the Deaf consumer, and the HI as well.

The DIs Foundational skills and experiences

As Deaf people, DIs have acquired foundational skills and experiences that positively contribute to their work in a DI-HI team. While a number of these skills and experiences have been identified as being beneficial, this unit will address three particular DI areas of expertise that positively contribute to an interpreted event: 1) DIs are native or native-like users of ASL, 2) DIs have lifelong interpreting experience, and 3) DIs are members of the Deaf community/culture.

As native or native-like users of ASL, DIs have had lifelong experiences and exposure to Deaf people with different language backgrounds and with varying cognitive abilities. These experiences have afforded them opportunities to be exposed to and interact with individuals using countless variations and dialects of ASL. From this foundation of language variation and exposure, DIs are able to recognize educational, cognitive, physiological, and sociolinguistic factors along with communication needs likely to influence interpretation. Also, DIs can draw from this acquired language base to come up with alternative visual communication strategies that are creative and flexible enough to meet a variety of consumers’ needs.

Well before DIs are formally given the title of “DI,” they have already accumulated years of interpreting experience. They have, in fact, been functioning as interpreters informally all of their lives. These interpreting experiences span a multitude of settings within varying language environments and involve an infinite list of situational topics.

The NCIEC Deaf Interpreter Work Team (2010) in their report on the competencies of Deaf Interpreters describes some of these formative interpreting experiences where DIs have functioned as informal interpreters. Below is a list of some of these informal interpreting experiences identified by DIs who participated in these focus group discussions:

For their family members, assisting in bridging the communication gaps in a number of everyday life interactions.
In educational settings, for their peers when educators were not fluent users of ASL.
For Deaf immigrants, who were not fluent in ASL, assisting them with a variety of documents, forms, issues, and various settings.

As members of the Deaf community/culture, DIs have firsthand knowledge of the Deaf-life experience. They have an intrinsic understanding of cultural norms, values, and constructs of the Deaf community. Through this understanding, DIs are able to negotiate and culturally mediate interpreted interactions where both Deaf cultural and hearing cultural norms and assumptions exist.

While cultural membership has immeasurable benefits, it also can come with adverse experiences when the culture is perceived as being outside the majority. Oppression, discrimination and paternalistic attitudes are common experiences among members of Deaf communities. Having personally experienced all that membership into Deaf culture brings, DIs are able to recognize these cultural dynamics and work from this underlying cultural framework.

What about Hearing Interpreters of Deaf Parents (IDP)/Children of Deaf Adults (CODAs)/Hearing Heritage Signers?

Because hearing children of Deaf adults may also be heritage or native/native-like users of ASL, may have had early life experiences interpreting informally, and may be considered members of Deaf communities, one might wonder whether or not a hearing IDP and a DI are one in the same. While it is important to recognize the unique experiences and skills hearing IDP interpreters bring to the interpreting team, it is also important to note that there are both organic and experiential differences between a hearing heritage signer and someone who is Deaf. Many of these differences stem from the life experiences one has as a Deaf, visually-orientated individual. Lived experiences from this visu-centric orientation impact neurological development in a number of ways. Bahan (2004) describes in a study how this Deaf way of being created a consistent advantage in the ability of Deaf subjects to perform certain visual tasks. Driven by the innate need to communicate, Deaf people are able to “see far beyond the capacity of ordinary eyes” (Bahan, 2004, p. 30). While hearing IDPs may live between two worlds (the Deaf world and the hearing world), DIs bring the essence of the DEAF-WORLD way of being into their interpreting work in ways that only someone who is Deaf is able to do.

Benefits of a DI

The formative skills and experiences described above provide a number of attributes that DIs bring to the interpreted event. These attributes benefit all parties involved: Deaf consumers, hearing consumers, and HIs. Below are some ways DIs enhance the communication and overall experience for all participants involved.

Deaf consumers can be confident that:
1. Their language use will be accurately assessed to determine a target language/communication form.
2. The DI will use variety of strategies to draw out information and seek clarification of meaning.
3. “Potential gaps (e.g. informational, experiential, educational, visual, protocol, cognitive, memory, cultural, or frame of reference) relative to the particular interaction or setting will be identified in order to determine a target language/communication strategy consistent with the experiential and linguistic framework of the Deaf consumer and appropriate to situational protocol” (National Consortium of Interpreter Education Centers, 2010, p. 5).
4. They will be able to express themselves more freely without concern for misunderstanding and/or misinterpretation.
5. They can be less concerned about cultural misunderstandings knowing that the DI shares his/her culture. The DI’s mere presence will curtail a potential feeling of isolation.
6. They may experience less stress from the positive psychological impact of the DI’s presence due to a sense of sameness they share.
7. The DI will act as a communication advocate to ensure understanding and communication.
8. “The DI will apply [their] understanding and life experience of the history and significance of oppression in the Deaf community in analysis of power relationships among participants within the interpreted interaction in order to determine how the consumer’s position within the power dynamic might influence interpreting decisions or strategies” (National Consortium of Interpreter Education Centers, 2010, p. 5).
Both hearing and Deaf consumers can be confident that:
1. Communication will be accurate and clear resulting in optimal understanding.
2. There is greater efficiency of language access resulting in a more cost effective exchange.
3. “The interaction will be monitored to determine whether interpreting is effective and when it might be appropriate to stop the proceedings and offer appropriate alternative resources ensuring clarity of communication” (National Consortium of Interpreter Education Centers, 2010, p. 6).
4. Appropriate clarification of culturally based information will occur and will result in a reduced number of cultural misunderstandings that occur.

The hearing interpreter can benefit:
1. By having more confidence in the interpreting work being effective and equivalent.
2. From being part of a team where both interpreters bring their essential skills and experiences to the work to verify meaning, gather clarifying information, manage information flow within the team, and affect a mutual monitoring process in the co‐construction of complete and accurate interpretation for all consumers involved.
3. From learning new culturally normative ways to construct ASL messages.
4. From seeing their interpretation re-interpreted by the DI and thereby having an immediate opportunity to see a different way to construct the English message and learning new vocabulary and grammatical features of ASL.
5. From having a second opportunity to view the source information to ensure conveyance of the full integrity of the message.

References

Bahan, B. (2004). Memoir upon the formation of a visual variety of the human race. Deaf Studies Today!, 1, 17- 35.

National Consortium of Interpreter Education Centers. (2010). Toward effective practice: Competencies of the Deaf Interpreter. Boston, MA: NCIEC Deaf Interpreter Work Team. Retrieved from http://www.diinstitute.org/wp-content/uploads/2012/07/DC_Final_Final.pdf.

Suggested Resources

Bentley-Sassaman, J. (2010). Experiences and training needs of Deaf and hearing interpreter teams. (Unpublished doctoral dissertation). Walden University, Minneapolis, MN. Retrieved fromhttp://www.diinstitute.org/wp-content/uploads/2011/09/Bentley-Sassaman_DoctoralStudy.pdf.

Boudreault, P. (2005). Deaf interpreters. In T. Janzen (Ed.) Topics in Signed Language Interpreting: Theory and Practice (pp. 323-355). Philadelphia, PA: John Benjamins.

Bronk, Alisha. (2009). Interpreters: Gatekeepers for the Deaf interpreter community. RID VIEWS, 26(2), 27-28.

Burns, T. J. (1999). Who needs a Deaf interpreter? I do!. RID VIEWS, 16(10), 7.

Egnatovitch, R. (1999). Certified Deaf Interpreter WHY.RID VIEWS, 16(10), 1;6.

National Consortium of Interpreter Education Centers. (2009). Analysis of Deaf Interpreter focus group discussions conducted April-July 2007. Boston, MA: NCIEC Deaf Interpreter Work Team. Retrieved from http://www.interpretereducation.org/wp-content/uploads/2011/04/DI_FocusGroups_FinalReport.pdf.

Registry of Interpreters for the Deaf. (1997). Standard practice paper: Use of a Certified Deaf Interpreter.Retrieved from https://drive.google.com/file/d/0B3DKvZMflFLdbXFLVVFsbmRzTVU/view.

Unit 2: Student Activity Enhancing comprehension with a DI

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Video Activity Sheet

The goal of this activity is for students to experience the how a DI can enhance comprehension of an ASL source and in doing so, achieve a more accurate interpretation.

Directions:

Turn the volume on the computer off
Watch the following video starting at 7:47:

(Here is a direct link to the video starting at this point.)
Watch the Deaf consumer’s source message, then pause the film and respond to questions regarding the content viewed. If you cannot answer the question/s leave it blank.
Re-start the clip and watch the DI’s interpretation of that same source message.
At the completion of the DI’s interpretation, stop the clip and refer back to the comprehension questions just answered.
Review the original responses accuracy and make any changes.

Counter numbers have been provided to help align the source content and interpretation with the comprehension questions.

Scenario Description:

This clip is a staged scene where a female Deaf consumer is meeting with a counselor to discuss a problem she is having with her boyfriend. Only a portion of the actual clip will be used.

Begin watching the scenario at counter number 7:47

——————————————————————————————————————

8:01 – 8:06 Deaf Consumer’s source: The Deaf consumer describes her reason for going to counseling

What did the Deaf woman say was her reason for coming to see a counselor?

8:06 – 8: 20 DI’s interpretation: Does your answer change?

What did the Deaf woman say was her reason for coming to see a counselor?

————————————————————————————————————————–

8:22 – 8:34 Deaf Consumer’s source: The Deaf consumer explains a bit more about why she has come

What kind of job does the Deaf consumer have?
As part of this job, what is she required to do?
How does she feel about her job?
Why doesn’t the boyfriend like her having this kind of job?
What does he do and what happens as a result?

8:34 –8:57 DI’s interpretation: Do you answers change?

What kind of job does the Deaf consumer have?
As part of this job, what is she required to do?
How does she feel about her job?
Why doesn’t the boyfriend like her having this kind of job?
What does he do and what happens as a result?

————————————————————————————————————————–

9:09 –9:23 Deaf consumer’s source: The Deaf consumer describes what she means by abusive.

What kind of physical abuse does the consumer describe?
What else does she say he does?
What has happened as a result of the abuse?

9:23- 9:44 DI’s interpretation: Do your answers change?

What kind of physical abuse does the consumer describe?
What else does she say he does?
What has happened as a result of the abuse?

————————————————————————————————————————–

9:58 –10:06 Deaf consumer’s source: Consumer describes how long this has been happening.

How long has this been happening?
What has she tried to do?
How has her boyfriend responded?
Why does she say she has come to counseling?

10:06 – 10:32 DI’s interpretation: Do your answers change?

How has her boyfriend responded?
How long has this been happening?
What has she tried to do?
Why does she say she has come to counseling?

————————————————————————————————————————–

11:12 – 11:30 Deaf consumer’s source: Consumer describes in what way she wants help to break the relationship off.

What does the consumer say is a big concern for her?
Why does she say she wants to end the relationship?

11:30 – 12:00 DI’s Interpretation: Do your answers change?

What does the consumer say is a big concern for her?
Why does she say she wants to end the relationship?

————————————————————————————————————————–

12:37- 12:48 Deaf Consumer’s source: Consumer describes how she feels about herself after all that has happened.

How does the consumer say she feels about herself?

12:48 – 13:10 DI’s Interpretation: Does your answer change?

How does the consumer say she feels about herself?

————————————————————————————————————————–

13:14 – 13:32 Deaf consumer’s Source: Consumer responds to questions about if she has ever reported this abuse to the police or to a hospital.

Why does the consumer say she has felt she could not share the information about the abuse with anyone?
Since she won’t report it what happens?

13:32- 14:07 DI’s interpretation: Do your answers change?

Why does the consumer say she has felt she could not share the information about the abuse with anyone?
Since she won’t report it what happens?

————————————————————————————————————————–

15:07- 15:25 Deaf consumer’s Source: Consumer responds if she has been involved in other abusive relationship or if this is a first.

Is this the first time she has experienced physical abuse and what does she say started the abuse?

15:25- 15:53 DI’s interpretation: Does your answer change?

Is this the first time she has experienced physical abuse and what does she say started the abuse?

————————————————————————————————————————–

Overall, was your comprehension of the source message enhanced after watching the DI’s interpretation? If so, describe your experience.

Student Activity Answers

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8:01 – 8:06 Deaf Consumer’s source: The Deaf consumer describes her reason for going to counseling

What did the Deaf woman say was her reason for coming to see a counselor?

8:06 – 8: 20 DI’s interpretation (Does your answer change?)

What did the Deaf woman say was her reason for coming to see a counselor?

ANSWER: She has been depressed and has come seeking help about her boyfriend

—————————————————————————————————————————-

8:22 – 8:34 Deaf Consumer’s source: The Deaf consumer explains a bit more about why she has come

What kind of job does the Deaf consumer have?
As part of this job, what is she required to do?
How does she feel about her job?
Why doesn’t the boyfriend like her having this kind of job?
What does he do and what happens as a result?

8:34 –8:57 DI’s interpretation (Do you answers change?)

What kind of job does the Deaf consumer have?

ANSWER: She is a model and is in modeling school.

As part of this job, what is she required to do?

ANSWER: Her job requires her to do a lot of traveling

How does she feel about her job?

ANSWER: She is very excited about this opportunity and enjoys what she is doing.

Why doesn’t the boyfriend like her having this kind of job?

ANSWER: Her boyfriend does not like this because he suspects she is cheating on him and is angry.

What does he do and what happens as a result?

ANSWER: He is physically abusive to her and they argue quite a bit about her modeling career.

————————————————————————————————————————-

9:09 –9:23 Deaf consumer’s source: The Deaf consumer describes what she means by abusive.

What kind of physical abuse does the consumer describe?
What else does she say he does?
What has happened as a result of the abuse?

9:23- 9:44 DI’s interpretation: (Do your answers change?)

What kind of physical abuse does the consumer describe?

ANSWER: Her boyfriend chokes her and pushes her down.

What else does she say he does?

ANSWER: He will not allow her go to modeling school and work and says she must quit her modeling job. He continues to say she is seeing other men even though she tells him she isn’t.

What has happened as a result of the abuse?

ANSWER: She has bruises on her body and is hurt.
————————————————————————————————————————–

9:58 –10:06 Deaf consumer’s source: Consumer describes how long this has been happening.

How long has this been happening?
What has she tried to do?
How has her boyfriend responded?
Why does she say she has come to counseling?

10:06 – 10:32 DI’s interpretation: Do your answers change?

How long has this been happening?

ANSWER: It’s been happening about one year.

What has she tried to do?

ANSWER: She has tried to end the relationship.

How has her boyfriend responded?

ANSWER: He chokes her and continues to argue.

Why does she say she has come to counseling?

ANSWER: She wants to get away from him and end the relationship.

————————————————————————————————————————–

11:12 – 11:30 Deaf consumer’s source: Consumer describes in what way she wants help to break the relationship off.

What does the consumer say is a big concern for her?
Why does she say she wants to end the relationship?

11:30 – 12:00 DI’s Interpretation: Do your answers change?

What does the consumer say is a big concern for her?

ANSWER: She can’t continue with the relationship because he is leaving bruises on her and as a model that does not look good in photos.

Why does she say she wants to end the relationship?

ANSWER: She wants to feel safe, not be abused anymore and also not feel depressed.

————————————————————————————————————————–

12:37- 12:48 Deaf Consumer’s source: Consumer describes how she feels about herself after all that has happened.

How does the consumer say she feels about herself?

12:48 – 13:10 DI’s Interpretation: Does your answer change?

How does the consumer say she feels about herself?

ANSWER: She says she feels unhappy and hurt.

————————————————————————————————————————–

13:14 – 13:32 Deaf consumer’s Source: Consumer responds to questions about if she has ever reported this abuse to the police or to a hospital.

Why does the consumer say she has felt she could not share the information about the abuse with anyone?
Since she won’t report it what happens?

13:32- 14:07 DI’s interpretation (Do your answers change?)

Why does the consumer say she has felt she could not share the information about the abuse with anyone?

ANSWER: Her boyfriend says he will kill himself is she does

Since she won’t report it what happens?

ANSWER: Her friend encourages her to go to see a counselor for help which she is more willing to do because she does not want to see her boyfriend kill himself.

————————————————————————————————————————–

15:07- 15:25 Deaf consumer’s Source: Consumer responds if she has been involved in other abusive relationship or if this is a first.

Is this the first time she has experienced physical abuse and what does she say started the abuse?

15:25- 15:53 DI’s interpretation: (Does your answer change?)

Is this the first time she has experienced physical abuse and what does she say started the abuse?

ANSWER: Yes, this is the first time and it all started when she went to modeling school. She thinks maybe if she had never gone, he would not have abused her.

————————————————————————————————————————–

Overall, was your comprehension of the source message enhanced after watching the DI’s interpretation? If so, describe your experience.

Answers will vary

Unit 2: Making a case for a DI-HI Team – Student Assessment

Download Word doc of Unit 2 Assessment | Download PDF of Unit 2 Assessment

DIs are native or native-like users of ASL, describe one way in which this language fluency contributes to their effectiveness when working in a DI-HI team.

DIs have in many ways functioned as informal interpreters all their lives. Provide at least two examples of informal interpreting experiences DIs may have experienced prior to becoming a professional DI.

DIs have firsthand knowledge of the Deaf-life experience that provides them with an intrinsic understanding cultural norms, values and constructs of the Deaf community. Explain one way in which this cultural experience influences their interpreting work.

Describe 3 ways a DI’s formative skills and experiences may benefit a Deaf consumer.

Describe 3 ways a DI’s formative skills and experiences may benefit both the Deaf and hearing consumers.

Describe 3 ways a DI’s formative skills and experiences may benefit the HI.

Instructor Guide – Unit 2: Making a case for a DI-HI Team – Assessment

Download Word doc of Unit 2 Assessment Answers | Download PDF of Unit 2 Assessment Answers

Quiz

DIs are native or native-like users of ASL, describe one way in which this language fluency contributes to their effectiveness when working in a DI-HI team.

Possible Answers:

Because DIs have had lifelong experiences and exposure to Deaf people with different language backgrounds and with varying cognitive abilities, they been exposed to and have developed familiarity of countless variations and dialects of ASL.
From this foundation of language variation and exposure, DIs are able to recognize educational, cognitive, physiological, and sociolinguistic factors and communication needs likely to influence interpretation.
DIs can draw from this acquired language base to come up with alternative visual communication strategies that are creative and flexible enough to meet a variety of consumers’ needs.

DIs have in many ways functioned as informal interpreters all their lives. Provide at least two examples of informal interpreting experiences DIs may have experienced prior to becoming a professional DI.

Possible Answers:

For their family members assisting in bridging the communication gaps in a number of everyday life interactions.
In educational settings for their peers when educators were not fluent users of ASL.
For Deaf immigrants who were not fluent in ASL assisting them with a variety of documents, forms, issues and situations.

DIs have firsthand knowledge of the Deaf-life experience that provides them with an intrinsic understanding cultural norms, values and constructs of the Deaf community. Explain one way in which this cultural experience influences their interpreting work.

Possible Answers:

DIs are able to negotiate and culturally mediate interpreted interactions where both Deaf cultural and hearing cultural norms and assumptions exist.
DIs bring an understanding of what it’s like to be a member of a minority group having experienced oppression, discrimination and paternalistic attitude.
Having personally experienced all that membership into the Deaf culture brings, DIs are able to recognize these cultural dynamics and work from this underlying cultural framework.

Describe 3 ways a DI’s formative skills and experiences may benefit a Deaf consumer.

Possible Answers:

His/her language use will be accurately assessed to determine a target language/communication form.
The DI will use variety of strategies to draw out information and seek clarification of meaning.
Potential gaps (e.g. informational, experiential, educational, visual, protocol, cognitive, memory, cultural, or frame of reference) relative to the particular interaction or setting will be identified in order to determine a target language/communication strategy consistent with the experiential and linguistic framework of the Deaf consumer and appropriate to situational protocol.
S/he will be able to express themselves more freely without concern for misunderstanding and/or misinterpretation.
S/he can be less concerned about cultural misunderstandings knowing that the DI shares his/her culture. The DIs’ mere presence will curtail a potential feeling of isolation.
S/he may experience less stress from the positive psychological impact of DI’s presence due to a sense of sameness they share.
The DI will act as a communication advocate to ensure understanding and communication
The DI will apply his/her understanding and life experience of the history and significance of oppression in the Deaf community in analysis of power relationships among participants within the interpreted interaction in order to determine how the consumer’s position within the power dynamic might influence interpreting decisions or strategies.

Describe 3 ways a DI’s formative skills and experiences may benefit both the Deaf and hearing consumers.

Possible Answers:

Communication will be accurate and clear resulting in optimal understanding
There is greater efficiency of language access resulting in a more cost effective exchange.
The interaction will be monitored to determine whether interpreting is effective and when it might be appropriate to stop the proceedings and offer appropriate alternative resources ensuring clarity of communication.
Appropriate clarification of culturally based information will occur and will result in a reduced number of cultural misunderstandings that occur.

Describe 3 ways a DI’s formative skills and experiences may benefit the HI.

Possible Answers:

From seeing their interpretation re-interpreted by the DI and thereby having an immediate opportunity to see a different way to construct the English message, learning new vocabulary and grammatical features of ASL.
From having a second opportunity to view the source information to ensure conveyance of the full integrity of the message.
By having more confidence in the interpreting work being effective and equivalent.
From being part of a team where both interpreters bring their essential skills and experiences to the work to verify meaning, gather clarifying information, manage information flow within the team, and effect a mutual monitoring process in the co‐construction of complete and accurate interpretation for all consumers involved
From learning new culturally normative ways to construct ASL messages

Unit 3

Unit 4

Unit 4 – The Deaf Interpreter-Hearing Interpreter (DI-HI) Team at work

Direct Link to Student Resource Page: http://www.interpretereducation.org/di-hi-teams/unit-4-the-di-hi-team-at-work/

Assumptions & Goals

Unit 4 Assumptions

Students understand the dynamics and functions of working in interpreting teams in general.
Students understand the importance of and the techniques for preparing in advance of their interpreting work.
Students understand the differences between a transliteration and an interpretation.
Students understand terms such as: source language, target language, and fed/feed interpretation.
Students can identify dense and/or challenging source language concepts.
Students know the differences between simultaneous and consecutive interpreting processes.
Students have an understanding for how pausing, eye gaze, grammatical head nods, and fingerspelling are used in an interpretation when working without a DI.
Students understand, in general, best practices for how interpreters debrief after working together and the types of areas that are included in a debriefing discussion.

Unit 4 Goals

Students will demonstrate an understanding of different DI-HI preparation needs and approaches prior to assignments including:

How to prepare as a team.
How to use materials provided before the interpreting to prepare as a team.
How to pre-conference with the hearing and D/deaf consumer(s).

Students will be able to identify the following “on the job” approaches for DI-HI teams:

Effective feeding techniques
Monitoring

Students will demonstrate an understanding of the factors and considerations to be included in debriefing upon completion of an assignment

Overview of Deaf Interpreter-Hearing Interpreter Teams at Work

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DI-HI teams can be instrumental in providing communication accessibility for Deaf and hearing consumers. Successful teams are those who prepare together, work collaboratively to co-construct meaningful communication exchanges, and do so in a respectful and professional manner. This holds true for all kinds of interpreting teams whether they are made up of two HI’s, two DI’s, or a DI and HI working together as a team. There are, however, some unique teaming strategies that are specific to DI-HI teams. Distinctive strategies and practices for preparing, teaming, and debriefing for DI-HI teams will be covered in this unit.

Before the Work Begins: DI-HI Preparation

Preparation is the key to teams working together effectively. Preparing with team interpreters is not simply a nice idea, it is also one of the guiding principles of our profession as stated in the RID Code of Professional Conduct, tenet 5.0, which states, “Interpreters are expected to collaborate with colleagues to foster the delivery of effective interpreting services” (RID, 2005).

Along with the typical team discussions, DI-HI collaboration involves preparation in three key areas: 1) Determination of the language and style of the feed (a feed or fed interpretation refers to the work produced by the HI as they listen to the spoken English source and signs or feeds it to the DI), 2) Establishment of agreed upon cues for in-team communications, and 3) Team review of preparation materials.

1) DI-HI Team Preparation:Feed Target language

After receiving the incoming source, the feed interpreter relays (or feeds) this message content to the team who produces a target interpretation. When working from English to ASL, the feed interpreter is the HI. When working from ASL to English, the feed interpreter is the DI. The team must discuss in advance how the feed interpreter will process the source message before feeding it to the team. When working English to ASL, the team may agree that the HI will produce a conceptually accurate, English-based feed so that the DI can re-structure the message into a culturally appropriate ASL interpretation. Another option is to have the HI produce a conceptually accurate, ASL-based feed. From this type of feed, the DI would then produce a more native, accent-free ASL interpretation. When working ASL to English, the same considerations must be discussed.

When simultaneously interpreting, it is also critical to discuss the pace and flow of the feed interpretation to the target interpreter based on their preferences. For example, the DI may prefer that the HI produce a fed interpretation that results in a continuous stream of source message output. Another possibility is for the HI to break down the source into smaller conceptual units and to pause between each of the message units fed (also, referred to as chunking). Additionally, the DI-HI team may agree on when and where the HI will alter the typical pace and message stream of the feed to meet the needs of the interpreting process and the consumers.

When consecutively interpreting, these same considerations should be given. Additional discussion about note-taking and density of the concepts is required before beginning interpreting. This discussion should also include how much the team is comfortable chunking (memory differences can impact this).

2) DI-HI Team Preparation:Establishing Cues

Communication within the DI-HI team is essential. With the fast-pace, continuous flow of information exchanged in an interpreted interaction, there is little time for inner-team negotiations and communications. By establishing pre-determined cues, inner-team communication can occur quickly and concisely. In doing so, the DI-HI team can be sure that the integrity of the message is not sacrificed as a result of these necessary team negotiations. The following are examples of different cues to be established by the DI-HI team before their work. Cues can be used to indicate:

A needed clarification.
A needed repair to the feed or target interpretation.
Extra-linguistic information like a visual aid that is not visible to both team members, a speaker’s nonverbal communication, environmental information, etc.
The source message about to be fed contains challenging or dense concepts like a poem, a joke, use of figurative language, etc.
Need for a pause or process time.
Readiness for the next feed.

3) DI-HI Team Preparation: Material Discussion

As is the case for all interpreters and interpreting teams, reviewing materials and discussing the general theme, goal, and main points of the exchange are critical to achieving message equivalency. DI-HI teams also review these materials and in addition cover a number of other areas in their pre-interpreting discussions some of which will be explained here.

The DI-HI team, in their pre-conference meeting, will also identify source message concepts that may be challenging to feed or to restructure into a target message interpretation. Together the team can note any source materials and/or concepts that may be particularly dense or have more sound- or visually-based meanings that may pose challenges to the interpretation. Examples of these might be the use of analogies, idioms, figurative language, jokes, or poems. The DI-HI team can pre-determine strategies they will use to negotiate source language structures to retain meaning.

Attention should also be given to technical information, jargon, and/or proper nouns that may involve fingerspelling. Because fingerspelling requires specific attention for preciseness, identifying and becoming familiar with this information in advance will minimize the amount of cognitive load needed for comprehension by the interpreter producing the target interpretation.

Finally, the DI-HI team must agree on how preparation with the consumers will be handled. Because working with a DI-HI team may be a new experience for consumers, the team should decide how the DI-HI process will be explained to the hearing and Deaf consumer(s). If consecutive interpreting will be used, here again, the DI-HI team should agree on how the explanation will be given to all consumers.

Along with determining how the logistics of working with the DI-HI team will be explained, the team should also determine in advance what questions the team has regarding the materials, the situation, and the consumers. Some consideration should be given to how preparation with the consumers will be handled.

Here are some suggestions for preparing with consumers:

1) The hearing consumer:

The DI takes the lead explaining the interpreting process and gathering answers to the pre-determined team questions while the HI functions as the interpreter. There are a number of benefits to having the DI lead in this capacity. First, this helps to equalize the imbalance of power that may exist between the hearing consumer and the DI and/or Deaf consumer. The Deaf consumer may gain a sense of empowerment from observing the leadership role of the DI and it also heightens the amount of respect the hearing consumer may have towards the interpreting work.

2) The Deaf consumer:

The DI takes the lead as outlined above, or the DI and HI together explain the interpreting process and gather answers to the pre-determined team questions. This approach is beneficial in that the DI-HI team physically exhibit a unified front with shared goals and responsibilities in the interpreting process.

On the Job: Techniques for Being an Effective DI-HI team

Not only is there a difference in how teams prepare to work together when they are part of a DI-HI team, the actual work itself differs from what interpreters are accustomed to doing. HIs and DIs must make adjustments in how they work when producing a feed interpretation in order to accommodate the DI-HI process.

Research conducted by Ressler (1999) has noted that there are differences between a HI’s product when working with a DI as opposed to when the HI works independently to produce the target interpretation.

Some of the differences noted were that HIs working in DI-HI teams:

Paused differently than those working independently,
Used eye gaze differently than those working independently,
Used head nods as a way to visually support/monitor the DI’s work, and
Used fewer signs per minute but fingerspelled more.

Each of these areas will be explained further below as based on Ressler’s (1999) study.

Effective feeding techniques: Pauses

Pauses occur when an interpreter is not actively signing and their hands are at a rest position. There are also other kinds of pauses when an interpreter holds the final position of a sign beyond the standard customary length of time before moving to produce the subsequent sign. The length of time a HI paused (using either type of pause) when working with a DI in a fed interpretation was found to be three times longer than the time they spent pausing when they worked independently. Seemingly, this extended time spent pausing and not feeding the source created time for the HI to pace how much information was fed to the DI and allowed for monitoring and in-team communications.

Effective feeding techniques:Eye Gaze

Interpreters shift the focus of their eye gaze during their interpretation for a number of reasons. When comparing the focus of an interpreter’s eye gaze working with and then without a DI, differences were observed. When working independently, the HI’s eye gaze was normally focused downward while pausing. However, when feeding a DI, the HI’s eye gaze when pausing was focused directly on the DI. The HI continually watches the DI to monitor and check for feed and communication clarification.

Effective feeding techniques: Monitoring Head Nods

Monitoring head nods are head nods that are not part of the source or target language. When observing HIs working with and without DIs, monitoring head nods were observed only in the feed interpretation. They only occurred during times when the HI paused while holding the final position of a sign. During each of these instances, the HI’s eye gaze was directed at the DI providing support, affirmations, and watching for requests for additional feed information.

Effective feeding techniques: Signs vs. Fingerspelling

When comparing the number of signs produced per minute in a HI’s fed interpretation with their interpretation without a DI, the HI used 24 less signs per minute when feeding a DI. At first glance it might be assumed that the integrity of the message may be compromised with DI-HI teams because information from the source is being omitted. That however is not the case. Rather, the HI may often fingerspell a concept to the DI creating an opportunity for the DI to produce the target language equivalent meaning by using a conceptually equivalent cluster of ASL signs. This cooperative approach efficiently makes use of both interpreters’ time and abilities.

After the job: DI-HI Debriefing

In every teaming relationship there are opportunities to grow and learn. One way to continually improve and build a stronger, more effective DI-HI team is to engage in a reflective discussion about the DI-HI work after its completion. There are a number of specific points of discussion that a DI-HI team covers in their debriefing time to help them grow as individual interpreters and as members of a DI-HI team.

These questions include:

Which pre-established cues were effective and/or ineffective? And, what situational factors led them to being effective or not?
What alternative strategies could have been used to resolve problems that occurred?
What alternative strategies might have been used to enhance team dynamics?
How effective were the strategies the interpreters used to feed?
What corrections/clarifications to the interpretations occurred and were they effective?
What went differently than expected?
What were the content and/or team challenges that were faced?
Was the process collaborative? Why or why not?
Was mutual respect of each other’s interpreting work achieved?
Were power dynamics identified and did they impede or enhance respect of each other’s work?
What have both interpreters learned from one another?

Successful DI-HI teams often do not just happen. These teams are created as the two interpreters adapt and merge their independent processes and skills of preparation, interpretation, and reflection to create a single functioning unit. By applying these necessary adjustments in how DIs and HIs approach their work before, during, and after an interpreted event, the DI-HI team can be confident in the accuracy and integrity of the work they produce.

References

Registry of Interpreters for the Deaf, Inc. (2005). NAD-RID Code of professional conduct.Retrieved from http://rid.org/UserFiles/File/NAD_RID_ETHICS.pdf.

Ressler, C. (1999). A comparative analysis of a direct interpretation and an intermediary interpretation in American Sign Language. Journal of Interpretation, 71-97.

Suggested Resources

Bentley-Sassaman, J. (2010). Experiences and training needs of Deaf and hearing interpreter teams. (Unpublished doctoral dissertation). Walden University, Minneapolis, MN. Retrieved from http://www.diinstitute.org/wp-content/uploads/2011/09/Bentley-Sassaman_DoctoralStudy.pdf

Unit 4: DI-HI Team Preparation Student Activity

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The goal of this activity is for students to observe and analyze how a DI-HI team pre-conferences with each other before their work.

Film: “Deaf Interpreting: Team Strategies; Pre-Conference Discussion” (approximately 10 minutes long)

Setting: A DI-HI interpreting team is preparing to interpret a counseling session in a mental health setting. Before their work begins, they discuss a number of team-related strategies together.

Directions:

Begin by viewing the introduction by Eileen Forestal to the Pre-Conference Discussion here:
Direct link to video: https://www.youtube.com/watch?v=vwPBSfwt670&list=PLmjvdaJRb2jWzcGG0NYF-61yLE81RYqe3&index=7

After the brief introduction watch the actual pre-conferencing session between the DI and the HI and respond to the guiding questions below:

DI-HI Pre-conference Session

What information does the DI share with the HI about the Deaf client?

What feed target language does the team agree on?

How does the DI say he will indicate if the feed from the HI is not clear?

What cues does the team agree to use to indicate in-team communication?

What does the DI specifically ask the HI to do in her feed to assist with information accuracy?

When discussing the pace and flow of the feed interpretation, what does the team agree to do when the source message is extended beyond just a simple question?

What does the DI suggest the HI do while the Deaf consumer is sharing comments and she is waiting for the DI’s interpretation of that content?

How does the team agree to handle clarifications to the hearing or Deaf client from the DI-HI team?

What does the team agree to do if the DI begins to “shadow” (copy exactly what the HI is feeding to the Deaf consumer)?

How does the team agree to handle specific terms such as “legal guardian” and “native?”Back to top of Unit 4

DI-HI Pre-conference Session Answers

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What information does the DI share with the HI about the Deaf client?

Answer:

The client is from Moscow in Russia.
He has just moved to the states and is in the process of learning ASL.
He is fluent in RSL (Russian Sign Language).

What feed target language does the team agree on?

Answer: The DI suggests the initial feed be in PSE/ASL and as time passes, shift to a more “PSE-like” feed.

How does the DI say he will indicate if the feed from the HI is not clear?

Answer: He will visibly show the confusion on his face.

What cues does the team agree to use to indicate in-team communication?

Answer: The HI will shift her torso slightly to the right and slightly down and/or she will sign “ME” with both hands.

What does the DI specifically ask the HI to do in her feed to assist with information accuracy?

Answer: He asks her to carefully, slowly and clearly produce fingerspelling of proper nouns and numbers.

When discussing the pace and flow of the feed interpretation, what does the team agree to do when the source message is extended beyond just a simple question?

Answer: The HI will break down the source into smaller conceptual units/chunks and will pause between each of the message units fed. If the HI feels she has retained the maximum amount of content, she will raise her hands to indicate to the DI that new source information needs to be fed.

What does the DI suggest the HI do while the Deaf consumer is sharing comments and she is waiting for the DI’s interpretation of that content?

Answer: The DI suggests she watch the source message to catch whatever content she can to help her construct a broad framework of the message content. From this, she can add the details from the DI’s interpretation to build the spoken English interpretation.

How does the team agree to handle clarifications to the hearing or Deaf client from the DI-HI team?

Answer: The team will use in-team cues to communicate that an interruption is necessary. The DI will request the clarification and the HI will stay in role as the interpreter for the exchange.

What does the team agree to do if the DI begins to “shadow” (copy exactly what the HI is feeding to the Deaf consumer)?

Answer: The DI asked that the HI cue him with the previous agreed upon in-team communication cues and remind him to shift his interpretation and use more ASL.

How does the team agree to handle specific terms such as “legal guardian” and “native?”

Answer: The HI will fingerspell it to the DI and the DI will produce a conceptually-based interpretation of the term.

Unit 4: Pre-conferencing with the Hearing and Deaf Consumers Student Activity

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The goal of this activity is for students to observe and analyze how a DI-HI team pre-conferences with consumers before their work.

Film: Deaf Interpreting: Team Strategies for Interpreting in a Mental Health Setting; (approximately 8 minutes)

Setting: A DI-HI interpreting team is preparing to interpret a counseling session in a mental health setting. Before their work begins, they pre-conference with the hearing counselor and the Deaf consumer.

Directions:

Begin viewing the scenario:https://www.youtube.com/watch?v=iF5Qq3CK47Y&list=PLmjvdaJRb2jWzcGG0NYF-61yLE81RYqe3&index=11
While watching the pre-conferencing sessions, respond to the guiding questions below:

A) Mental Health Pre-Conference with the Counselor (counter #: 0:00 to 5:09)

Which of the two interpreters leads the introduction of the DI-HI team and explanation of the process?

What are some things the DI-HI team cover when explaining how the DI-HI team will work?

What information does the DI-HI team request of the counselor?

What in-team communication takes place between the DI and the HI during the pre-conference session?

Why do you think this in-team communication happened?

When describing the consecutive interpreting process that will occur, the DI does not use the term “consecutive interpreting.” Why do you think that term was not used?

How does the team describe how interpreter-generated requests for clarifications will be handled?

Are there other things the DI-HI team could/should have covered in their pre-conference with the hearing consumer?

B) Mental Health Pre-Conference with the Client (counter # 5:16 – 7:46)

Which of the two interpreters leads the introduction of the DI-HI team and explanation of the process?

Why do you think this was different from the initial pre-conference with the hearing counselor?

Why does the HI say she is working with a DI in this setting as opposed to other setting where she does not have a DI as part of her team?

What does the DI add about the Code of Professional Conduct and why do you think this was discussed with the Deaf consumer and not the hearing counselor?

The DI explains how the consecutive interpreting process will work. What does he add and emphasize to the Deaf consumer?

When the client begins to share details about why she is coming to see the counselor, the DI asks her to hold off and to share that with the counselor. Why do you think he may have done that?Back to top of Unit 4

Unit 4: Pre-conferencing with the Hearing and Deaf Consumers Activity Answers

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A) Mental Health Pre-Conference with the Counselor (counter #: 0:00 to 5:09)

Which of the two interpreters leads the introduction of the DI-HI team and explanation of the process?

Answer: The DI leads and the HI interprets the conversation

What are some things the DI-HI team cover when explaining how the DI-HI team will work?

Answers:

The counselor should speak naturally as they normally would in any other counseling session.
The counselor can address the consumer directly without using third person.
The HI will sign everything that is spoken to the DI.
The DI will interpret that communication to the Deaf consumer.
When the Deaf consumer shares her comments, the DI will relay them to the HI who will then in turn, voice them to the hearing counselor.

What information does the DI-HI team request of the counselor?

Answer: Is there anything you can tell us about what is about to take place that will help us prepare for our work here?

What in-team communication takes place between the DI and the HI during the pre-conference session?

Answer: The HI prompts the DI to ask the counselor about terms he might use in the session.

Why do you think this in-team communication happened?

Answer: The HI wanted to make sure that this question was asked of the counselor but because she was actively interpreting for the DI, she wanted to maintain her role as the active interpreter. By not stepping out of role to ask the question herself directly, she kept the interpreting roles clear and minimized confusion.

When describing the consecutive interpreting process that will occur, the DI does not use the term “consecutive interpreting.” Why do you think that term was not used?

Answer: Perhaps the DI-HI team wanted to avoid field-specific nomenclature that might be confusing or misunderstood. They instead chose to simply explain what would actually happen.

How does the team describe how interpreter-generated requests for clarifications will be handled?

Answer: The DI-HI team will specifically indicate that the question or need for clarification is coming from the interpreting team by prefacing it with something like, “The interpreting team has a request and would like you to clarify something.”

Are there other things the DI-HI team could/should have covered in their pre-conference with the hearing consumer?

Answers: Various

B) Mental Health Pre-Conference with the Client (counter # 5:16 – 7:46)

Which of the two interpreters leads the introduction of the DI-HI team and explanation of the process?

Answer: The HI takes the lead by introducing herself first.

Why do you think this was different from the initial pre-conference with the hearing counselor?

Answer: The HI indicated she and the client knew each other from a previous encounter so she initiated the introduction. The Deaf consumer had never met the DI before.

Why does the HI say she is working with a DI in this setting as opposed to other setting where she does not have a DI as part of her team?

Answer: The DI can communicate more fluently in a language more easily understood by the Deaf consumer. This allows for comfort and ease in communicating and ensure optimal understanding, minimizing communication misunderstandings and confusion.

What does the DI add about the Code of Professional Conduct and why do you think this was discussed with the Deaf consumer and not the hearing counselor?

Answer: The DI mentions that everything that happens in the session will be held to the CPC’s code of confidentiality. This was important because both the DI and the Deaf consumer are members of the Deaf community and may see each other at times outside of this work. The DI wants to reassure the client that their confidentiality will be respected and maintained.

The DI explains how the consecutive interpreting process will work. What does he add and emphasize to the Deaf consumer?

Answer: He assures her that she can communicate freely using her natural language without needing to adjust her communication style or language in any way.

When the client begins to share details about why she is coming to see the counselor, the DI asks her to hold off and to share that with the counselor. Why do you think he may have done that?

Answer: He did not want to client to share pertinent details with the interpreting team that are details intended for the counselor to hear. He may have been concerned that she would share the details with the DI-HI team and then not share the same details with the counselor. It also helps to clarify the role distinction between the interpreting team and the counselor.

Unit 4: The DI-HI Team at work – Assessment

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Before a DI-HI team begins their work together, they must discuss the target language of the feed interpretation produced by the HI. Give an example of what they might discuss about the HI feed.

Explain one reason why it is necessary for DI-HI teams to discuss and agree on in-team cues that they will use before they work together

Give three examples of the kinds of cues DI-HI teams may establish before their work.

When preparing with the materials and consumers before an assignment, what are 3 examples of the kinds of things DI-HI teams might discuss?

When feeding a DI, the HI has been found to spend more time pausing than they would if they were interpreting without a DI. Give one example of how these extended pause times were used by the DI-HI team.

Describe the differences in eye gaze that were observed when a HI was working with a DI as compared to when the HI was working alone.

Explain why a HI working with a DI may fingerspell more often than he or she would if working alone.

Provide 3 examples of the kinds of topics a DI-HI team might cover after their work together in their debriefing session.Back to top of Unit 4

Unit 4: The DI-HI Team at work – Assessment

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Before a DI-HI team begins their work together, they must discuss the target language of the feed interpretation produced by the HI. Give an example of what they might discuss about the HI feed.

Possible Answers:

How much the HI will process the source message before feeding it to the DI- either a conceptually accurate, processed transliteration feed or an ASL feed.
How the HI will pace the flow of the fed message either a continuous stream of source message output or breaking down the source into smaller conceptual units and to pause between each of the message units fed.

Explain one reason why it is necessary for DI-HI teams to discuss and agree on in-team cues that they will use before they work together

Possible Answers:

There is little time for inner-team negotiations and communications to happen while actively interpreting.
So that inner-team communication can occur quickly and concisely.
To ensure that the integrity of the message is not sacrificed as a result of these necessary team negotiations.

Give three examples of the kinds of cues DI-HI teams may establish before their work.

Possible Answers:

Cues to indicate a needed clarification of a pre-fed interpretation.
Cues used by the team to indicate extralinguistic information: a visual aid that is a visual aid and not visible to both team members, a speaker’s nonverbal, intended message, environmental information, etc.
Cues that will be used to forewarn the target language producer that the source message about to be fed contains challenging or dense concepts: a poem, a joke, use of figurative language, etc.
Cues used by the team to indicate some portion of the information fed was not understood or not clear and needs repetition.
Cues to indicate readiness for the next feed.

When preparing with the materials and consumers before an assignment, what are 3 examples of the kinds of things DI-HI teams might discuss?

Possible Answers:

Source message concepts that may be challenging to feed or to restructure into a target message interpretation.
Source materials and/or concepts that may be particularly dense or highly visual or have more sound-based meanings
Technical information, jargon and/or proper nouns in the source that may involve fingerspelling.
How communication and preparation with the consumers will be handled and explained.

When feeding a DI, the HI has been found to spend more time pausing than they would if they were interpreting without a DI. Give one example of how these extended pause times were used by the DI-HI team.

Possible Answers:

It created more time for the HI to pace how much information was fed to DI
It allowed more time for the HI to be able to monitor the DI
It created more opportunities for in team communications to occur

Describe the differences in eye gaze that were observed when a HI was working with a DI as compared to when the HI was working alone.

Possible Answers:

When working independently, the HI’s eye gaze was normally focused downward while pausing. However when feeding a DI, the HI’s eye gaze when pausing was focused directly on the DI.
The HI continually watches the DI to monitor and check for feed and communication clarification.

Explain why a HI working with a DI may fingerspell more often than he or she would if working alone.

Possible Answer:

The HI may often fingerspell a concept to the DI creating an opportunity for the DI to produce the target language equivalent meaning by using a conceptually equivalent cluster of ASL signs.

Provide 3 examples of the kinds of topics a DI-HI team might cover after their work together in their debriefing session.

Possible Answer:

Which pre-established cues were effective and which were not? And, what situational factors lead them to being effective or not?
What alternative strategies could have been used to resolve problems that occurred?
What alternative strategies might have been used to enhance team dynamics?
How effective were the strategies the HI used to feed?
What corrections/clarifications to the interpretations occurred and were they effective?
What went differently than expected?
What were the content and/or team challenges that were faced?
Was the process collaborative? Why or why not?
Was mutual respect of each other’s work achieved?
Were power dynamics identified and did they impede or enhance respect of each other’s work?
What have both interpreters learned from one another?Back to top of Unit 4

Module Contents

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Video Resources

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Instructor Guide

Deaf Interpreter-Hearing Interpreter Teams

An infusion module for Interpreter Education Programs

Instructor guide

INSTRUCTOR WELCOME

Directions for using this module:

Prioritization of module material:

Module Terminology:

Course Outline

Assumption & Goals

Unit 1: Introduction and Overview of DI-HI Teams

Hearing Interpreters:

Deaf Interpreters:

Certification in the United States:

Hearing Interpreters Certification – A brief history

Deaf Interpreters Certification – A brief history

DI – What does it take?

A History of DI-HI Teams

How does a DI-HI team form?

Bienvenu & Colonomos Compatibility Checklist for DI-HI teaming

Throughout this Course…

References

Suggested Resources

Unit 1: Student Activity

Activity Sheet: Possible Answers

Unit 1: Assessment Questions

Assessment Answers:

Assumptions & Goals

Student Resources for Unit 2: Making a Case for a DI-HI Team

The DIs Foundational skills and experiences

What about Hearing Interpreters of Deaf Parents (IDP)/Children of Deaf Adults (CODAs)/Hearing Heritage Signers?

Benefits of a DI

References

Suggested Resources

Unit 2: Student Activity Enhancing comprehension with a DI

Student Activity Answers

Unit 2: Making a case for a DI-HI Team – Student Assessment

Instructor Guide – Unit 2: Making a case for a DI-HI Team – Assessment

Unit 3: Assessing the Need

Go to Unit 3 Instructor Guide

Unit 4 – The Deaf Interpreter-Hearing Interpreter (DI-HI) Team at work

Assumptions & Goals

Overview of Deaf Interpreter-Hearing Interpreter Teams at Work

References

Suggested Resources

Unit 4: DI-HI Team Preparation Student Activity

DI-HI Pre-conference Session Answers

Unit 4: Pre-conferencing with the Hearing and Deaf Consumers Student Activity

Unit 4: Pre-conferencing with the Hearing and Deaf Consumers Activity Answers

Unit 4: The DI-HI Team at work – Assessment

Unit 4: The DI-HI Team at work – Assessment

Module Contents

About us

Video Resources

Archives