Section Overviews

The module is delivered in different components.  Some are intended specifically for instructors, providing information on issues of teaching social justice and facilitating discussions.  Sections 1 -5 are designed to be delivered to students.  This module was originally created to provide 6 hours of material and activity for a curriculum.   We suggest that you use Section 1:  Introduction to Social Justice to begin.  For Sections 2-5, it is suggested that only 2 of the 4 sections are chosen as part of the course module instead of all sections. Each section may take about 90 minutes to complete.

Welcome Letter

• The authors of the module, Dave Coyne and Joseph Hill, discuss why addressing social justice is a critical part of interpreter education.

Insight for Instructors

• Educators, before you begin with this module, please review and use the resources here to create a safe environment for your students in order to facilitate effective learning in your classroom. These resources are an introduction to some classroom tools for establishing a respectful environment. These resources will help educators understand the components of a strong classroom management plan and what factors may influence that plan.

Pre- and Post – Assessment Social Justice Response Paper

• The goal of the pre/post assessment is for interpreting students to think about their social characteristics, and what it means to understand and embrace diversity as a professional interpreter.

Section 1: An Introduction to Social Justice

• Finding ways of exploring social justice that are meaningful and engaging to students can present significant challenges for any instructor. Instructors may use content in this folder for readings, group discussions, or to watch videos to explore and understand social justice. Included are resources for a pathway to greater understanding of social justice and some practical guidelines for implementing this teaching method into your own classroom.

Section 2: Using the Addressing Model to Understand Individual Positionalities

• Interpreters benefit by exploring their own positionality. The goal of this process is for interpreters to discuss challenges faced and to share their experiences of exploring their own positionality and societal privileges.

Section 3: Language Ideology and Attitudes

• As part of the allyship, one should be aware of his or her ideology about languages and language users and acknowledge his or her attitudes based on the ideology. It is not an easy task, but for sign language interpreters, it is a necessary task if they want to be committed to social justice in alliance with the Deaf community. This section contains a video lecture, a powerpoint presentation copy, a reading, and a discussion worksheet.

Section 4: Allyship Behavior Development

• Allyship Behavior Development is an important concept in Social Justice. This unit provides links to 3 readings on the topic. After reading these articles, teachers should engage students in a discussion about the topics addressed. A Discussion Guide is provided.

Section 5: Social Justice Discourse Videos

• This section features a series of videos produced by a diverse group of Deaf Individuals answering a few questions about social justice. These videos provide insight into the topic of Social Justice from a Deaf perspective.

Additional Resources for Educators and Mentors

• Feel like learning more? An extensive list of additional resources is available here. Please click on the page “Additional Resources” to see what is available. Feel free to download the Word Doc or PDF.

Welcome Letter

Hello,

Welcome to the social justice online module. Social justice encompasses the issues of equity and fair treatment with regard to the distribution of wealth, the access to resources and opportunities, and the possession of rights within a society. Interpreters regularly work with people from different ways of life related to cultures, languages, lifestyles, and values. We believe interpreters should always recognize and understand that minority members may or may not want interpreters to be their allies, but nonetheless find themselves working beside interpreting professionals who hold a great number of privileges in society where spoken and aural communication mode is the norm. Just as interpreting is never a neutral act, teaching also demonstrates one’s alliance. Our goal for this module is for interpreter educators and mentors to learn about the needed features to begin implementing topics pertaining to social justice in their classrooms.

We believe that we need to work toward a just world, especially for those we work for (and with), and interrupt the cycles of oppression. This means we must address, challenge, and participate in change. Concepts such as culture, identity, communication, power and privilege, supremacy, stereotypes and prejudice, and discrimination and oppression can provide a framework for students to understand differences. We believe that by understanding differences, we move away from myths such as “people are all the same.” Individual differences should be embraced, accommodated for, and celebrated. This is the process of examining our culture and society.

Teaching social justice concepts is one of the ways to work toward a just world, but we must warn you that social justice requires a consistent focus and energy that can be difficult and exhausting. It is a lifelong process and requires constant analysis of thoughts, opinions, biases, and behaviors. The work on social justice should not be done in isolation. In addition, we must recognize that a danger with social justice work is a risk of interpreter educators or mentors believing that they can solve the problems of others for them instead of working with the minority members. Due to social justice’s recent increased level of interest and popularity, the risk within the interpreting field is real, especially when it is done without the involvement of minority members.

American culture puts more value in self-interest and personal gain over compassion and the common good, and this makes it paramount that people working with minority members learn the legacy of colonialism and other forms of oppression. Social justice work must be equally guided and led by those who experience injustices. This means that privileged members of society must actively seek out and work closely with local community members, specifically interpreters’ stakeholders (e.g., Deaf community members) who have been involved in the social justice movement and are capable of facilitating the discussion on social justice.

For interpreter educators and mentors, a great deal of self-assessment and preparation is required before beginning any discussion or lesson about the oppression of minorities. The sociological aspects of people’s lives may be in the form of race, class, ability, language, appearance, sexuality, and gender (only to name a few), and privileged individuals benefit from an aspect of themselves that they may or may not have intended to have. It is vital that social justice conversations are conducted with extreme caution and that examples of minority members’ experiences are discussed with respect and understanding.

Creating a one-size-fit-all step-by-step manual would only create a limited framework that runs the risk of ignoring the needs of others. Interpreter educators must be critically conscious when creating well-planned lessons that aim to encourage awareness about people who are different from them. Implementing social justice pedagogy into interpreter programs can benefit interpreting students because they can and do have the ability to increase sociopolitical consciousness, develop a sense of ownership (i.e., agency), and create their own positive social and cultural identity as they learn about the interpreting profession.

Social justice is a huge discipline that has courses, majors, organizations, and programs dedicated to it. Working for social justice means you are a change agent; it can be a lifelong process dedicated to leveraging our society for more equitable situations. This module offers a place for educators and mentors to begin the exploration of social justice and we hope you will find the tools provided in this module helpful to you as you prepare to educate our future interpreters to work mindfully with people different than themselves. Ethical behavior and personal responsibility should always be at the heart of these conversations while attention and focus are given to the abilities, needs, and cultural values of others.

Warm Regards,
Dave and Joseph

Insight for Instructors

To begin, teachers are to review and learn about creating respectful classroom environments.

Learning about Emotional Responses (Triggers & Resources)

Start controlling emotional triggers by learning about them.  Social justice topics may cause emotions to surface. We need to be honest with ourselves and learn what may likely trigger a reaction.  We hope you find these resources useful to know before instructors begin social justice discussions.

http://www.uww.edu/learn/improving/aboutdiversity/approachdiversity/triggers

http://www.mauracullen.com/wp-content/uploads/2009/11/Navigating-Triggers.pdf

Creating a Safe and Engaging Classroom Environment

This resource provides ways for teachers to establish a safe and engaging classroom environment.

http://www.uww.edu/learn/improving/aboutdiversity/approachdiversity/safeclassroom

Pre-Assessment Social Justice Paper

The goal of the pre-/post-assessment is for interpreting students to think about their social characteristics, and what it means to understand and embrace diversity as a professional interpreter.

Facilitator Instructions for Pre-Assessment

Independent Hours: 45 Minutes

The pre/post-assessment is a two-step journal writing exercise for students to compare and analyze their thoughts/opinions about social justice.

The pre-assessment portion is the first step of this activity. It may be graded on thoroughness in answering the questions, analysis of issues experienced and observed, and clarity of the paper. Instructors may want students to turn in their original journal (the pre-assessment) as well as the final paper (the post-assessment).

Assignment: Social Justice Response Paper, 1 page

Students are to reflect on social justice in terms of what it means to them personally, what it means in the profession of interpreting, and what it means to members of the deaf and hard of hearing community. The students will be given a list of questions as a guide for their reflective exercise. There are no right or wrong answers, but what matters most in this assignment are their sincerity, their efforts, and their willingness to explore the principles and foundation of social justice as it relates to them and the interpreting profession. Every student is different and they have with them their worldviews and their social characteristics that make them who they are and how they interact with individuals and institutions on a daily basis.

With this assignment being a pre-assessment paper, the students may not have a necessary foundation to have a solid or exemplary answer on social justice, but that is expected. The students are to write their response paper to answer five of the questions below to the best of their ability. The rubric sample is available for this assignment. The instructors can use the rubric as it is or revise it to suit their preference. How the instructors grade this assignment is up to them (Here is PDF of a sample of a rubric for Reflective Writing.). The instructors can grade the assignment based on timely submission, writing mechanics, and effort. As for the content, the students might earn low marks on the content, but the marks can be used as suggestions for them to improve on their post-assessment paper after completing the social justice module. The students will still have to address the same five questions they used in their pre-assessment paper, but they will answer four more questions to reflect on the changes they made on their paper.

Direct link to Assignment Directions for Pre-Assessment:  http://www.interpretereducation.org/social-justice/pre-assessment/

Student Assignment Directions for Pre-Assessment

You are to write a paper to discuss social justice in terms of how it relates to you as an individual in multiple social dimensions (in terms of race, ethnicity, gender, religion, ability, sexual orientation, sexuality, and et cetera) and how it applies in your future profession as an ASL-English interpreter. This paper should be about 1 page. You should use your own words when writing your paper and give proper citations to sources if you use them in your paper. Please make sure that your paper is submitted on time and that your writing is well-written. Below is the list of questions relating to social justice. Please choose five of the questions and answer them to the best of your ability.

Questions:

1. What is your definition of social justice?

2. What is your definition of diversity?

3. How may interpreting organizations hinder and embrace diversity?

4. What characteristics do you possess that make you a diverse individual?

5. What does it mean to be privileged?

6. What is the difference between a right and a responsibility?

7. The dignity of work and the rights of workers means . . .

8. To me, justice means . . .

Download PDF of Student Assignment Directions | Download Word version of Student Assignment Directions

Download PDF of Rubric for Reflective Writing

Introduction to Social Justice: Student Resources

Direct link to student resource page for this section:

http://www.interpretereducation.org/social-justice/intro-to-social-justice/

Street Leverage Articles and Videos by Dave Coyne

English Version: Social Justice: A New Model of Practice for Sign Language Interpreters?

Link to StreetLeverage article:
http://www.streetleverage.com/2013/09/social-justice-a-new-model-of-practice-for-sign-language-interpreters/

ASL Version

Download PDF of Article

English Version: Social Justice: An Obligation For Sign Language Interpreters?

Link to StreetLeverage article: https://www.streetleverage.com/2014/05/social-justice-an-obligation-for-sign-language-interpreters/

ASL Version:

Download PDF of Article

Professional Codes of Conducts and Ethics

• RID’s Code of Professional Conduct

• National Council on Interpreting in Health Care’s Code of Ethics

Teacher’s Reading:

• Online Resource: Reasons My Approach to Social Justice Work is Better than Yours

Follow-up Discussion

Based on the readings and activities, here are a few suggested follow-up questions:

1. In Dave Coyne’s article “Social Justice: An Obligation for Sign Language Interpreters? “ he wrote that social justice can be a process for interpreters to keep or change behaviors based on what Deaf people deem appropriate. What are some ways interpreters could invite Deaf community members to provide feedback in regards to approving or opposing interpreters’ behaviors? How could interpreters, agencies, organizations support these ideas?

2. Based on the readings, what role does advocacy play in regards to interpreters’ practices? Compare and contrast RID’s Code of Professional Conduct and the National Council on Interpreting in Health Care’s Code of Ethics documents regarding acts based on advocacy. When would acts of advocacy be appropriate? When would acts of advocacy be deemed inappropriate? What reasons behind these acts would impact their impact on others?

3. Is it truly possible for new and experienced interpreters to become a social justice issue themselves? If no, explain why it is not possible. If yes, explain how it could be possible? What does this look like and what does our future hold in the interpreting field for new interpreters?

Student Paper:  Reflection of an Ally

One way to explore why we do what we do is by reflective writing. Ultimately, writing reflective papers encourages students to find what is meaningful to them and thus adds value to their learning.

This reflection paper should occur after students have discussed their experience with hardships and injustices, and should be based on Killerman’s suggested icebreaker.  Aim to figure out your students’ understanding of Social Justice topics by asking these questions:

• Tell me what you know about the hardships of X group.
• When in your past have you felt like life was just plain unfair?
• What’s your experience with (/knowledge of) social justice and equality issues?
  Killerman, 2014.

After this class discussion students are encouraged to reflect on why they want to be an ally as a professional interpreter. At this point, do not focus too much on how this would look; the goal is to further explore the reasons why people want to be change-agents (for themselves? for other groups? for the community at large?). Feel free to invite students to share and articulate their papers in class. Sharing our deeper motives is a level of transparency that builds trust. The more we practice sharing, the more transparent we can become.

Optional Student Reflection Paper Guidelines

Papers must follow these guidelines:

• Papers should be typed and at least 3 pages long
• Writing should use formal language and correct spelling and punctuation
• Topics reflected upon may include any information covered in class or in the reading from the beginning of the quarter to the present
• Papers are to include 3 to 5 reasons why they want to be an ally

When writing, consider the following:

• What have we studied/discussed and how does it apply?
• Why do you want to be an ally?
• How have these reasons affected preconceptions or misconceptions you carry with you into class, or potential job assignments?
• How does these reasons affect your view of the world?
• Will what you have learned in these social justice discussions change your behavior in the future? How?
• Sample Reflection by Sam Killerman:
  http://itspronouncedmetrosexual.com/2012/05/5-reasons-my-approach-to-social-justice-work-is-better-than-yours/
• Download PDF of Sam Killerman article

Optional Follow up Questions: 

Online Resource for Teachers: Asking Questions to Improve Learning

Understanding Individual Positionalities: Student Resources

Direct link to student resource page for this section:

http://www.interpretereducation.org/social-justice/understanding-individual-positionalities/

Watch Prezi Presentation on Addressing Paradigm

• http://prezi.com/gvqsuyg4fvdd/pamela-hays-addressing-framework

Follow-up Readings: Learn how our multiple positionality impacts our lives:

• http://www.ushistory.org/gov/4b.asp
• http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2571048/

Teacher Resources

• Online Resource: Helping Students Explore The Privileged Identities
• Optional Online Resource: Asking Questions to Improve Learning

Follow-up Questions: Teachers can ask general follow-up questions after their discussions on the above information. Estimated time, 10 Min-15 min

Language Ideology and Attitudes

Direct link to student resource page for this section:

http://www.interpretereducation.org/social-justice/language-ideology-and-attitudes/

Watch Video Presentation

Video lecture by Dr. Hill

Download PPT for this Lecture | Download PDF version of PPT for lecture

Read the following Street Leverage article:

Bloch, N. “ Marginalization within the sign language interpreting profession: Where is the Deaf perspective?” April 23, 2014

Link to article on StreetLeverage:  http://www.streetleverage.com/2014/04/marginalization-within-the-sign-language-interpreting-profession-where-is-the-deaf-perspective/

Download PDF of Article

Activity

LANGUAGE IDEOLOGY AND ATTITUDES WORKSHEET

You are to read a Street Leverage article, “Marginalization Within the Sign Language Interpreting Profession: Where is the Deaf Perspective?” (link: http://www.streetleverage.com/2014/04/marginalization-within-the-sign-language-interpreting-profession-where-is-the-deaf-perspective/). The article is the English translation of the talk given by Nancy Bloch on April 23, 2014 (link: https://www.youtube.com/watch?v=yw1tQwL0FO4). The discussion questions below are based on Nancy Bloch’s talk and Dr. Joseph Hill’s video lecture.

Discussion Questions

1. Nancy Bloch gave a talk about the Deaf community that had been increasingly marginalized within the sign language profession and, as a consequence, the Deaf perspective was ignored. Considering that sign language interpreting was created as a legitimate service provider profession to meet the needs of the members of the Deaf community, it makes sense that the Deaf members should have always been involved in the profession in some ways. But this is not always the case. In your opinion, what are the reasons for the exclusion of the Deaf community in the profession?
2. The sign language interpreting profession not only includes working interpreters, but it also includes the industry as Bloch mentioned in her talk.What are the examples of the industry and in what ways Deaf people can be (and have been) part of the industry?
3. Bloch touched on a point about the choice of language as English at various interpreter events on local, state, and national levels. Many interpreters are capable of using ASL and yet they prefer to communicate in English, even in the presence of a Deaf person. The interpreters have insight into a daily communication struggle experienced by Deaf people that the hearing majority may not understand, so it is ironic that the interpreters choose to communicate in English instead of ASL at the events where many attendees know ASL. How would you describe the language ideology and attitudes as demonstrated by the interpreters who choose to use English instead of ASL at the events where Deaf people could attend?
4. In a sense, the interpreters are practicing multi-lingual and multi-cultural professionals who are familiar with the ideologies and communication practices of both hearing and Deaf communities. However, many interpreters are hearing and they learned ASL at a later age. Typically, their primary mode of communication is spoken language. Deaf people do not have that advantage of communicating in English at all times in any way. With two very different ideologies and communication practices, what would be an effective blend of the ideologies and communication practices that creates communication access equality for Deaf and hearing bilinguals at a sign language interpreting conference?

Download PDF of Activity | Download Word version of Activity

Allyship Behavior Development

Direct link to student resource page for this section:

http://www.interpretereducation.org/social-justice/allyship-behavior-development/

Readings: Estimated time, 30-40 minutes

• Part 1: Understanding Oppression: Strategies in Addressing Power and Privilege (3 pages)
  http://cuetzpalin.com/Cuetzpalin/welcome_files/Ask Leticia Part 1.pdf
• Part 2: Understanding Oppression: Strategies in Addressing Power and Privilege, Skill Sets for Targets (4 pages)
  http://cuetzpalin.com/Cuetzpalin/welcome_files/Ask Leticia Part 2.pdf
• Part 3: Understanding Oppression: Strategies in Addressing Power and Privilege, Skill Sets for Agents (5 pages)
  http://cuetzpalin.com/Cuetzpalin/welcome_files/Ask Leticia Part 3.pdf

Activities

Student Activity:

• During completing the readings, fill in the handout: Addressing Agent –Target Handout
  Download PDF of handout

Discussion Activity: Estimated Time, 20-30 minutes

• Use the Allyship Behavior Development: DISCUSSION GUIDE
• Student Reflection Questions:
  1. At what point are you currently in the development of allyship behaviors?
     1. Where do you want to be?
     2. How are you going to get there?
  2. Allyship is about listening and valuing personal narratives. As an ally, how will you remind yourself to put forth a sincere effort to listen to the personal narratives?
  3. Trust is something earned through concerted action. What will you do to seek such an important trait with those you work with?
  4. Ensuring that you are becoming an ally is not the responsibility of others. It is not a passive process. This is a life-long process in which you have to be fully engaged and be mindful of your thoughts and behaviors in terms of allyship. What will you do to continue your growth as an ally?
  5. How will you avoid taking the spotlight on your activity as an ally and ensure that your decisions and reasons are grounded in scholarship and lived experiences of Deaf community members?

Download PDF of Discussion Guide | Download Word version of Discussion Guide

• Optional Teacher Online Resource: Asking Questions to Improve Learning

Teacher’s Optional Reading:

Nieto, L., Boyer, M. F., Goodwin, L., Johnson, G. R., & Smith, L. C. (2009). Beyond inclusion, beyond empowerment: A developmental strategy to liberate everyone. Olympia, WA: Cuetzpalin.

Click here for more information on this book.

Social Justice Discourse Videos

Direct link to student resource page for this section:

http://www.interpretereducation.org/social-justice/social-justice-discourse-videos/

All of the videos below come from the following playlist:

http://www.youtube.com/playlist?list=PL7PjsZ0VFhctEgtSRR6_dnRG3tQbxyFWj

Direct link to video:  https://youtu.be/NWjYqJl9xQ4

Direct link to video:  https://youtu.be/I93MqF-S-tk

Direct link to video:  https://youtu.be/jUh6Cm_b3mM

Direct link to video:  https://youtu.be/LhrflKDGrQY

Direct link to video: https://youtu.be/IxKfOjrYfJc

Direct link to video:  https://youtu.be/i47ZXRR5dLU

Discussion Guide

Here are some general discussion questions when running a group discussion after you watch some of the videos of Deaf community members (and maybe some interpreters). If you would like to have a more in-depth discussion or study a particular issue mentioned in the videos, please refer to the other sections in the online module.

• What stood out to you? Was there anything you learned that surprised you?
• Based on the video you watched, which part impacted you the most?
• Based on the video you watched, which part do you have experience with?
• How do the answers affect you as a future interpreter—your professionalism, values as a professional, concern for members of your community, the economy? Why might they be of concern?
• What do you think are the underlying issues (e.g., wages, class, race, gender, education) that have led to these answers?
• As a group, brainstorm all the ways and reasons that interpreters may be impacted by these videos.
• Is what was described in the videos reflective of what you have seen in the community? Do you see these topics differently after having reviewed the videos?
• Why might it be difficult for Deaf community members to come together to advocate for improved conditions and to organize for their rights?
• What kinds of public policies and incentives could be created to foster more community driven standards? What other opportunities exist to elevate industry standards and practices?
• How do your values, faith, and/or community shape you as an interpreter? How has watching these videos affected your perspective on your role as an interpreter?
• What are some actions or forms of advocacy that we as professionals can take to help change and improve conditions?
• How could we help support the movement that Deaf community members and their affiliates are building?Download PDF of Discussion Guide | Download Word version of Discussion Guide

Teacher Resources

Social Justice Resources Websites:

Readings for Diversity: (web companion to a textbook of this title) http://www.routledge.com/cw/readingsfordiversity/

Video resources:

• Color Blind or Color Brave:
  http://www.ted.com/talks/mellody_hobson_color_blind_or_color_brave
• Danger of a single story:
  http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
• Emotional correctness:
  http://www.ted.com/talks/sally_kohn_let_s_try_emotional_correctness#t-1033

Articles:

• http://www.interpretereducation.org/wp-content/uploads/2014/04/The-Interpreter-Machine.pdf
• http://www.huffingtonpost.com/jay-dodd/the-myth-of-allyship-comp_b_4691110.html

Blogs:

• http://jenntgrace.com/ally-versus-advocate/
• http://www.blackgirldangerous.org/
• http://www.facundoelement.com/

Books:

• Bell, Lee Anne, Mauriane Adams, and Pat Griffin, eds. Teaching for Diversity and Social Justice. New York: Routledge, 2007 .
• Christensen, Linda. Reading, Writing and Rising Up : Teaching about Social Justice and the Power of the Written Word. London: Rethinking Schools, Limited, 2000.
• Edelman, Marian Wright, and Herbert R. Kohl. She Would Not Be Moved : How We
• Tell the Story of Rosa Parks and the Montgomery Bus Boycott. New York: New York P, 2007.
• Freire, Paulo. Pedagogy of the Oppressed. London: Burns & Oates, 2001.
• Hooks, Bell. Teaching to Transgress : Education As the Practice of Freedom. New York:Routledge, 1994.
• Milroy, James. (2001). Language ideologies and the consequences of standardization. Journal of Sociolinguistics, 5(4), 530-555.
• Ross, E. Wayne, ed. The Social Studies Curriculum : Purposes, Problems, and Possibilities. New York: State University of New York P, 2006.
• Schlesinger, Arthur M. The Disuniting of America : Reflections on a Multicultural Society. Boston: W. W. Norton & Company, Incorporated, 1998.
• Schramm-Pate, Susan, and Rhonda B. Jeffries, eds. Grappling with Diversity : Readings on Civil Rights Pedagogy and Critical Multiculturalism. New York: State University of New York P, 2008.
• Tatum, Beverly Daniel. Why Are All the Black Kids Sitting Together in the Cafeteria? :And Other Conversations about Race. New York: Basic Books, 2002.
• Weis, Lois, and Michelle Fine, eds. Beyond Silenced Voices : Class, Race, and Gender in United States Schools. New York: State University of New York P, 2005.
• West, Cornel. Race Matters. New York: Beacon P, 2001.
• Zinn, Howard. People’s History of the United States :1492 to Present. New York: HarperCollins, 2005.

Download PDF version of Additional Suggestions | Download Word Version of Additional Suggestions

Other Resources for Download:

• “Accomplices not Allies” article from indigenousaction.org |  Download PDF
• “Peace and Justice Concept:  Structural Transformation” | Download PDF
• “Five Faces of Oppression”  | Download PDF
• “Matrix of Social Identities and Social Statuses” | Download PDF
• “The Politics of Children’s Literature:  What’s Wrong with the Rosa Parks Myth”  | Download PDF
• “Understanding our Social Identities” | Download PDF | Download Word version
• “Understanding Oppression and Valuing Diversity” | Download PDF
• “Unpacking the Knapsack of White Privilege” by Peggy McIntosh | Download PDF

Pre- and Post- Assessment Social Justice Paper

The goal of the pre-/post-assessment is for interpreting students to think about their social characteristics, and what it means to understand and embrace diversity as a professional interpreter.

Facilitator Instructions for Post-Assessment

Independent Hours: 45 Minutes

For the post-assessment, writing a reflection promotes self-awareness and encourages self-assessment. Reflecting on authentic knowledge, practice, and beliefs/attitudes drives the process of developing a sense of professionalism. Reflection allows one to think critically about one’s ability to effectively join content knowledge with practice to reach diverse populations of learners.

At the end of the social justice module, it can be expected for students to identify issues; state opinions, inferences, and predictions; and express feelings, beliefs, and attitudes in this post-assessment paper. The students’ responsibility in the self-reflection exercise is to support personal opinion, inference, and prediction by inclusion of relevant content knowledge presented in class.

Assignment: Social Justice Post-Response Paper, 1 page

Students are to edit their first pre-assessment paper based on their learning of the social justice topics. The students should show a marked growth in their reflections on social justice with the references to the materials provided in the module. The rubric that is available for the pre-assessment can be used for the post-assessment as well. The instructors are free to use the rubric as it is or revise to suit their preference. In a conclusion of the paper, students are to answer the following four questions in addition to the five questions they have answered.

Direct link to Assignment Directions for Post-Assessment:  http://www.interpretereducation.org/social-justice/post-assessment/

Student Assignment Directions

Edit your first pre-assessment paper based on your learning of the social justice topics. This is an opportunity for you to show growth in your reflections on social justice with references to the materials provided in the module. In the conclusion of this edited paper, please answer the following four questions in addition to the five questions you edited from the Pre-Assessment:

1. How has the content covering social justice either supported or changed your authentic knowledge, attitudes, and/or beliefs? Give specific examples from your first journal.
2. What information is apparent in the published work and how do these trends either support or negate your inferences and/or predictions? Give specific examples from the published work.
3. What new knowledge or new understanding have you acquired from the class that you perceive will influence your practice?
4. What did you learn about yourself as a result of doing this paper?

Download PDF of Student Assignment Directions | Download Word version of Student Assignment Directions

Download PDF of Rubric for Reflective Writing

Copyright © 2013-2016 by the National Consortium of Interpreter Education Centers (NCIEC).

This NCIEC product was developed by the National Interpreter Education Center (NIEC) at Northeastern University. Permission is granted to copy and disseminate these materials, in whole or in part, for educational, non-commercial purposes, provided that NCIEC is credited as the source and referenced appropriately on any such copies.