Protected: Draft Outline for MAISCE Project

Building Equity for Academic ASL Note:  This rough draft is focused on starting to discuss our ideas in ASL.  We are focused on the content – and trying to start to connect our arguments.  Our references are added to give you idea of what resources we will be...

Protected: Assessment

Directions Here is the process for doing an assessment.  The goal here is for you to try out a variety of texts to work with to have a sense of where you are currently at with your skills. ASL to English: When you are working from a sign language source, have your...

Working with Texts – Kiwi Style

About These Resources The resources were created to support a workshop in Auckland on 2 February 2017.  To see more about that workshop, click here. Note:  the page may be slow in loading because of the amount of video included. Strategies for Working with Texts with...
Quoting from Visual Languages

Quoting from Visual Languages

Originally shared as a column for CIT Newsletter.  With online video, interpreter educators have greater access to a wider variety of video sources – both for the purposes of teaching and scholarship.  With the profusion of video resources, our work sometimes is...
Not What You Say, But How

Not What You Say, But How

Not What You Say, but How: Implications of Theory of Mind for Educational Interpreters More years ago than I care to admit, I presented a workshop at an MRID Fall Conference entitled, “So you want to be… a language model?”  It was during the days when many programs...

Interpreting an Explanatory Story

How the Bear Got its Tail This is a Norwegian folk tale told in a 7th Grade English class (for 13 year old students) by Lise Lunge-Larsen, a storyteller and author who lives in Duluth, Minnesota.  It is part of the broader project, Goats, Trolls & Numbskulls. The...