Obstacles and barriers occur for all minorities in a variety of contexts. Oppression – which includes the gamut of “isms,” and in this case audism – is rampant. In an unjust world, the addition of an aware and keyed-in sign language interpreter doesn’t make everything magically better. Just consider: any one Deaf person may have grown up with a family who didn’t believe their child to be fully capable, in an education system that treated the child as a special-education spectator—but not a fully-competent participant, and with medical professionals who saw “deafness” as something to be rectified or at least mitigated. Interpreters may be present throughout a Deaf person’s life, and are often the only person in the conversation with a (hopefully, potentially) informed view of Deaf culture and hearing culture and a lens for recognizing audism.

A keen awareness of our vantage point and a thoughtful approach to our work leads a good interpreter into becoming a great one. Discussed here will be two thoughts: both what a freelance interpreter might do as an ally supporting a Deaf employee’s journey, and if “good-enough” accommodations (an occasional freelance interpreter brought onto an employee’s work site) are indeed good enough to support a Deaf professional’s path to greatness.

Working as an Ally

Informed sign language interpreters take a deeper and wider look at what they do and what the end goal is – not only the aim of a specific interpreting assignment, but how the outcome of the current assignment potentially impacts the overarching direction of a person’s life (e.g., health, career, pursuit of happiness, quality of life). An ally interpreter’s work isn’t to stack the cards in favor of the Deaf person; rather, it is an attempt at being purposely transparent about the larger systems at play, and empowers the Deaf person to choose her next move. I appreciate Aaron Brace’s article, The Duality of the Sign Language Interpreter, specifically how it highlights that while not malicious, sign language interpreters can unwittingly cause a Deaf person to miss an opportunity to reach a higher rung due to the interpreter’s own blinders.

One of the most influential speakers I’ve seen on this topic is Dr. Flavia Fleischer, Associate Professor and Chair of Deaf Studies at California State University Northridge. She graciously allowed me to interview her for this article and include her thoughts. “Because our society is not designed to include Deaf people,” Fleischer states, “we have to jump over more hurdles than your average American to simply get equitable access and opportunities.”

At the 2012 RID Region V Conference keynote address in Honolulu, Dr. Fleischer outlined seven forms of “capital,” as researched by Tara J. Yosso in her white paper “Whose culture has capital? A critical race theory discussion of community cultural wealth.” While Dr. Fleischer expanded on each of these forms of capital as being directly applicable to the Deaf community, I’m particularly interested in the concepts of social capital and aspirational capital.

Fleischer posits,

“Often Deaf children are not explicitly taught to believe the sky is the limit, nor do the adults around them believe this to be the truth. The well-meaning adults around them, including interpreters, unconsciously allow barriers to remain that lead the child to grow into adulthood believing his aspirations are just that – aspirational, but not achievable. And while a Deaf person may be perfectly capable of achieving success in whatever ways make sense to him, navigating social and physical spaces (that are designed for and by people who hear) to attain that success can be maddening if not exhausting.”

An Example

Let’s consider an example from the corporate world.

Holly Thomas-Mowery

A Deaf engineer is scheduled to propose his design at this week’s team meeting. Unbeknownst to him, the other members of the team have informally vetted their proposed designs in hallways and on the golf course for the previous two or three weeks, and a design has been unofficially selected. The Deaf engineer is unaware of this social norm. He later learns the team had no intention of listening to and choosing his proposal. Not only does the Deaf engineer not capture this opportunity for a promotion – he now looks the fool for being unaware of business politics and “wasting their time.”

This is quite the conundrum for sign language interpreters – trying to keep our eyes and ears open for all potential references to hallway politics so that in those brief moments, the Deaf employee can be in-the-know just a little more. Let’s also suppose the sign language  interpreter(s) in the above situation notice small grunts or deep breaths coming from hearing peers as the Deaf engineer presents his design, which can be interpreted as impatience and “eye-rolling.” When an interpreter is hyper-focused on content, these noises and shifts might be left by the wayside, further disenfranchising the Deaf engineer as “not getting it” or not “fitting in” to the corporate culture. People who don’t fit corporate culture are rarely promoted to senior-level positions.

Often the sign language interpreter in the room is the only person who has a strong level of understanding of both of the major cultures in the room (e.g., American hearing culture and American Deaf culture). What about interpreting for an African-American Deaf gay female in a corporate environment? The contexts and subtexts of oppression often go unnoticed by unassuming interpreters who show up at 9:00am and start interpreting the meeting content. In comparison, consider an aware sign language interpreter going to a particular site several times and gaining access to more context and interrelational layers.

Something previously heard but discarded from the interpretation as inconsequential may now seem to have bearing. An interpreter ally builds an atmosphere of trust by sharing information with the Deaf employee even at a later date, and perhaps apologizing if this omitted information has had an adverse impact on the Deaf person’s life or career. Of course, this information would not be withheld maliciously; rather, sign language interpreters are inundated with bits and pieces of conversations. In Jules Dickinson’s doctoral thesis on designated interpreters, Dickinson discusses the complexity of an interpreter’s task when “discerning what to include and what to omit, given that what might be pointless discussions or gossip to the SLI [sign language interpreter] could be essential information for the deaf employee.”

In-House/Designated Interpreter

Might sign language interpreters potentially be a detriment to the Deaf employee?

Should an employer rightfully get to say “we provide accommodations” to the Deaf employee because they bring in an interpreter for one two-hour meeting twice a month? And yet the Deaf employee is passed over for promotions and projects time and again. Ubiquitous pieces of information surround a Deaf employee, much of which is not the type of information sent in an email or communicated in some other formal way. How much access does she have to it? And if the once-a-week interpreter sees his role as content-driven, as opposed to relationship or context-driven, the Deaf professional is left even further behind the pack.

Deaf professionals working with designated interpreters have much greater access to idioms, jargon, and ongoing office banter. The ability of the Deaf professional to wield these opportunities equal to her peers has a direct impact on her aspirational capital. A designated interpreter model isn’t the only answer – there is much to be said for a Deaf employee’s frequent access to a tight pool of 2-3 interpreters who pass-down workplace norms, conversation threads, jargon, and specific phrasing so all of the interpreters are always ready. This offers the Deaf employee that consistent face – so she “sounds” the same day in and day out, regardless which interpreter is there.

It could be said that some of the geographical regions of greatest success for Deaf professionals are in the greater DC region, Rochester, NY, and in parts of California. Perhaps the fact that many of these Deaf professionals have designated interpreters or at least much more daily communication access to their workplace and coworkers, speaks in part to their upward mobility and success.

What’s the Answer?

A one-size-fits-all approach certainly isn’t going to work as the variables are abundant and include geography, population centers, pervasive audism, and insufficient resources. While interpreters must be diligent, this conversation also needs to be encouraged in and among the Deaf Community, interpreting agencies, employers, and others.

As Dr. Fleischer stated in Honolulu, “The fate of the Deaf and Interpreting communities are intertwined.” Since this is the case, let’s work together to investigate these dynamics more closely, and hold ourselves to a benchmark of something well above “good-enough.”

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References

Dickinson, Jules C. “Interpreting in a community of practice: a sociolinguistic study of the signed language interpreter’s role in workplace discourse.” http://hdl.handle.net/10399/2387. Heriot-Watt University. (August 2010): 160. Print.

Fleischer, Flavia S. “The Meaning of ‘Ohana: Working Together.” Registry of Interpreters for the Deaf. Honolulu. 13 June 2012. Address.

Yosso, Tara J. “Whose culture has capital? A critical race theory discussion of community cultural wealth.” Race, Ethnicity and Education 8.1 (2005): 69-91. Print.

Read transcript here. Find the PPT deck for his talk here.

Open Forum

Shane Feldman

In addition to speaking during Sunday’s Main Session at StreetLeverage – Live | Atlanta, Shane also made himself available for an Open Forum discussion. Please find the questions posed by attendees and Shane’s response in the vignettes that follow.

More Dialogue

Shane is prepared to respond to additional questions you may have for him about RID. He will be responding to questions asked in the comment section of this post and in a follow-up interview.

Bring on the questions!

Forum Questions (9 short installments)

Installment One   (5:51 mins)

- Josie McDaniel Burket: “Where is the Deaf involvement at RID?”

- Kyle Durate: “What are your thoughts about collaborating internationally and the view that there is a conflict with RID being a advocacy organization and a certifying body?”

Installment Two   (5:58 mins)

- Patrick Graham: “What can you do to bring more deaf professionals, and their experience, into RID?”

- Ramon Norrod: “Is now the time to spin-off certification aspects of RID to another organization?”

Installment Three   (7:20 mins)

- Richard Laurion: “What mechanism should RID be using to communicate?”

- Stacey Storme: “Do you think RID has Deaf heart?”

Installment Four   (7:44 mins)

- Natasha Terry: “How can RID support providing services to Native America tribes around the U.S.?”

- Nancy Bloch: “What is RID’s communication policy for this year’s conference?”

Installment Five   (9:19 mins)

- Betty Colonomos: “What is RID doing in the way of outreach to the Deaf Community to educate on their rights and the proper expectations related to interpreters?”

- Ramon Norrod: “Is it possible to set a policy at RID conferences that all presenters sign their presentations?”

Installment Six   (7:18 mins)

- Mandy Bracken: “How do you as a member of the RID leadership create a culture of communication equality?”

- Sandra Maloney: “How do you create trust in certification testing at RID?”

Installment Seven   (5:44 mins)

- Darlene Ensenat: “Has anyone lost their certification as a result of an Ethical Practices System investigation?”

- Ramon Norrod: “”Has RID considered reducing or eliminating fees to encourage more Deaf Community members to get involved in the field?”

Installment Eight   (6:08 mins)

- Nancy Holdren: “What is RID doing to ensure that the testing process isn’t a barrier for those taking the CDI test?”

Installment Nine   (5:16 mins)

- Twitter: “What can RID members do to gain access to information?”

- Facebook: “What do you say to those that are concerned with the state of affairs at RID?”

 (Questions relayed by Brandon Arthur)

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Success Reframed

This was repeatedly evidenced in the many sentiments shared urging one another, and every practitioner in the field, to return to the artistry of our craft and refocus on the fundamentals that the profession was founded upon—permission, trust, humility, and level of connectedness to the Deaf Community.

Simply, the only sustainable determination of success for a sign language interpreter is intrinsically tied to the real world experience they have both with and within the Deaf Community.

The ‘I am Change’ Manifesto

Angela Herbert

If positioned to do so, I believe those who attended StreetLeverage – Live | Atlanta would collectively invite every sign language interpreter to be the change they want to see in the profession.

To dare to stand in contrast to the iterative adjustments to the meaning of success that have replaced the permission, humanity, and applause of the community we serve with a preoccupation with proscribed practices, specialization, and financial reciprocity.

Will you stand with them?

Change-Makers

StreetLeverage – Live, and streetleverage.com for that matter, would not be possible without the daring contributions of people willing to make a difference in the field by contributing their time, resources, perspectives, and ideas.

Speakers

I would like to extend my appreciation to each of the inspiring speakers at StreetLeverage – Live | Atlanta for their thought provoking talks and calls to action.

Nancy Bloch

Talk | Marginalization Within the Sign Language Interpreting Profession: Where is the Deaf Perspective?

* Find the PPT deck for her talk here.

Dennis Cokely

Talk | Sign Language Interpreters: The Importance of the Day Before

* Find the PPT deck for his talk here.

Betty Colonomos

Talk | Sign Language Interpreters: Fostering Integrity

* Find the PPT deck for her talk here.

Dave Coyne

Talk | Social Justice: A New Model of Practice for Sign Language Interpreters?

 * Find the PPT deck for his talk here.

Shane Feldman

Talk | Where Does Advocacy Fit in the Sign Language Interpreting Profession?

            * Find the PPT deck for his talk here.

Stephanie Feyne

Talk | Authenticity: The Impact of a Sign Language Interpreter’s Choices

* Find the PPT deck for her talk here.

Debra Russell

Talk | Sign Language Interpreters: Discover and Recover an Enduring Legacy?

* Find the PPT deck for her talk here.

Anna Witter-Merithew

Talk | Stepping out of the Shadows of Invisibility: Toward a Deeper Conceptualization of the Role of Sign language Interpreters

* Find the PPT deck for her talk here. 

We will be releasing videos of these talks here on streetleverage.com in the coming weeks and months. Stay tuned. The first release is next week!

Volunteers

It is difficult to express the profound sense of gratitude I have for the many people who volunteered their time to ensure our time in Atlanta was enjoyable and productive. I would like to thank the following people for their immeasurable contribution to the success of StreetLeverage – Live | Atlanta.

Tara Arthur

You are the reason StreetLeverage is possible. Thank you for allowing me to chase big dreams. Words cannot capture the gratitude I have for your encouraging smile and unwavering support. Thank you for coordinating the hospitality efforts at the event. Mwah!

Hayley Baccaire

Your command of registration was impressive, appreciated and noted by all in attendance. Thank you. Also, thanks for supporting the social web coverage of the event.

Wing Butler

You are a social web giant! Thank you for leading the social media coverage of the event and for lending your incredible talent to the StreetLeverage effort.

Diane Lynch

Your work to coordinate the volunteers and continuing education components of the event were masterful. Thank you for engendering a pay-it-forward perspective.

Jennifer Maloney

Your utility was amazing. Thanks for being everywhere support was needed. Badging and registration were better because you came. You are wise beyond your years. Thank you.

Students

Special thanks to Jarvis Avery, Henry Bruce, Brittany Gailey, Julie Garbison, Desiree Hines, Brandi Meriwether, Venise Nichole Niles, Erin Powell, Emma Jane Rozenzweig, and Jillian Wright for your support of the event and reminding us of the importance of the coming generation of industry stewards. 

Paul Tracy

Your AV muscle and vision for room set-up were incredible. Thank you for leading the thankless work that is facility and technology management. Your comedic tendencies are only surpassed by your abundant generosity.

Sponsors

Events like StreetLeverage – Live would not be possible except for the generous and progressive support of our partners. I would like to thank each of them for their contribution and support of the effort to create change in the sign language interpreting industry.

Access Interpreting | Washington, DC

Founding and Platinum Sponsor of StreetLeverage – Live

Sorenson Communications | Salt Lake City, UT

Gold Sponsor

Purple Communications | Rocklin, CA

Gold Sponsor

Partners Interpreting | Boston, MA

Silver Sponsor

The Sign Language Company | Los Angeles, CA

Creative Sponsor

Georgia RID | Atlanta, GA

Supporter Sponsor

Our Legacy

As we work to leave behind the current definition of what it means to be a successful sign language interpreter, let us continue to be inspired by the importance of leaving a legacy of generosity for those who follow. It is only our generous contribution to the betterment and advancement of the field that will endure. Lets be the change we want to see in the profession.

Thanks again to everyone who participated. See closing comments here.

We have already begun preparing for next year. Mark your calendars! We will be holding next year’s StreetLeverage – Live April 24 – 27, 2014.

Join us?

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Perceptions/Misperceptions

Many people incorrectly believe that the concept of deaf interpreters is new when, in fact, deaf people have been functioning as interpreters within the community for as long as there have been deaf people. A good example of when this happens is in the classroom when the teacher is not a fluent user of sign language. In this situation, students will ask other students to interpret for them what the teacher is saying. In this situation, the interpreter is functioning as a deaf interpreter. The standardization, training (of which there is currently not enough), and certification of deaf interpreters are more recent developments but the function itself is not a new one.

Another belief many hearing interpreters hold about working with a deaf interpreter is that they will be perceived as unskilled or new in the field. This can lead to a lot of self doubt on the part of the interpreter. The other side of this misperception comes from deaf interpreters themselves when they believe that because know sign language then that automatically means they will be a good interpreter. As a profession we know that interpreting takes more than language fluency.

All of these perceptions play into an interpreter’s beliefs and understanding about their own work and our field in general. Another perceptual layer is added on for deaf interpreters who are interpreting in their own community where they have relationships and shared pasts with the people they are interpreting for. Every interpreter carries around their past with them. For the deaf interpreter, their past can haunt them on the job when they are working with a community member that has shared their past, a fact that can lead to distrust and misunderstanding.

The deaf community also ascribes to a perception about deaf interpreters.  Some deaf community members hold a belief that deaf interpreters are useful only for deaf people that have cognitive impairments or have some idiosyncratic language need that calls for it. They don’t yet understand that deaf interpreters could benefit them as well.  This misunderstanding could simply be a result of having always worked with hearing interpreters and no experience working with a deaf interpreter. The misunderstanding could be rooted in that shared experience with the deaf interpreter and feeling distrust and lack of confidentiality or a boundary.

The misunderstanding could go back to simply not understanding that deaf interpreters are required to go through training and abide by the same code of conduct that hearing interpreters do. Or they may not trust the fact that the number of hours required for a deaf interpreter to sit for the certification test is currently FAR LESS than it is for a hearing interpreter, lending less credibility to the deaf interpreter.  The discrepancy in the amount of study required to sit for a certification test also leads to misperceptions between hearing and deaf interpreters about who is more or less qualified to be working as an interpreter.

Misperceptions abound within the deaf interpreter community as well. Deaf interpreters are often quick to judge other interpreters entering the field based on their educational background, involvement in the community past and present, and their sign language fluency. There are also deaf interpreters who are fluent users of sign language; however, do not have a clear grasp on the task of interpreting.  These judgments and perceptions occur regardless of the deaf interpreter’s certification status.

I put the “C” in CDI in quotes because I often see deaf interpreters who have achieved a national certification place emphasis on the fact that they are not just a deaf interpreter but a certified deaf interpreter.  I commend the individuals who are able to attain a national certification; however, the label has little meaning for me.  If we look at hearing interpreters for comparison, interpreters who have achieved a national certification do not ascribe to the label of certified interpreter. They are simply, interpreters. I believe that the addition and emphasis on certified in labeling oneself is a tacit way of bringing validity and an implication of expertise to one’s work.   The current certification systems are developed with a focus on generalist/entry level skills. Having this certification does not make one an expert in all things interpreted and this fact should be reflected in the work a deaf interpreter chooses to do and not do. I argue that deaf interpreters should accept this same model as hearing interpreters and not overly emphasize certification status.

Definition

Before we go any further, I ‘d like to make sure we are all working from the same understanding of terms that are often used when talking about what a deaf interpreter does  in their work.  We can’t really talk about perceptions until we are using common definitions.

A Relay Interpreter is one that passes the information from one person on to another. I see relay interpreting used often by deaf interpreters. Relaying information is retaining the form of the language in its original state.  It is passing the message on to another person without analyzing or unpacking the source text for cultural, linguistic, or environmental factors to meet the goal of the communication in the target language.

A Shadow Interpreter is used in theater settings but can be seen in other settings as well. With this method, the interpreter literally shadows the speaker as they move about.

A Mirror Interpreter is useful in settings where there are members of an audience or setting that cannot see the original signed message due to sight line or distance restrictions. This interpreter will employ relay interpreting function by maintaining the form of the source language.

A ‘translation’ according to The Oxford Companion to the English Language is “communication of the meaning of a source-language text by means of an equivalent target language text”.   With this definition in mind, we can understand what an Interpreter or Translator is doing.

Deaf-Blind Interpreters are often deaf interpreters.   People who function as Intervenors/SSPs for Deaf-Blind people may also be deaf interpreters but their role is very different than when they are functioning as an interpreter. Often the terms (and roles) are conflated and I’d like to make clear here that Deaf-Blind interpreters and intervenors serve very different functions even though it may sometimes be the same person doing both.

Calling someone an International Sign Interpreter is a misnomer. There is no International Signed Language, per say, so in looking at our definition of translation/interpretation the word translation or interpreter doesn’t apply in its strictest sense.   Deaf interpreters who are providing access for an international audience have developed their communication skills from interacting with many deaf communities in many geographical areas that are not their own. They have learned how deaf people talk about specific concepts and topics in a common and sometimes gestural way and are able to modulate their language used depending on the audience.  This is a very specific skill of which some deaf interpreters claim to have but in fact do not because they lack the experience in a variety of international sign language communities.

High Visual Orientation/Gesturing as a form of communication is another function of deaf interpreters and is sometimes used.

More Definition

The term ‘Interpreter’ should conjure some meaning for you since I am addressing an audience of interpreters. I envision your understanding of interpreter is ‘someone who provides equivalent translations between a signed language and a spoken language’.  An ‘ASL-English Interpreter’ would be the appropriate term for those of you who work between those two separate and distinct languages.

If we take the basic definition of ‘interpreter’ that I have presented above and apply it to the term ‘Deaf Interpreter’, what is the definition? What languages are deaf interpreters working between?  It is not a signed language and a spoken language.

There are some deaf interpreters for whom they view their role as interpreter and advocate. Advocating is a very different function all together and one that should not be confused with the interpreting role. As members of the very community of people we are serving, deaf interpreters need to be cognizant of our role as language and cultural brokers only.  Deaf interpreters with little training or experience may be quick to attribute mental health issues that manifest as communication barriers to our function as interpreters and may overstep a boundary.  A boundary that is not ours to cross but should instead be conveyed to the provider that is communicating with the deaf person. This mixing of roles by some deaf interpreters may feed into the resistance and lack of trust that some deaf community members feel about using a deaf interpreter.

Nigel Howard

According to RID’s Standard Practice Paper on Team Interpreting, “Team Interpreting is the utilization of two or more interpreters who support each other to meet the needs of a particular communication situation.   Stewart, Schein, & Cartwright define it as “two or more interpreters working together, not just physically but intelligently”.  These two definitions get at the fact that while there may be individual members of the team, they are not to work individually. Instead, each member is charged with working together toward a shared and collaborative target language interpretation that is an equivalent to the source language. Truly a team approach.

I have worked as a deaf interpreter in a variety of settings. I have because it is true that a deaf interpreter can and should be used in a variety of settings; including but not limited to medical, mental health, legal and with deaf people who are non-native signers, immigrants and are of any age.

As hearing interpreters yourselves, you may be faced with a situation where you realize that you would prefer to team with a deaf interpreter.  A common scenario where deaf interpreters are called in is to work with children or in mental health situations.  I advocate bringing one in but you need to also remember that simply because someone is deaf, fluent in sign language and hangs a shingle out calling themselves an interpreter, it does not mean they have the requisite skill set for the situation you are faced with. Keeping in mind that we are all generalists and may not be the best qualified for every situation out there, discretion on the part of all interpreters is paramount to ensuring the best outcome.

It is usually the hearing interpreter that first identifies that a deaf interpreter would be beneficial in any given situation. If an agency has past experience with the deaf person or the situation, they may identify the need ahead of time but usually it falls on the hearing interpreter to make this assessment.

The interpreter may determine that a deaf interpreter is needed as a team for a variety of reasons such as the complexity of the situation.  The need for discretion applies to determining when and if a deaf interpreter is needed as well. Careful consideration needs to happen before calling a deaf interpreter in for any and all interpreted situations. A thoughtful weighing of the situation, the environment, and the resources has to be considered along with understanding that calling in a deaf interpreter is a team approach and that, together, each interpreter will remain responsible for the communication that happens.

Benefits

An interpretation of someone else’s thoughts will rarely be error free. With that in mind, 2 heads are better than one. Each interpreter processing the source message and then creating a shared understanding will result in a more accurate target message.  A teamed interpretation with both a deaf and hearing interpreter working collaboratively will result in a better overall interpretation that results in a product that provides clarity of ideas and message equivalency for the intended audience.

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While there are plenty of things with Deaf education in need of fixing, our challenge as interpreters is to recognize what indeed we do have power over and use that as our classroom leverage to make a difference.

To do this, we need to step out of the shadow of invisibility and realize that when we are at our best, we bring our full sense of humanity to the work. Included in that is a Deaf-heart, as described by Betty Colonomos in, Sign Language Interpreters and the Quest for a Deaf Heart. I think of this as a commitment to bringing the concerns and values of the larger Deaf community into mainstream settings.

From Machine to Human Being

My introduction to the Deaf community and interpreting came in 1988.  At my summer job when I was 18, I encountered Deaf people, sign language and interpreters for the first time. This was after the Deaf President Now movement at Gallaudet and the Deaf people who I met felt empowered to act to change their world.

The message I heard about interpreters was exactly the opposite.  Interpreters, when they were functioning at their best, were invisible.  The “conduit” model reigned supreme.  I remember seeing a t-shirt that boasted: “Interpreting:  Just talk, it happens,” as if interpreters were some type of automaton.

In hindsight, the prevalence of the conduit model makes sense.  Interpreter education was greatly influenced by the ascendency of empowered bicultural and bilingual Deaf leaders who were not in need of help from hearing interpreters. Instead, these leaders simply wanted communication access.

What we have discovered is that while an interpreter as a conduit has its usefulness, in many situations the results are negative.  In education, they have often been disastrous.  The silver lining is that some of our problems in the educational system are self-imposed and thus within our reach to rectify.

Anna Witter-Merrithew, in two previous posts, illustrated the negative impacts of interpreters functioning with the faulty notion that we can or should be ”invisible.”  Further, Anna argues that we must be as concerned about ethical omissions as we are about commissions.  In other words, as professionals, we must practice due diligence in being aware of when our failure to act has negative consequences – just as much as monitoring the impact of our actions.

My article is a reflection on the ways we as a profession have failed to act in the educational system and the ways that we might re-envision our presence in classrooms and in schools to better serve the purposes of the students, the systems we are hired by, and ourselves as human beings interested in providing a meaningful contribution through our work.

Removing the Gag

In working with educational sign language interpreters around the country, a recurring theme is interpreters do not function in the role they think they should and regularly feel guilty about it. Frequently, I hear things like:

• I “add” things to my interpretation because I know the student just won’t understand without it. I know that’s wrong, but it really seems to help. 

• I sometimes help the hearing students during work time. The classroom teacher appreciates this support, but I know we shouldn’t.

When I respond not by questioning their actions and instead ask whether or not their choices led to successful consequences, the interpreters are incredibly relieved to learn there is a framework for understanding their choices as ethical.  Further, I think they begin to see that no one else is asking them to cling to such a restrictive role.

Finding Role-Space

The profession as a whole is heading in this direction. Robyn Dean and Robert Pollard, through the Demand-Control schema, have moved us away from an ethics based on the rightness of an action in itself, but rather the consequences for those involved.  They also gave us a continuum of ethical decision-making that has a range of options from conservative to liberal.

In this context, conservative means taking a “wait and see” approach and liberal means taking a more active approach to addressing the demand.

Building on this, Witter-Merrithew, Johnson, and Nicodemus have begun a conversation about decision latitude and relational autonomy. As practice professionals, we need to take responsibility for making decisions with an understanding of how the systems we work in actually function. In the past, sign language interpreters often acted with disregard for the system and as Johnson and Witter-Merrithew found, were perceived by others as being uncooperative and detached.  We may have acted in this manner because we thought our codes of ethics and professional conduct required it, though it led to interpreters being perceived in a negative way.

Doug Bowen-Bailey

Relational autonomy offers further insight to understand Dean and Pollard’s continuum of ethical behavior. We need to assess the relative autonomy of the people involved in the interaction as a guide for our decision-making. In general, if the participants have a balanced sense of autonomy, more conservative approaches are called for. If the level of autonomy between participants is imbalanced, liberal approaches merit greater consideration.

So, rather than seeking to be invisible, in situations with a power imbalance, interpreters need to seek to be more active and visible. Can you think of a situation where there is a greater power imbalance than when one deaf student is mainstreamed into a school that is totally designed for English-speaking students who cannot sign?

Taking more active approaches fits in with the work of Robert Lee and Peter Llewellyn-Jones who have offered a new way of understanding our actions as interpreters.  Using three dimensions of interpreting (presentation of self, interaction management, and alignment with participants), they offer a framework for understanding the roles that interpreters enact and the way that different situations and different consumers call for different roles.  For interpreters working in schools, we clearly need to find a new role-space to lead to more success.

Interpreters as Change Agents

Part of this role-space includes the need to embrace a more active approach. At times, we are many things in the classroom:  interpreter, language model, tutor, aide, and consultant. Within the system as a whole, we also need to be an agent of change which is part of what I think it means to have a Deaf-heart: recognizing that the system is not designed to serve deaf students and that we cannot simply shrug our shoulders, wave our hands, and collect a paycheck. Instead, we need to take an active role in changing the situation.

Here are some examples of what that can look like:

• Connect the student to the broader Deaf community.  This can happen by attending community events or if not possible (as in many rural areas) use video and web resources to let students see there is a Deaf world that they can be a part of.  One interpreter in rural Alaska connected students via video and email with students at the Deaf school in Texas.

• Enact roles based on the needs of students.  At times, we may need to be tutors or teachers or social guides. One interpreter I know has frequently taken on the task of teaching deaf students how to play games because they weren’t getting those skills any other way. In the shadow of invisibility, we might lament that teachers aren’t doing this and watch the students fail. As an agent of change, we can step forward and support the students in getting the requisite skills for success.

• Facilitate sign language instruction for peers. Deaf kids need the chance to talk directly to their peers. We don’t necessarily have to be the teacher, but we can’t ignore the need. If you’re interested in a resource on this topic, you can check out this free curriculum.

• Take responsibility for literacy. Educational interpreters need to understand the ways to foster language development in both ASL and English. This means intentionally being a language model through direct communication when appropriate.  It also means understanding the importance of fingerspelling in building English literacy.

• Advocate for more accessible classrooms.  This includes creating excellent interpretations and making sure videos are captioned, but it goes far beyond that.  Work with teachers to ensure key vocabulary and concepts are visually accessible.  Additionally, support classroom teachers so that having an interpreter in the classroom is a benefit to all the students, rather than an annoyance. Too often, sign language interpreters with their restrictive role have been a thorn in the side of the teacher rather than an added asset in the classroom. Having a teacher who wants the deaf student to be there is a key factor in it being accessible.
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• Be part of a supervision process. Interpreters operate in isolation. As Robyn Dean argues in, Ethical Development: A Sign of the Times for Sign Language Interpreters?, supervision that provides a framework for talking about our work is an important part of a practice profession and long overdue. Having a colleague or team to discuss these actions with is critical to ensuring that we maintain our effectiveness. 

• Be willing to advocate ourselves out of a job.  Some of the best interpreters I know have advocated for students to leave mainstream and go to the Deaf school. While this may seem to be economic suicide for interpreters, I have seen that those professionals who so clearly put the interests of their consumers first end up landing on their feet because an educational system can recognize the value of that type of commitment. They also sleep better at night.

In the end, this approach to educational interpreting is a stretch from what I learned in my schooling. In other ways, it is a return to our roots.  Both Amy Williamson in, The Cost of Invisibility: Codas and the Sign Language Interpreting Profession, and Dennis Cokely in, Vanquished Native Voices – A Sign Language Interpreter Crisis?, write about the historical importance of codas to our field. That came home to me as I was leading a workshop on this topic and a participant with deaf parents said she felt like she had permission to be a coda again. What I perceived in her comment was that she could bring her Deaf-heart into the mainstream. If we do likewise, our flexibility and willingness to act for change will lead to improvements for students, parents, teachers, the systems we work for, and even ourselves.

Other suggestions on how interpreters in educational settings can be change agents?

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Highlights

“Many of us felt that the passage of this referendum was important in order to help RID reconnect with the deaf community and the values that were the foundation of the establishment of RID 50 years ago.”

“I am here to talk about IDP but I do want to acknowledge that other members feel disenfranchised by RID as well. I cannot speak for them but they do have similar feelings of not being involved in the decision making process. IDP believed that if we had a position on the board then that would guarantee a place at the decision making table.”

“The president somehow misunderstood that a 2/3 majority of the vote was required as opposed to the a simple majority she used to determine the initial passage of the referendum.”

“We were told this late on Wednesday night and the announcement from the board was made Thursday. Obviously the RID board had already prepared their announcement and video and were ready to announce this to the membership.”

“I think for many IDP members there is a desire for our organization and our members to recognize that indeed many interpreters with deaf parents bring something unique to our field.”

“I think it is important to emphasize that respectful dialogue is the key to moving forward. I encourage all members of RID be mindful of respecting each other as we move forward.”

Interview Transcript

Brandon: Hello everyone. I am Brandon Arthur from StreetLeverage.com. I am here with Laurie Nash, Vice-Chair of RID’s Interpreters with Deaf Parents Member Section. Welcome Laurie.

Laurie: Hello. Thank you for hosting this dialogue and inviting me.

Brandon: We are here to discuss RID’s announcement from last week about Motion E, the referendum that if passed, would have established a designated position on the RID board of directors for an IDP member at large.  With the announcement that the referendum did not pass, I imagine there to be a lot of emotional responses to the announcement. Before we get into the retraction and the response from IDP, I’d like to back up a little bit to the beginning of March when RID announced the historic passage of a bylaws referendum that would establish an IDP seat on the Board of Directors.  Can you share with us the feeling and thoughts that the IDP membership had when they learned of the referendum’s passage?

Laurie: Clearly many people, including IDP members, who supported this motion, felt that after a long time we would be getting some change in the direction of RID. Many of us felt that the passage of this referendum was important in order to help RID reconnect with the deaf community and the values that were the foundation of the establishment of RID 50 years ago.  So yes, many people were relieved and happy. I know for myself, I felt that after many years, I now have a way to reconnect with RID.  The passage of the referendum gave me faith in RID again.  Learning that the referendum has passed in the first week of March left people feeling positive and pleased with all of the hard work done to get the referendum to vote

Brandon: You mention “having faith”’ in RID again. So, describe for us what the leadership of IDP, members of RID, and allies feel that this position represents for the future of RID.

Laurie: I believe that IDP members are not unique in feeling that they are underrepresented within RID. There are other groups of interpreters that feel the same way. We have all felt frustrated at some of the decisions made by the RID Board of Directors. These decisions show again a divergence from the communities we serve; their culture, their norms, their values. We have strayed away from that. So an IDP position on the board, we felt, would guarantee that along with the Deaf member at large that is already a part of the board, there would be a stronger connection to native language users and deaf-world natives  and those board members would be involved with the decisions of RID from this point forward. Historically there have been a lot of frustrations among many groups. I am here to talk about IDP but I do want to acknowledge that other members feel disenfranchised by RID as well. I cannot speak for them but they do have similar feelings of not being involved in the decision making process. IDP believed that if we had a position on the board then that would guarantee a place at the decision making table. This motion was initially made taking into consideration the current structure of RID. Many people have brought up different ideas for a restructuring of the board and changing the composition of the board.   I think that re-evaluating the board is a good idea but that’s not our current reality.  The current board composition is what was in mind when the motion was made. Let me clarify, the motion came out of the 2010 Region II conference. The motion carried and was then brought to the floor of the national conference in 2011. A lot of people were involved in the discussions to ensure that the position would work within the current board structure.  Members were both in support and opposition for various reasons but for the collective IDP membership was in support of this motion and the concept behind it: that our voice was missing from the board. Our current board has 3 people who are interpreters with deaf parents. 2 are deaf and 1 is hearing but that was not always the case. For many, many years there were no native voices on the rid board.

Brandon: You have recognized that IDP is not the only group within RID who may not feel that they have access to the decision making tables of the organization and by extension our field. That being said, to be told that you had a place at the table and then for that place to be taken away with the retraction must create an environment where there is little to no trust in the leadership of RID.  How did the news that the referendum did not pass actually unfold for IDP? How were you notified?

Laurie:  Well the announcement came out last Thursday. On Wednesday at 9pm, the 4 members of the IDP executive council, participated in a video conference call with President Prudhom and many members of the board of directors. On that call, we were told that there was a mistake made in determining the required number of votes needed to pass the referendum. The president somehow misunderstood that a 2/3 majority of the vote was required as opposed to the a simple majority she used to determine the initial passage of the referendum. Now you should know that during the drafting of this referendum it was clearly understood by everyone involved that a 2/3 majority vote was needed to pass. This referendum was a change in our bylaws and required a higher standard than other referendums. So, she seemingly made a mistake and erroneously informed Shane Feldman, the Executive Director of RID, and others that the referendum passed.  We were told this late on Wednesday night and the announcement from the board was made Thursday. Obviously the RID board had already prepared their announcement and video and were ready to announce this to the membership. Hearing this news, we were floored and were at a loss on how were we to respond and we wondered how our members would respond to this announcement.  We asked President Prudhom for some time to organize and coordinate a respond. They gave us a little time but by 3pm on Thursday, the announcement went out to the general membership. As a result, the IDP council was unable to prepare a coordinated response right away. Unfortunately RID went ahead with their announcement.

Brandon: So what would IDP like to have seen done differently in a situation like this in the future. If we as an organization have learned anything from this, it won’t happen again but if you could advise the board on how better to handle something like this, what would you ask them to do?

Laurie: Well…when we learned that the referendum did not in fact pass we were of course disappointed. Many people worked very hard on this referendum, however; it was compounded by the lack of checks and balances and the realization that RID made a mistake.  We were left wondering,  How could something like this happen? Is it possible that only one person is counting the vote? It was very hard to understand how this could have happened. We are collecting a vote on a referendum that impacts the bylaws of our organization. Not a business as usual item.  These are the guiding rules of our organization, our bylaws.  We were disappointed that the referendum did not pass but we could move on from there. Our disappointment was further exacerbated by this mishandling of the vote and our experience that this was also one more example in a series of blunders the membership has experienced from the RID board. We believe that the IDP membership should have received a personal apology. The president of RID made a general public apology to the membership; however, this motion held great significance to many people connected to IDP. This general apology did not recognize the significance of the referendum and did not recognize that many members had very strong connections to it.  This fact seemed to be overlooked by the board of directors and I think that is just another example of perhaps a cultural disconnect from the membership. RID does have members of diverse backgrounds. President Prudhom’s manner of apology and announcement did not give enough attention to the significance of this referendum to members of IDP.

Brandon: Thank you. What do you hope the membership, the RID board of directors, and even the national office staff can learn from this situation?

Laurie: I wish they didn’t have to learn anything at all. I wish this didn’t have to be a learning experience for them to begin with. However, I think all members of RID, after seeing this; can agree that mistakes are consistently made within RID. This is not an isolated instance.  I am not sure what kind of oversight may be needed and I am unsure how the board functions. For vote counting, do they work together? Who is responsible for vote collecting? How does it work when voting happens through the internet? There need to be safeguards in place to make sure this kind of thing ever happens.  With a mistake of this magnitude, we all have to question how it came to be. I believe RID members have a right to know how this kind of mistake happened. It certainly shouldn’t have happened on such a large issue as the bylaws and leads us to wonder if this kind of mistake is allowed to happen, then what other mistakes are happening? I don’t want to get off the point here but we do need to wonder what is going on. I think the mistakes issue is not simply an IDP complaint. It is a systemic organizational and leadership problem that all of us have to be very concerned about.

Brandon: Clearly, you have said that representation at the decision making tables of our field is important to interpreters with deaf parents and other underserved groups. In considering the future of RID and perhaps the perspective of people seeing this interview, people who will see the passion that IDP has about this issue, what do you want them to know about your collective desire for more representation and collective diversity at the decision making tables of RID?

Laurie: I think for many IDP members there is a desire for our organization and our members to recognize that indeed many interpreters with deaf parents bring something unique to our field. We have a variety of deaf-world experiences that many if not most of our members within RID do not have.  Each interpreter brings their unique set of life experiences to their work.  The experiences of an someone who grew up in a deaf parented home instills the values and norms of the community in their work. Interpreters with deaf parents possess the ability to broker meaning in culturally appropriate ways. That is the value we need to have on the board. I think many of our members historically have felt those inherent skills have been negated in a systematic way within RID.  On an individual level, interpreters with deaf parents have certainly felt valued by many colleagues but we feel this must be a integral part of the board. During the national conference in Atlanta in 2011, Dennis Cokely commented on the logo for the conference. The logo was a tree. On the stage at the business meeting, he pointed out that the tree was missing its roots.  The roots have been missing for a very long time and It’s not just interpreters with deaf parents who feel this way. There are many people in our field, including leaders in our field, who believe that interpreters with deaf parents have something unique to offer. We recognize a unique skill at play but we believe that recognition of this skill needs to be an integral part of our national organization, RID. There may be talk about restructuring  and changing the composition of the board. I think that may be a great idea but let’s work together to make it happen if the membership agrees that to be our goal.  For now, the board structure is the way it is. We can work toward improvements but again with the kind of mistake that took place we have slipped back and the membership has lost faith once again.

Brandon: If you had the opportunity to send a message to the general membership and to IDP members what  would you say about the desire to again reconnect with our roots?

Laurie: To the general membership, I think it is important for us to consider why we do what we do. If we claim to value the deaf community and value their norms and culture, if that indeed is what we are saying, then great.  Let’s move on and do it in our actions and in our words. Live it. Show it. Prove it. And if not, then if people do not want to achieve that then why are we here talking about this? Why does RID even exist?   We need to figure out our organizational purpose, values and goals. What we do is not just collecting a paycheck. For many of us our profession is not simply a job. Unfortunately for some it appears that they are here only to collect a paycheck and there is no authentic connection to the deaf community and certainly no investment.  For those of us vested, it feels exploitative of those interpreters. We really need to figure out why we do the work we do. To IDP members, I think it is important to say that your hard work bringing this referendum forward and the progress that we made was successful in many ways. The discussion we are having now is also housed within a broader context. We have all had our individual discussions and experiences with each other and with our colleagues. We have also had our experiences discounted and shunned.  It is time to move forward. We are now having a bigger discussion and this process is necessary in order for us to recover from the last 50 years.

Brandon: I really appreciate you being here with me today to lay out the issues. I hope this dialogue will help create some perspective for the people who are seeing all of the thoughts, emotion, and dissention on this issue.    At the end of the day, I hope that as an organization we can keep our eyes on the mission of service. If we can dialogue with respect then we can move forward. Thank you for taking the time to be here today.

Laurie: I am happy to be here but I do want to add something if you don’t mind. I think it is important to emphasize that respectful dialogue is the key to moving forward. I encourage all members of RID be mindful of respecting each other as we move forward.  Unfortunately, some public comments have been made that were not respectful and for many were insulting.  If we truly want our field and our organization to recover we have to maintain a respectful dialogue. I hope we can all remember the person receiving the message when posting comments via any open forum. Keep it honest and respectful.

Brandon: StretLeverage.com we try to create an environment where people feel comfortable expressing themselves so I can appreciate you bringing respect up. Laurie, thank you for your time. I appreciate you making time in your schedule for this discussion.  I hope that this dialogue will help others who have wondered about the debate and differing opinions surrounding this referendum so that we can all move forward to a successful future. Thanks again.

Laurie: Thank you.

Incorporating Leadership into our Work

Interpreters are in the trenches in many locations in which Deaf members struggle for equality (e.g., homes, schools, hospitals, and other societal institutions).  This situation calls for a specific kind of leadership that personally influences individuals in both top-down and bottom-up approaches, surfacing in interpreters’ roles in day-to-day interactions.

These locations represent where change is most needed, and where sign language interpreters can best work toward reaching the liberative goals put forth by the Deaf community.  Merely acting as spectators or watching Deaf members wage the battle alone, is not enough for many interpreters. Passive involvement is not enough because the way in which interpreters perform their jobs in the midst of community members’ daily struggles, and the approaches used to carry out practices can contribute to or hinder purposeful contributions, contributions that can represent momentum by fostering positive changes.  These purposeful contributions (e.g., allowing others to lead their actions) can humble interpreters yet foster participants’ advancement in most situations.  More importantly, incorporating leadership into interpreting practices can prompt styles that prevent inconsistent approaches.

Collective Causations

Leadership has been at the periphery of many conversations, but for sign language interpreter Amy Seiberlich, this topic should be at the forefront. Seiberlich (2012) in her StreetLeverage article, “Leadership in Sign Language Interpreting: Where are We?” highlighted the idea that historical causation created directions in the interpreting field which have led to many of our current problems.

Today’s daily interactions are often devoid of the collective purposes needed to establish meaningful connections with Deaf individuals.  For many years, attempts have been made to formulate national collective causations at RID’s biennial conference, hosted by the Deaf Caucus.  The Caucus was successful in gathering practices considered important by Deaf members, families of Deaf members, interpreters, and educators. To be used effectively, this information, gathered, analyzed, and shared, requires the support and integration by all stakeholders involved, specifically sign language interpreters.  If integration of preferred practices are not carefully monitored, then community-specific information can be utilized only for convenient position-taking.

Transformational Leadership Theory

In viewing interpreters as leaders, stakeholders hold individuals, institutions, and organizations accountable for their actions: there is simply too much at stake not to consider a transformational approach.

Incorporating transformational leadership traits into interpreters’ work is only one way to address the many struggles that sign language interpreters, systems and institutions, and interlocutors deal with. This method encourages progression toward various kinds of emancipation and prompts active support of Deaf community members.  This approach can prove useful for discovering how to sort through and piece together the fragmentation between professionals and communities.

Interpreters’ practices and their approaches to interpreting are distinctive.  Thus, asking interpreters to identify with social conditions and interactions deemed significant by Deaf members may begin to counterbalance the negative effects coming from interpreters in the field.  Specific suggestions provided by Denis Cokely (2011) in “Sign Language Interpreters – Complicit in a Devil’s Bargain” touched on the social influences wielded by interpreters who are either tightly bound or less bound to the Deaf Community.  Each of his suggestions carries differing implications and results.   

Relational-based Change

Individuals who mistakenly believe they can separate language and culture and do not share Deaf community members’ goals and views can be no more than bilingual-monocultural rather than bilingual-bicultural interpreters. On the other hand, those who form strong bonds with the Deaf community can potentially achieve bicultural status (sharing goals, views, and norms), utilizing full bilingual skill sets. Interpreters who work as biculturals are able to co-create relational-based encounters to effect change.

Monocultural individuals who see their work strictly as commerce-based agreements (transactional) for interpreting services, too often fail to consider the additional collaborative components of their work (e.g., discussing strategies for participants’ success, listening to concerns and experiences, and participating in ways that further the greater good) as part of their professional duties.  These critical reviews of interpreter practices are needed to detail purposeful behaviors that are crucial to supporting participants’ needs, values, and expectations.

Leadership Styles

Burns (1978) defined leadership thus:

“the reciprocal process of mobilizing, by persons with certain motives and values, various economic, political, and other resources, in a context of competition and conflict, in order to realize goals independently or mutually held by the leaders and followers” (p. 425).

This quote placed shared goals as a pivotal component in different leadership styles. Due to the very nature of interpreting, interpreters are special kinds of power-holders.  Their collective motives and values can be used to satisfy, or not satisfy others’ individual and shared goals.  The process of reaching these goals may cause internal struggles in interpreters who do not fully understand the motives and values of the individuals they work with.  For others, conversations about leadership theories give rise to the vocabulary needed to address the concerns, needs, and expectations of those working with interpreters. According to Burns (1978), leadership is specifically targeted to everyone involved in interactions (but especially the power-holders).  If all are fully engaging in and discovering the center of leadership itself, they will find that leaders and participants have intertwined practices, perceptions, values, and motivations.

Today’s interpreter leaders are not only in managerial and other upper level positions, but are also interpreters themselves, involved in daily interactions where common goals are supported.  More than ever, we must continue to discover more about the individuals who hold power, those who wield sole power, and the powerless.  Discussions surrounding power have surfaced in national conferences and daily conversations: Deaf members and interpreters convene to raise awareness of the effects of power.   In doing so, they draw back from full power, sharing it instead: thereby contribute to closing the disconnect that exists between some interpreters and Deaf members.  Any conflicts or coalitions that come up have the potential to shape popular opinion and forever change interpreters’ future business.

Transactional Leadership

Dave Coyne

Transactional leadership emphasizes an exchange between those involved to satisfy solely independent objectives.  The interpreting field, which has boomed into a million dollar industry in a short period of time, has too many individuals who facilitate communication with an “in and out” or “I do this and you give me that” approach.  Transactional leaders’ foci lie in satisfying agreed-upon objectives, regardless of what interlocutors need out from the encounter.  They do not seek mutual support or understanding (in other words, ‘I am here to interpret this information to the best of my abilities for compensation, but not to discuss anyone’s overall well-being because that is outside my professional boundaries’).

This type of ‘service’ carries consequences (e.g., Deaf and hearing individuals are groomed to merely accept interpreters’ practices ‘as is’ to ensure future opportunities take place).  Simply put, when approached as mere contractual obligations, these practices (known or unknown) obligate participants to comply with requests through a transactional leadership exchange process.  This “I interpret, and then I get compensated” approach does not further meaningful dialogue or deepen relationships.  The reality of this mindset between interpreters and Deaf individuals has been shown to foster the negative effects on Deaf individuals, described as ‘ripples’ of disempowerment by Trudy Suggs (2012) in “Deaf Disempowerment and Today’s Interpreter.”  Transactional-based encounters can potentially cause negative effects which indeed transcend interpreting spaces.  These ripples that remain after interpreters leave, can potentially bring about more pernicious forms of oppression (even if unintentional) than overt discrimination or retaliation.

Transformational Leadership

Transformational leadership is predominantly displayed inside rather than outside educational spheres. However, some studies (Burns, 1978) have confirmed that even outside educational spheres, transformational leadership can positively affect one’s ability to create environments incorporating individual participants’ and groups’ desired needs, values, and goals while engaging them. Transformational leadership has been applied most often during crises:  “…in those conditions, a leader can seize the opportunity to identify the deficiencies of the status quo, and promote a future state that will appeal to followers” (In Antonakis & House, 2002, p. 13).  Interpreters, as potential transformational leaders working closely alongside with Deaf members, put forth issues that can directly enhance the quality of lives.  In incorporating these transformational leadership skill sets, interpreters alter spaces to achieve participants’ ends.

Leadership inspires the individuals involved to collaborate in attaining a higher quality of life.  Transformational leadership rests on the idea that leaders are guided at all times by participants.  The emphasis placed is on participants’ beliefs, needs, and values.  Because interpreters manage interpreting spaces, they are central to communication exchanges.  It is vital for interpreters to approach situations with sensitivity because Deaf members are already in the minority. Practices of transformational interpreters include checking in with the participants more often, inquiring about the next steps to take, and ensuring (the best they can) no further disempowerment occurs.

Bass and Riggio (2006) noted that transformational leaders typically display four characteristics:  individual considerations, intellectual stimulation, inspirational motivation, and idealized influence. These traits once learned, promote participants’ visions and goals, bolster intellectual stimulation, hone professional practices and values, promote high performance expectations, and lead to their increased decision-making. In sum, integrating transformational leadership into the field, interpreters take leadership to heart, shifting the emphasis in environments (established by a history of both social and political factors) on Deaf members, away from interpreters.

Next Steps Toward Change

Understanding how interpreters can work effectively with the Deaf community begins by investigating how they currently analyze situations and how they believe they behave as professionals.  Interpreters must initiate potentially uncomfortable conversations with stakeholders in order to learn as much as possible about the Deaf community.  This information can lend insights into needed changes in both the field, and interpreters’ approaches, and create a common purpose for professional work.  Exchanges that merely result in transactional-based encounters can be modified to be more transformational in nature.  This crossover between approaches can be achieved through education, dialogue and discussions, all in which involve shared motives and values that are brought to the table to garner purposeful change.   

By learning and implementing transformational leadership traits into our work, we as individuals in the field, can devise purposeful actions to address many current concerns about some interpreters.  Actions from transformational leaders that spur trust, collaboration, and accountability are needed now more than ever to confront current issues.  The individuals who work with interpreters should be at the forefront of any decisions made: it is to be hoped that what results from these purposeful collaborations will contribute to change for the common good.

My ambition has always been to consider a holistic approach to mend real gaps, often unintentional ones, between the interpreting and Deaf communities. I propose, wholeheartedly and assuredly, that interpreters’ practices and approaches to their work be investigated using grassroots and bottom-up methods that progresses beyond the current status quo.

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References

1. Antonakis, J., & House, R. J. (2002). An analysis of the full-range leadership          theory: The way forward. In B., Avolio, & F., Yammarino (Eds.),    Transformational and charismatic leadership:  (pp. 3–33). Amsterdam: JAI Press.
2. Burns, J. M. (1978). Leadership.New York: Harper & Row
3. Bass. B.M. & Riggio. R.E. (2006). Transformational Leadership, Mahwah, NJ: Lawrence Erlbaum. NJ.

Of course, the phrase “sign language interpreters” appeared often, and of course Deaf interpreters are included in that population. Still, I thought, I have read several articles since StreetLeverage began and I couldn’t help but feel like they were written with hearing sign language interpreters in mind. (For the purposes of this post, when I say “hearing” interpreters, I am also referring to coda interpreters; I am using the label to refer to auditory status, not cultural identity.)

I contacted Brandon, asking if this observation was accurate, and he invited me to write about it. (Let that be a lesson to anyone else thinking about piping up—you may have to follow through on your thoughts!)

Are Deaf Interpreters Invisible?

What does it mean that I hadn’t even noticed the absence of posts about Deaf interpreters for a year and a half? Does it send a message, unintentional but unmistakable, that I do not think about Deaf interpreters often; that they are invisible; that they are unimportant to the field?

I am reminded of an observation that was shared with me recently about another instance of the absence of Deaf interpreters. In my area, there is a group of freelancers who run a website for direct contracting of sign language interpreting services. I do not work through this site, but I know many of the interpreters who do. I like many of them, I respect many of them, I have sought many of them out to team with me. When people ask how to find an interpreter, I include this website among my list of referrals. In short, this network of freelancers is by no means new or unfamiliar to me. Yet, I never noticed that there are no Deaf interpreters on their site. What does it say to my Deaf colleagues that I never even noticed—that their presence is not missed?

The Organizational Level: Overt Messages

Upon looking through online resources, Deaf Interpreters are an unmistakable and long-standing part of the profession. Certifications have been offered to Deaf interpreters for as long as they have been offered to hearing interpreters. According to RID’s CDI bulletin, the Reverse Skills Certificate has been awarded since 1972- the same year that certification began for hearing interpreters- and was primarily awarded to Deaf Interpreters. Twenty years later, development of the Certified Deaf Interpreter (CDI) exam began as result of a 1989 vote that “a generalist Certificate of Relay Interpreting be established for Deaf persons.”[i]

During the National Consortium of Interpreter Education Centers’ 2005-2010 grant cycle, they “delineated the unique competencies required of Deaf Interpreters in a document titled Toward Effective Practice: Competencies of the Deaf Interpreter (available at www.DIInstitute.org).” In the current grant cycle from 2010-2015, the Northeastern University center (NURIEC) is piloting a curriculum for Deaf interpreter education called Road to Deaf Interpreting. A total of 34 interpreters from two cohorts have already graduated from the program, and the 2012-2014 session is currently underway.[ii]

In 2007, RID assembled a taskforce to revisit the application criteria for taking the CDI exam. In the same year, NCIEC conducted a survey of Deaf interpreters and got 196 responses- a number that surpasses the estimated 162 Deaf interpreters listed in RID.org.[iii] Assuming the number of certified Deaf interpreters is accurate, then Deaf interpreters represent 2% of the 9,846 people listed as certified on RID.org.

On StreetLeverage, when you search the phrase “deaf interpreter” you get 5 results out of the 67 total posts, for a rate of 7%.[iv] Not bad. At the organizational level, then, there seems to be a proportionate level of attention paid to and recognition of Deaf interpreters. What happens at the individual level?

The Individual Level: Covert Messages

Using myself as an example (for better and for worse), I have worked alongside Deaf interpreters in various capacities: in a platform setting as a hearing team, in situations where Deaf interpreters are working with DeafBlind consumers, sometimes from my interpretation and sometimes not, and in situations that involve Deaf consumers with intellectual disabilities. When I began my career, I worked with a deaf independent living center and the deaf counselors often served as de facto Deaf interpreters. I can think of many enriching experiences working with and watching Deaf interpreters at work.

Jennifer Kaika

At the same time, I have been guilty of not asking if Deaf interpreters have been assigned to a job that I’m on, even when I have reason to believe they would be. I don’t always think to share prep materials with Deaf interpreters until the day of an assignment- often not until we’ve all arrived. When I’ve been in touch with hearing teams to prepare for assignment, I don’t always include Deaf interpreters (again, usually because I haven’t asked if they were assigned.) What messages are sent when I consistently forget about my Deaf counterparts? Is there a reason I seem to consistently forget?

Is Frustration the Impetus?

There have been times where I have been frustrated by experiences working with a Deaf team—perhaps because they were new, perhaps because they had a different view of how to approach interpreting or teaming, perhaps because they usually work with DeafBlind consumers but I expect them to excel when working with consumers with different linguistic needs. Is this the reason I forget? If it is, does that mean that I hold Deaf interpreters to a double standard? After all, I have had similar experiences with hearing interpreters.

The range of experience and professionalism I have seen among DIs and CDIs parallels that of hearing interpreters: some are new, some have years of experience, some are certified, some are not, some have specializations, some are generalists, some aim to work at the national and international level, others aim to practice only in their local communities.

Should this range or these less-than-ideal experiences deter us from working together? Or can they become opportunities for us to talk openly about what wasn’t working?  Can they serve as opportunities for us all to be more specific about what skills we possess and what skills we are asking for when making a request to work with a Deaf interpreter?

Group Dynamics: Unintended Messages

Four years into my interpreting career, and only months after becoming a full-time freelancer, I had taken a staff position at Gallaudet University. Not long after coming aboard, discussions surfaced about speaking versus signing around the office and on campus. I had grown up on this campus. As a coda, I was accustomed to talking in front of my deaf relatives—whether to hearing friends or on the phone. All throughout my childhood and into my college years, I knew very few hearing people who could sign; thus, I spoke to hearing people and signed with Deaf people. All of this to say that the issue of hearing people speaking to each other when Deaf people were around was foreign to me. I was in need of an explanation.

Deaf people talked about feeling shut out—that choosing to speak when you could sign was exclusionary. Some hearing people said it was their right to use their first language. Deaf and hearing people talked about incidental learning—the ability to “overhear” a conversation and learn from it in the way you might pick up on the fact that people are talking about a bad storm approaching or some tidbit of news. This was pretty convincing, but still I wondered would it really be that big of a deal if I just talked with a hearing person and started signing when a deaf person came around? Then they could see what we’re saying and join the conversation if they wanted. When someone said that they wouldn’t even join the conversation if I weren’t already signing, I finally got it.

Nobody wants to disrupt their environment, you don’t want things to change just because you’ve walked into a room; you just want to be able to feel like you belong- no matter where you go.

Apply this same thinking to local and national RID conferences. Do we create spaces in the informal areas that send the message that Deaf interpreters belong there? On the organizational level, I would say yes. At the 2011 conference, I believe each Board member signed when they presented on stage. But as I recall, the hallways and social areas presented a different story.

The estimated 162 certified Deaf interpreters mentioned earlier represent 31 states.[v] In the directory on the Deaf Interpreter Institute, there are 35 interpreters listed representing 22 states. Between the two groups, 33 states are represented. If we truly believe that Deaf interpreters are a part of our profession—a long-standing and lasting part, present since the inception of RID, another way to connect to the Deaf community and maintain Deaf-heart, then wouldn’t our actions be aligned with our messages?

Addressing the Fundamental Question

Does the presence of DIs remove our status in the room as the ‘experts’ on sign language and interpretation in a way that is different than working with another hearing interpreter? Does it challenge a hearing interpreter’s ability to be “in control” of the environment? Does it raise questions about the quality of our work? Does all of this (and thus, the presence of a Deaf interpreter) make some of us nervous?

Have you grappled with some of these same questions? Do some of these experiences mirror your own?

I think these are some of the things that Nigel Howard addressed in his StreetLeverage -  Live 2012 | Columbia, MD presentation, Deaf Interpreters: The State of Inclusion, in November of 2012, bringing up “the perception that ASL-English interpreters have that requesting to work with a deaf interpreter is an indication of an “inferior skill-set” and the “need to broaden the view of how and why deaf interpreters are used in order to improve their inclusion and contribution to the field.”[vi] I did not go to the presentation, but would appreciate contributions from those who did.

Beginning a Dialogue

I am sharing my own experiences openly in the interest of having an open discussion. Perhaps, though, I am alone in my experiences and the majority of our profession has good working relationships with Deaf interpreters. If this were the majority opinion, not only would I be relieved, I would be prouder of my profession (if not a little embarrassed for admitting my own ignorance.)

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Early Discovery

In the 1990’s there were many efforts to address this concern.  New England states held a series of Ally Conferences that focused on the Deaf view of interpreters and their behaviors.  This resulted in many discussions and workshops to clarify the meaning of an interpreter-as-ally. There was–and still is—debate about the fine line between ethical practices and ally responses.  Today, it is considered acceptable and even desirable to provide information to hearing and Deaf consumers regarding accommodations, cultural differences, and resources. The emergence of Deaf Interpreters in our profession has contributed  to the dissemination of information about accessibility and Deaf people, and has helped to educate the Deaf Community about their own power.

Deaf Activists & Social Dynamics

In the 21^st century we looked to models from minority groups that view societal privilege and oppression to explain and understand the relationship between interpreters and the Deaf Community. Deaf activists are helping the community of interpreters and Deaf people to understand the social dynamics that create marginalization, audism, and racial/ethnic prejudices.

These robust and healthy discussions about privilege are paving the way for a change in the way we think about minority communities and cultures that goes beyond the medical and pathological view of Deaf people.

Internalization of Deaf Heart

But what about ‘Deaf heart’?  In my travels and conversations with many interpreters, codas, and members of the Deaf Community it has become clearer that we still are not adequately capturing the qualities and behaviors of Deaf-heart interpreters. It is not about laws, services, ethics (at least from majority/privilege perspective), or training.  It is something that can’t be taught. It is difficult to explain, yet palpably absent.

The internalization of a Deaf heart must come from the interpreter’s own sense of justice and morality.  

A number of contributors to StreetLeverage have expressed this quality in different ways.

Dennis Cokely, in his article, Sign Language Interpreters: Complicit in a Devil’s Bargain?, provides a historical context that demonstrates the shift from earlier times when having ‘Deaf heart’ was intrinsic for interpreters to the indicators that this has significantly diminished. He explains:

How do we justify learning their language and profiting from it without giving back? In becoming a “profession” have we simply become parasites?”

and

What are we willing to do as individuals to become reconnected with Deaf people? Are we willing to adjust our work choices to accommodate the rhythm of Deaf people’s lives?”

Trudy Suggs illustrates this clearly in, A Deaf Perspective: Cultural Respect in Sign Language Interpreting

This type of knowledge (schools for the deaf) is an important element of Deaf culture for many people. Not recognizing its importance, or dismissing it when someone shares this information speaks volumes to cultural (il) literacy.

A participant from that group suddenly said with an incredulous look, “I don’t understand why you’re so upset that video interpreters don’t know city names? That’s really ridiculous. It’s such a small thing.” I was momentarily caught off-guard by her flippant response. I quickly clarified that I wasn’t upset, saying, “Quite the contrary. It’s just one of those things that Deaf people have to live with. It does become cumbersome if you have to make several calls a day and each video interpreter you encounter doesn’t know a city sign or town where a deaf school is.”

In Sign Language Interpreters: Stepping Out of the Shadow of Invisibility, Anna Witter-Merithew asks us to examine the human side of the interpreter.

“Do we think of ourselves as bystanders—present from a distance, and therefore, not involved?  Have we internalized the neutrality we are to bring to our task as non-involvement and disinterest [versus objectivity and emotional maturity]?  

What do we believe about ourselves, our work and our contribution to the good of the Deaf society? As we explore the answer to this and other hard questions, we must consider the implications of our history of behaving as if invisible and its potential contribution to the diffusion of responsibility.”

Overcoming Inertia

Part of having a Deaf heart is caring enough about the well being of Deaf people and their communities to put them above ego, pride, and unwillingness to fight for what is right.  For example, I have interpreted in Juvenile Court many times and have come across several instances when parents/guardians should have the services of Deaf interpreters.  It is obvious at the first meeting that the consumers have limited education, cognitive deficits, idiosyncratic language, or some combination of these. I inform their attorneys of this and find out that this case has been ongoing (sometimes up to three years) and the attorneys had no idea about this. Often these lawyers and social service personnel indicate that they “felt that something was not right” about their interactions with clients.  Numerous interpreters have been working on these cases. They are deemed qualified to work in court; they are certified; all have had some degree of legal training. Why didn’t they recognize this? Intervene? Advocate for Deaf Interpreters?

Absence of Context

Betty Colonomos

My professional experiences are replete with markers of the lack of  “Deaf heart.” I have heard English interpretations of texts where Deaf people are proudly sharing their generational Deafness (e.g. fifth generation Deaf) conveyed as a matter-of-fact piece of information about having deaf children in each generation.  The critical meaning of Deaf “royalty” is absent, leaving the possibility that the non-deaf audience might see this as a genetic flaw or “problem.”

In workshops I see many interpreters–student and experienced alike—who do not recognize ASL discourse that is representing a community’s point of view. For example, Deaf people often convey narrative that on the surface seems to be about them (an “I” Deaf text) when in fact the message is about the “We” Deaf story. The consequence is that the Deaf person appears to be discussing an isolated event, when the issue is really about a community with shared experiences. Which do you think has a greater impact on the audience?  Being around Deaf people often allows interpreters to know how to distinguish “I” from “We” Deaf texts.

Interpreters who have no interactions with Deaf people outside of work miss much of the collective history and current burning issues that show up in interpreted interactions and collegial discussions. How can interpreters who hide behind their interpretation of the Code of Professional Conduct–instead of taking responsibility to intervene–employ strategies that are culturally appropriate to solve problems?

Accountability is the Beginning

Interpreters who demonstrate the qualities of Deaf heart are those who reflect on how their choices and decisions affect the Deaf Community; they question their practices that seem to be oppressive or damaging to the lives of Deaf people; they own their mistakes and share them with others. Most importantly, they seek input and advice from Deaf people and are not afraid to be uncomfortable with Deaf people’s responses and viewpoint.

A number of authors on Street Leverage have also shared what it is to have a Deaf heart. In Aaron Brace’s piece, The Duality of the Sign Language Interpreter, he digs deep and exposes some of the demons we face.

“…my customers are not well served by a quasi-messianic philosophy that valorizes my role far above theirs. It’s also simply inaccurate; customers often communicate effectively despite my excellent service rather than because of it.”

 “I’m not sure I’ll ever fully understand my duality as both ally and enemy in the lives of Deaf people without some measure of guilt. Like many members of privileged groups, I hope to learn the right way to behave toward an oppressed group—once— and never again have to feel unsure of myself or guilty about my privilege. 

When I demonstrate a fuller understanding of both what I give and what I take, it is returned by Deaf people, not with a sneering pleasure at my knowing my place, but with greater trust, friendship, and welcome.”

Gina Oliva, in her challenge to us in, Sign Language Interpreters in Mainstream Classrooms: Heartbroken and Gagged, boldly brings forth the role played by sign language interpreters in mainstream education and the significant impact this has on future generations of Deaf people. We have remained silent for too long about our part in harming deaf children and their potential for successful lives. We have allowed interpreters to present themselves as adequate language models and carriers of negative views of Deaf people. We have done little to admit to this injustice and have put our needs for employment above the lives of innocent children.

There are things we can do to correct this major injustice in our field. Anna Witter-Merithew in, Sign Language Interpreters: Breaking Down Silos Through Reflective Practice, emphasizes the need for us to look inside and seek guidance from our consumers:

“ It is important to find opportunities to talk with Deaf consumers about our work as sign language interpreters and to ask them to help us consider the implications of role implementation for their experiences.”

And in Deaf Disempowerment and Today’s Interpreter by Trudy Suggs, we see a Deaf view on how we can move forward.

“…remember that if a deaf person expresses frustration at disempowerment, it doesn’t necessarily mean she or he is angry, divisive or separatist. Rather, take a look at the situation, and figure out how, if at all, you or other interpreters might have contributed to the situation. “

Important Enough to Act?

The only question that remains is whether or not the practitioners in our field care enough about this to want to do something about it.  Do we need to bring these discussions to the forefront of our public professional discourse?  Should we insist that our programs for training interpreters address this issue and involve Deaf people much more in educating future interpreters?  When will we uphold the integrity of our profession by supporting novices and by renouncing those who cast a pall over us?

When will we appreciate the valuable insights of codas to help us nurture the Deaf heart in us? Why do we vigorously debate whether a permanent seat on RID’s Board for an IDP (interpreter with Deaf Parents) is necessary when we know how much it will enhance the Deaf heart perspective in the organization?   When will we acknowledge that Deaf Studies courses and programs are helpful in understanding, but they do not replace the need for feeling the stories?

We have a wonderful opportunity before us. Deaf people and codas are more aware of their own Deaf hearts and they are willing to talk about it and to help others recognize their own unconscious anti-Deaf heart actions. Why aren’t we eagerly seeking their input and guidance?  Why aren’t we thankful for how they enrich us?

It is hard to walk in another’s shoes, but our work depends on the ability to see the world through the lenses of our consumers and clients. Without this, how can we become the noble profession we envision?

There is always room for a Deaf Heart…you are invited.

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Highlights

“The other thing that has impressed me is our ancestry of volunteers and staff who have built a strong organization with core programs that include, certification, ethical practices system, continuing education, and advocacy.”

“…it seems there is a perception that RID isn’t attending to the members and isn’t interested. That is simply not true. We are listening and want the best for the membership.”

“Over many years, we have built a strong certification program that is reliable and valid. You asked how we restore confidence in this program? In my view the larger issue is that more people need to understand what is occurring within the certification program…”

“In the past, it was Codas and Deaf Community members that were the ones who develop practices within in the field. Is that still occurring today? If not, what are we doing to ensure we are focused on the relationship and partnership interpreters have with the Deaf Community and how to strengthen that?”

“Interpreters are important to me and to my connection to the world. We need to ensure the profession is valued.”

“Licensure will recognize interpreters as professionals. I will be sitting down with the new Director of Public Policy and Advocacy to discuss how to ensure that interpreters continue to be recognized as professionals.”

“I would ask that group back in 1964, do you believe that RID’s purpose is solely to serve the Deaf or to facilitate language between the Deaf world and the Hearing world? It would be my hope that this would help them make a determination to adjust the name to be more reflective of the organization.”

Shane Feldman

Shane H. Feldman, M.A., CAE

Shane Feldman serves as Executive Director of RID. Previously, he worked as COO of the NAD. Feldman has a distinguished history of civic advocacy for accessibility rights especially those related to closed-captioning, although he serves the community in several other areas including his work with VRS and the FCC, the Maryland Office of the Deaf and Hard of Hearing and Maryland School for the Deaf.

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