2013 Conference Program

Thursday, March 21, 6:00PM-10:00PM

6:00-6:30 Registration
6:30-8:30 Interpreter Credentialing: A Discussion Forum with Dennis Cokely
8:30-10:00 Participants are welcome to stay on site for continued networking or enjoy an evening out in Boston

In addition to national certification for interpreters, many states have their own forms of credentialing for interpreters (e.g. licensure, screening, Quality Assurance Testing, BEI). Some of these are seen as terminal credentials while others are seen as a step before national certification. It is important to note that federal laws regarding interpreters refer to “qualified interpreters” but do not use credentials as a means of determining who is a qualified interpreter. Join us for a discussion about requirements to work in the different states in our region as well as a discussion about the general principles of how an interpreter might be deemed qualified.

Friday, March 22, 8:30AM-5:00PM

Conference Presenters: Jovita Douglas-Ngatha, Becky Hobgood, Kathy MacMillan, Reanne Petrullo, Anna Proper, Dee Tucker, Lisa Weems, and Joanne Westerman.

8:30am-9:00am light breakfast


Peer Collaboration, Productive Dialogue and Professional Development: A Panel Discussion

Collaboration for structured and effective professional development is a growing trend for interpreters transitioning from academic programs to professional practice. Mentoring programs are becoming the vehicle by which collaborative learning and guided development can occur. CIRS Interpreting in Baltimore, a program of the Hearing and Speech Agency, has such a program. In this workshop, both Mentors and Interns from the CIRS program will:

  • Briefly outline the CIRS Program
  • Introduce the concept of communities of learning, peer collaboration
  • for professional development and reflective practice into the discussion of transitioning interpreters.

  • Share experiences, strategies and tools for collaboration/rules of engagement
  • Identify opportunities for teaching and learning exchanges such as:
  1. Self-assessment, peer assessment and analysis
  2. Empowerment
  3. Communication
  4. Challenges to the process

This workshop is designed, through a mixture of presentation, demonstration, dialogue, question and answer segments and activities to raise awareness of this newly trending process. Participants will:

  • Participate in discussion and activities
  • Reflect on their experience and discuss how collaboration and reflective practice may influence the development toward independent practice
  • Identify resources for development
  • Discuss perspectives on peer interactions
  • Discuss the “language” of peer and group dialogues
  • Discuss how the language of peer and group dialogues affects development

Noon-1:30pm Lunch. Optional working lunch sessions include your choice of the following:

Creating Culturally Diverse Learning Communities
Christopher S. Robinson and Irma Kahle

People come in all colors, shapes and sizes. How can interpreters quickly adapt to the multicultural players in the room? Attend this engaging and playful session and leave with a literal handful of tools/toys that will serve as aides to engage in professional dialogue that fosters multi-cultural agility.

Interpreting for Deaf children in the educational setting
Monique Dubois, Kristina Miranda, Kayla Schwartz, and Noelle Spinale

Interpreting for Deaf-Blind Consumers in a Deaf and hearing team
Joe McEachin and Alberto Sifuentes

Performance and Theatrical Interpreting
Sabrina Dennison and Jessica Doonan

From Shakespeare to design meetings to concerts and rehearsals; ever wonder what those jobs look like for an interpreter? Just like in the medical, legal, or educational interpreting settings, theater and performing arts interpreting comes with its own set of language, group dynamics, and exciting challenges. Attend this lunchtime discussion and chat with a Deaf actress and a performing arts interpreter about the different ways interpreting is used in the arts and see if this is perhaps something you would be interested in!


To Do, or Not to Do: Perspectives on Team Interpreting

According to Webster’s Dictionary, teaming is defined as “a number of persons associated to complete a task with the idea of achieving a common goal”. The relationship between teammates is the foundation. For Interpreters, teaming involves two independently functioning entities, forming a relationship that fosters functioning as one solitary entity, drawing on the combined strengths of both interpreters in the team to produce a successful target language interpretation.

Through a mixture of presentation, dialogue and activities, experienced and novice interpreters will:

  • Analyze (can use a different word) a definition of “teaming” that is relevant to interpreter teams
  • Present models and approaches for teaming
  • Discuss their unique perspectives on and experiences with team interpreting considered valuable in teaming situations
  • Discuss how interpreters transform from two independently functioning entities to function as one solitary team
  • Discuss the dynamics between teams of novice interpreters and teams of novice and experienced interpreters, such as:
  1. Relationship and trust building
  2. Shared experiences
  3. Work strategies
  4. Identifying and navigating strengths and weaknesses, both individually
    At the end of the session, participants will:
  • Define teaming
  • Apply models and approaches to teaming situations
  • Develop strategies for building relationships and trust
  • Demonstrate work strategies


This network connects interpreting students and recent graduates across the region for the purpose of social and professional support and networking. Students connect via Facebook group as well as in person at an annual conference.

If you are an interpreting student or are three or less years post graduation from an interpreting program, consider joining the Facebook group to connect with your peers. The group on Facebook is called “Student & Novice Interpreter Network”.

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  • Contact

    Regional Interpreter Education Center
    American Sign Language Program
    405 Meserve Hall
    Northeastern University
    Boston, MA 02115
    617-373-8262 voice
    857.366.4195 VP and voice
    617-373-3065 fax

    Northeastern University Regional Interpreter Education Center