Online Learning: Self-Paced Modules

CALI has developed a Program of Study that incorporates online learning modules, face-to-face instruction, and practical experience placements, followed by supervised induction and communities of practice. Self-paced versions of the online modules are now available to the public for independent learning!

The self-paced online learning modules are delivered through our virtual classroom space. Access to these modules is free. We recommend that you progress through them in order, because the content builds upon the previous module(s).

Learn more about available modules below. CEUs are available for each module. For anyone interested in creating a Community of Practice and earning additional CEUs through independent study, a Curriculum Guide for each module is provided.

When you are ready, you can get started by clicking here:

Available Modules


Module 1

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An Introduction to Atypical Language: Contributing Factors
1.0 RID CEU – Content Area: Professional Studies; Knowledge Level: Some
(Additional CEUs available for participation in a Community of Practice; see Curriculum Guide for details.)

This first module introduces participants to a range of characteristics of atypical language among deaf and hearing populations, beginning with an examination of the impact of educational laws, policies, and systems on deaf children and the relationship of language deprivation to the development of atypical language in deaf adults. Next, participants will explore diverse chemical, neurological, and psychiatric diagnoses, and their influence on atypical language use among deaf and hearing individuals, with an emphasis on recognizing differences in the manifestation of atypical language among deaf adults. Finally, the Module introduces “Systems Thinking” and why this is important for interpreters.


Module 2

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Atypical Language Among Diverse Populations
1.0 RID PPO CEU – Content Area: Professional Studies; Knowledge Level: Some
(Additional CEUs available for participation in a Community of Practice; see Curriculum Guide for details.)

This second module shifts the focus from examining causes and patterns of atypical language among deaf Americans to considering the factors of identity and intersectionality for individuals who were born and/or raised in other countries and cultures, and/or who are part of diverse deaf communities within American society. Diverse backgrounds, cultural beliefs, and norms, as well as the lack of access to education, healthcare, and a visual language, can all contribute to atypical language patterns unique to the consumer’s life circumstances. Social attitudes, influenced by implicit biases and/or privilege, can create additional challenges for deaf people with complex identities and/or who are foreign born. This is particularly true when individuals encounter unfamiliar systems and social norms. Participants will analyze conscious and unconscious attitudes, which can lead to cultural conflicts and barriers to the interpreting process. Additionally, participants will consider the implications of privilege on the consumer-interpreter relationship. Finally, this module explores strategies for establishing a positive rapport with, and for increasing the likelihood of effectively interpreting for, members of these diverse populations.


Module 3

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Interpreting Strategies for Individuals with Atypical Language
1.2 RID CEUs – Content Area: Professional Studies; Knowledge Level: Some
(Additional CEUs available for participation in a Community of Practice; see Curriculum Guide for details.)

In this third module, participants begin to apply prior learning from Modules 1 and 2 toward practical application strategies for effectively interpreting with diverse atypical language users. With a key focus on the collaborative nature of the interpreting team, participants will apply strategies to evaluate the effectiveness of the team process, assess consumer language needs, evaluate whether effective communication has been established, and select tools to assist with effective communication within a variety of contexts. Finally, participants will be encouraged to apply critical thinking and creativity when problem-solving through challenges that may arise when striving to meet the needs of diverse individuals with atypical language.


Module 4

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Decision Points: Working with Diverse Consumers Exhibiting Atypical Language
1.0 RID CEU – Content Area: Professional Studies; Knowledge Level: Some
(Additional CEUs available for participation in a Community of Practice; see Curriculum Guide for details.)

The fourth, and final, module focuses on examining the role of decision-making in working with diverse consumers exhibiting atypical language. There are identifiable decision points that occur throughout the interpreting process and become even more critical when working with consumer populations who are more vulnerable as a result of linguistic, educational, and social deprivation. The module is comprised of four units, each focusing on a specific aspect of decision-making as it relates to consumers exhibiting atypical language. Throughout the module, various strategies that can be employed in articulating decision-making, and its implications for interpreting and/or linguistic access, will be introduced and discussed.


Continuing Education Units (CEUs):

Northeastern University is an approved RID CMP and ACET sponsor, and participation in CALI’s self-paced modules can qualify you for RID CEUs. Please note that CALI processes CEUs quarterly. We submit information to RID at the end of March, June, September, and December.