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Category Archives: New book

Tom Holcomb Lectures at San Francisco Main Library Sunday October 14, 1:30pm

Join Tom Holcomb on Sunday, October 14th at the Main Branch of The San Francisco Public Library. He will be sharing his experiences preparing his latest book project, Deaf Eyes on Interpreting   The discussion will include some of the issues that were covered in the book about ways the interpreting experience could be improved for both Deaf people and interpreters and is sure to be a lively event. See flyer below for details.Screen Shot 2018-10-12 at 4.03.30 PM

Going Beyond Trust: Protecting My Integrity as a Deaf Academic — From Deaf Eyes on Interpreting

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DEOnIbookpageThis is the twelfth weekly installment featuring highlights from the 20 chapters in the new book, Deaf Eyes on Interpreting, edited by Thomas K. Holcomb and David H. Smith which was released in June by Gallaudet University Press.

In this chapter, Thomas K. Holcomb makes a case for a stronger and closer relationship between Deaf Academics and the interpreters who perform ASL to Spoken English interpreting work for them.  His point is that “just trusting” that an interpreter will do a excellent job is not enough. In a similar fashion to trusting a mechanic to work on your car or a dentist to work on your teeth, consumers need some kind of verification that the job is being done well.

In the case of interpreters, it is difficult for the Deaf academic to verify the quality of interpreters’ performance without direct observation. Holcomb shares his experience of having a transliterator work in his classroom to provide him with direct signed translation of the interpreters’ ASL to Spoken English interpretation of his lectures. He insists that such solutions need to be pursued in order to promote genuine trust among Deaf Academics in the work the interpreters do on their behalf.

 

Through the Eyes of Deaf Academics: Interpreting in the Context of Higher Education — From Deaf Eyes on Interpreting

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DEOnIbookpageThis is the tenth installment featuring highlights from the 20 chapters in the new book, Deaf Eyes on Interpreting, edited by Thomas K. Holcomb and David H. Smith, which was recently released by Gallaudet University Press.

Shifting the focus from the experiences of Deaf college students to Deaf professors, co-authors Dave Smith and Paul Ogden provide a close look at the expectations college faculty members have for their interpreters in order for them to successfully navigate the academic environment.

In this video clip, Dave Smith mentions several requirements for interpreting for Deaf professors in this environment where the focus is on supporting Deaf faculty members. Interpreters must possess an understanding of the wider context of higher education, including the specifics of the tenure and promotion process, the importance of collegiality, the critical need for appropriate register in voice interpretations, a feeling of trust between the professor and interpreter and even the vital role of the interpreter in picking up and relaying incidental information and office politics.

 

Higher Education: Higher Expectations and More Complex Roles for Interpreters — From Deaf Eyes on Interpreting

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This is the ninth weekly installment featuring highlights from the 20 chapters in the new book, Deaf Eyes on Interpreting, edited by Thomas K. Holcomb and David H. Smith, which is scheduled to be released in June by Gallaudet University Press.

As an attorney, Tawny Holmes shares her perspective on legal issues related to access for Deaf college students in her chapter, “Higher Education: Higher Expectations and More Complex Roles for Interpreters.” Her goal is to empower future Deaf college students to thoroughly understand their legal rights so that they may receive appropriate services to support their education.

She discusses ways that students can self-advocate regarding the interpreters they will use to access their education. For example, she comments that even though it is nice to have a “certified” interpreter, it is better to have one who is well-versed in the major area of study. She recounts her own experience in law school, where the interpreters were not familiar with the legal terminology used in her classes. So she had to spend extra time preparing the interpreters in terms of vocabulary and sign choice.

 

Harnessing Social Media as a Tool of Empowerment and Change — in Deaf Eyes on Interpreting

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DEOnIbookpageThis is the eighth weekly installment featuring highlights from the 20 chapters in the new book, Deaf Eyes on Interpreting, edited by Thomas K. Holcomb and David H. Smith, which is scheduled to be released in June by Gallaudet University Press.

As Leala Holcomb discusses in the clip above, although information sharing has always been an important feature of Deaf Culture, it is no longer restricted to in-person discussions at Deaf clubs or schools. The emergence of social media has created an important source of support and information that can counteract widespread negative messages and encourage shared strategies for overcoming discriminatory barriers.

As the only doctoral student in a university setting, Holcomb gives the example of a common discriminatory practice, the dreaded two-week advance notice requirement that prevents Deaf students from participating in impromptu meetings arranged by their professors. This advance notice requirement is illegal as this two-week advance notice requirement for such meetings is not expected of any other students on campus. Leala also challenges interpreters to be more aware of unconscious oppressive behavior on their part and the policies imposed by the Disabled Student offices and urges them to learn directly from Deaf people’s experiences by following them on social media.

 

Whose Reputation is at Stake? — From Deaf Eyes on Interpreting

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DEOnIbookpageThis is the seventh weekly installment featuring highlights from the 20 chapters in the new book, Deaf Eyes on Interpreting, edited by Thomas K. Holcomb and David H. Smith, which is scheduled to be released in June by Gallaudet University Press. This chapter, “Whose Reputation is at Stake?” was co-written by Tara Holcomb and Aracelia Aguilar.

As  Tara Holcomb describes in the video clip, this chapter stems from experiences that the two women had while attending a large professional training with participants from all over the country. Holcomb and Aguilar experienced frustration while trying to participate fully in this conference when they realized that they and the local interpreters hired to work with them had very different ideas about what constituted appropriate behavior. They explain the steps they took to take back the control of the situation so that they could present themselves as capable Deaf professionals that they are.

 

 

 

 

 

ASL Head Movements: Critical Features in Interpretation — From Deaf Eyes on Interpreting

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DEOnIbookpageThis is the sixth weekly installment featuring highlights from the 20 chapters in the new book, Deaf Eyes on Interpreting, edited by Thomas K. Holcomb and David H. Smith which is scheduled to be released in June by Gallaudet University Press. This chapter, “ASL Head Movements: Critical Features in Interpretation,” was co- written by Keith Cagle, Sharon Lott, and Phyllis Wilcox.

Can a simple nod or shake of the head contribute to misunderstanding of interpreted messages? Yes! As Sharon Lott explains in the video clip above, head movements are an essential prosodic feature of ASL, but ASL curricula typically do not devote much attention to their study.  The authors contend that interpreters need to understand the different roles and functions of head movements in ASL in order to do their work effectively. Otherwise, Deaf people will continue to be confused by their interpreted messages.