Block 3 CEUs: 0.125 (Professional Studies)

Lindsey Snyder: “Sparking Shakespeare: The Arts as a Creative Tool for Educating Interpreters”
Sandy McLennon: “Why We Need CDI/Deaf Interpreters During Disasters Such as Wildfires, Earthquakes, and Floods”
Naomi Caselli & Wyatte C. Hall: “Language Deprivation: Are Interpreters Complicit?”

The Spark Inspiration Talks are short-form talks, each lasting 20 minutes.  They are a way for a presenter to quickly share research, a viewpoint, or a frame of thinking.

We encourage the audience to seek out the presenters after the presentation to continue the conversation.  There is no Q&A time allocated for these talks.

Lindsey Snyder headshotPresenter: Lindsey Snyder
Topic: Sparking Shakespeare: The Arts as a Creative Tool for Educating Interpreters

Let’s eliminate Shakes-Fear! By using Shakespeare as a tool for improving language facility, prosody, and voicing we open up a whole new path to continuing education. How can Shakespeare, literature and the creative and performing arts be used as tools for supporting the education of interpreters?

Sandy McLennon headshotPresenter: Sandy McLennon
Topic: Why We Need CDI/Deaf Interpreters During Disasters Such as Wildfires, Earthquakes, and Floods

Northern California where I live was devastated by wildfires in October of 2017. In my home town, over 5,000 homes were destroyed by the inferno. Shifting winds and dry terrain made it difficult to predict the paths of the fires. Local first responders held multiple press conferences daily to notify residents of evacuations and the projected path of the fires. With a wealth of experience interpreting, but no experience in the public eye, I was recruited (reluctantly) to ensure that the interpreting team conveyed the vital information in a linguistically and culturally accessible way. The response from the local Deaf community was an affirmation of the importance of ensuring Deaf interpreters take the lead during a disaster.

Naomi Caselli headshotPresenter: Naomi Caselli
Topic: Language Deprivation: Are Interpreters Complicit?

The biggest issue facing Deaf Education is that the majority of deaf children experience risk of inconsistent and incomplete language exposure and not learning any language at all in extreme cases. This is now increasingly described as language deprivation. Interpreters are often called to work with deaf children, and can often be one of the only accessible language models a deaf child might have in their educational setting. We will discuss the current research about language deprivation, and explore how standard practice among interpreters relates to language deprivation.

July 9 – 16:00 pm
4:00 pm — 5:15 pm

Lindsey Snyder, Naomi Caselli, Sandy McLennon