From Ad-Hoc to Best Practices in Healthcare Interpreting July 16-17, 2009 Waterfront Plaza Hotel, Jack London Square Oakland, California

Healthy House Within a MATCH Coalition in Merced

40-hour training Caring bilingual individual + Caring bilingual + 40-hour training program

Language Proficiency and Literacy “literacy means more than being able to read and write; it is the ability to use these skills in socially appropriate situations, within appropriate registers, and is acquired in the social situations in which the individual uses language. A fully literate person can therefore use appropriate language forms across a full range of registers.” Chevalier, J. (2004).

Skill Areas for Healthcare Interpreter Education and Development Linguistics Cognitive Processing Interpersonal Professional Setting Specific Socio-cultural m Health Care Interpreter Education Model (Angelelli, C. 2002)

TCE Interpreter Readiness Test (Angelelli, et. al. 2002) Empirically-driven test based on research in oral language proficiency and testing, the testing of heritage speakers, the identification of interpreting skills, and the communicative tasks involved in medical interpreting.

Visible Process of Interpreting Protocols Pre-session Intervening First Person Positioning Modes “How to” interpret Ability to: anticipate actively listen analyze messages extract meaning formulate responses use different registers paraphrase re-express a message Most 40-hour curricula and community college certificate programs University Programs Interpreting Pedagogy

Changes in Training Language proficiency assessment in English and target language Tailored to language level of participants Tailored to job classifications/specific setting Delivered primarily in non-English language

Developing Interpreting Competencies Introduction to Connecting Worlds Training for Healthcare Interpreters 48-hour curriculum

Linguistic Competence Communicative Competence Socio-cultural Competence Interactional Competence Discourse Competence Strategic Competence Pragmatic Competence Cognitive Processing Setting Specific Competence

“New” Training Modules Develop Active Listening Skills Extract Meaning Expand Memory Capacity Develop Paraphrasing Ability Analyze Oral and Written Messages (Text analysis) Develop Anticipation Skills Switch among Registers and Dialects Practice bilingual colloquial and standard medical terminology

Considerations for Curricula Focus on building language and cognitive skills each day of training Tailor trainings for participants by language and language level Offer skill training opportunities (CHIA Chapters, Staff In-services, Conferences) Support more networking and education opportunities for interpreter trainers

Advanced to Superior Bilingual Language Proficiency Cognitive, Interactional, and Linguistic skills Standardized Interpreting Protocols Compliance with the Law Certification Testing Research Education

~Marcel Proust “The real voyage of discovery consists not in seeking new lands, but in seeing with new eyes.”

Contact Information Tatiana Vizca í no-Stewart. M.A. Training Director Healthy House 1729 Canal St. Merced, CA (209)