Annette Miner, Ann Pattenaude, Liz Donovan, Anita Nelson, Teresa Edwards, Clint Behunin, Teddi vonPingel, Holly Nelson, Samond Bishara, Carolyn Ball
VRS Interpreting Institute
Situating the learning of interpreting students in the context of real world experience provides exposure to authentic decision-making opportunities that are more realistic than educators can typically arrange in the classroom. Through the practice of mock interpreting scenarios that are realistic, yet safe, low-risk experiences, students can grapple with decisions, make mistakes, try again, and discuss their experiences with the Deaf and hearing individuals for whom they interpreted, getting the consumers’ perspectives and preparing them for their future work as interpreters. Grounded in research in the adult learning field, this paper introduces educators to the theory of experiential and situated learning and then extends theory to practice. Logistics, such as collaboration with the Deaf community for recruitment of actors, scenario development, scheduling and facilitation of mock interpreting experiences for an entire class will be discussed. Scenarios developed by workshop participants are included.
Keywords: mock interpreting, sign language, interpreter training, situated learning, experiential learning, real-world experience, authentic experience, decision-making
 Correspondence to: Annette Miner, email@example.com
2016 Biennial Conference – Out of the Gate, Towards the Triple Crown: Research, Learn, & Collaborate