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Modern Language Association (MLA) is a professional organization that collects language

enrollment data every four years (Goldberg, Looney & Lustin, 2015). The organization focuses
on languages such as French, German, Chinese, Spanish, American Sign Language (ASL), and
many more. Those languages listed above are used in credit courses in colleges, community
colleges, and universities only in the United States (U.S.). This organization studies, through
MLA, show that ASL is now the third most common language used in U.S. That is great news.

However, there are deleterious effects on deaf groups. Many hearing students graduate from
college with poor ASL skills and low confidence levels and acquire more interpreting jobs than
qualified, confident interpreters (Tamasi & Antieau, 2015). For example, interpreters on TV
have a false sense of skill at their job. They tend to feel a bit more apprehensive, but still accept
jobs, even though that confidence level determines how successful they are. For another
example, black clients in the courts have interpreters of ‘other than races’. This is the important
issue of having more Black interpreters work with Black clients.

My goal is to have hearing and deaf interpreters collaborate with one another, in order to
accomplish objectives and create a sense of support with others. In class, they will learn two of
many different methods (Principled Eclecticism):

Task-Based Language Teaching (Brown & Lee, 2015):

As a group, interpreters will have the opportunity to practice authentic languages by role-
playing. For example, an off-stage, hearing interpreter will feed information to the deaf
interpreter on-stage, while another deaf interpreter sits with the off-stage interpreter and offers
support. The goal here is the outcome results - students practice towards the end result for
conferences, meetings and many more.

Theme-Based Instruction (Brown & Lee, 2015):

Current contemporary topics in modern society can be integrated into core subject instruction.
Using themes allows interpreters to work together, discuss a variety of popular topics, and make
real connections between their prior and new knowledge.

These teaching methods are important because it is important for interprets to interact and
support each other, understand consumer needs, cultural identities, and backgrounds. It is
important to break down the barriers in order to unify as a collective whole.

References
Brown, H. D., & Lee, H. (2015). Teaching by principles: an interactive approach to language
pedagogy. New York, NY: Pearson Education.

Goldberg, D., Looney, D. & Lusin, N. (2015). Enrollments in languages other than English in the
United States institutions of higher education. New York, NY: Modern Language Association.
Retrieved from
https://www.mla.org/content/download/31180/1452509/EMB_enrllmnts_nonEngl_2013.pdf

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd
ed.). Cambridge, UK: Cambridge

Tamasi, S, & Antieau, L. (2015). Language and linguistic diversity in the US: an introduction.
New York, NY: Routledge.