Growth & Mastery Journal
Through the practice of the first competency, I have developed a solid understanding of the theories and knowledge required to be an effective practitioner. My time in the program has provided a strong foundation that will support me as I continue to grow in the profession. I have engaged with theories such as the Demand-Control Schema, Role-Space Theory, and Systems Thinking, as well as models of interpretation, including the Cokely, Gish, and Colonomos models.
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Applying these theories and models—and strengthening my ability to interpret and integrate them into my work—has noticeably enhanced my practice throughout the program. I look forward to continuing to refine both my understanding and application of these frameworks through deliberate practice.
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This domain also emphasizes the importance of interpreters continually expanding their knowledge, not only of the subject matter they interpret but also of the cultural nuances and historical contexts that shape the communities they serve. As a future practitioner, I am committed to being a lifelong learner. I will actively seek opportunities to deepen my knowledge so I can draw on those experiences to provide more effective, culturally responsive practice.
For my Domain #1 Comprehensive Essay, please click below.
Competency 1.1
Demonstrate world knowledge through discussion of current and historical events in regional, national, and international contexts and by describing systems that support society (e.g., governmental, educational, religious, social, and judicial).
To demonstrate my understanding and current skill level of this competency, I will cluster it with another related competency in world knowledge. To find my work demonstrative of this competency and the other competency it is clustered with, 1.7, please click below.
Demonstrate knowledge of linguistics and cross-cultural and interpretation theories by discussing the implications of each of the work interpreters in various contexts ( e.g., approaches to the process and analysis of task).
Competency 1.2
Competency 1.3
Apply linguistics and cross-cultural and interpretation theories by analyzing a wide range of consecutive and simultaneous interpreting samples in a manner that reflects synthesis of the theoretical frameworks as they apply to the interpretations.
Compare and contrast linguistic characteristics in a variety of signed language interpretations.
Competency 1.4
Competency 1.5
Identify and discuss personal and professional demands that occur during interpreting and identify strategies leading to an effective interpretation (e.g., strategies to prevent injuries, reduce stress, ensure personal safety, use of team interpreting).
Competency 1.6
Discuss professional and ethical decision-making in a manner consistent with theoretical models and standard professional practice.
To demonstrate my understanding and current skill level of this competency, I will cluster it with other related competencies to ethical decision-making. To find my work demonstrative of this competency and the other competencies it is clustered with (2.2, 2.6, & 5.4), please click below.
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Competency 1.7
Compare and contrast majority and minority cultures in American society (e.g., social norms, values, identity markers, humor, art forms, language use, oppression).
To demonstrate my understanding and current skill level of this competency, I will cluster it with another related competency in world knowledge. To find my work demonstrative of this competency and the other competency it is clustered with, 1.1, please click below.
Competency 1.8
Identify and discuss the major historical eras, events, and figures in people, and the resulting implications for interpreting (e.g., audism, Deaf President Now, Clerc, Milan).
The artifact below demonstrates Competency 1.8 by highlighting twelve major events that have shaped the Deaf community and the field of interpreting. Spanning from the establishment of formal Deaf education in the United States in 1817 to the founding of the National Association of Interpreters in Education in 2016, these events are intended to provide an overview of significant historical developments rather than an exhaustive account.
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Timeline References: (Connelly, 2023; Thrive Together, 2021; UNC ASLEI, n.d.).
As an interpreter, I will work within a community that has both a rich and vibrant culture and a complex history that continues to have lasting impacts on its members today. Alongside moments of cultural celebration in which Deaf Gain has been prevalent, the Deaf community has also experienced systemic oppression. These historical experiences have shaped Deaf language and culture, and in order to serve as effective cultural mediators and allies, interpreters must understand where the community has been and how that history has influenced not only Deaf culture but American culture as a whole. This knowledge directly informs interpreting decisions, such as recognizing when concepts require further expansion to ensure full access.
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In addition, interpreting remains a relatively young profession. As practitioners, it is important to understand the history of the field in order to recognize collective progress and continue moving forward with intention. Creating this timeline underscores the importance of interpreters remaining connected to both significant events within the Deaf community and developments within the profession itself. Maintaining this knowledge is part of responsible, informed professional practice. I look forward to remaining a well-informed practitioner by prioritizing active and engaged membership in the profession and community.
Competency 1.9
Demonstrate critical analysis of current literature in the interpreting discipline by writing a research paper.
The artifact below is a research paper completed in Fall 2025 that examines ethical acceptance of assignments among novice American Sign Language–English interpreters. This paper demonstrates my ability to meet Competency 1.9 by engaging with a topic of current relevance to the interpreting field and synthesizing scholarly literature to develop practice-oriented recommendations that address ethical decision-making among new practitioners.
I chose this topic because, as I transition from the program into professional practice, I am keenly aware of the gap many novice practitioners face and the ethical responsibility to enter the field thoughtfully. Through researching the topic and gaining a better understanding, I now feel more prepared to thoroughly consider my own abilities and whether they are truly appropriate for a setting before I agree to work in it.
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At its core, this competency emphasizes an interpreter’s responsibility to remain connected to current professional research through critical analysis. In this artifact, I analyzed and synthesized literature on ethical decision-making among novice interpreters in the field to better understand a topic widely explored and discussed among practitioners. Although there are somewhat limited avenues for writing research papers once I am in the field as a practitioner, I demonstrate this competency by transferring the skills I used to write this paper into my actual practice.
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While I am still developing confidence in my professional judgment, I apply this competency in my current practice by intentionally considering multiple perspectives when faced with an ethical uncertainty, rather than clinging to a single rule or perspective. I also use frameworks prevalent in the field, such as the Demand-Control Schema, to assess demands and risks when determining whether I am a good fit for an assignment at my current skill level. These skills extend beyond academic writing and directly inform my interpreting practice, allowing me to make more intentional, evidence-informed decisions. I plan to continue growing my skills in this competency by committing to staying up to date on new literature and engaging in conversations with other practitioners about how the findings affect best practices in the field. I subscribe to and regularly read RID VIEWS, the Journal of Interpretation, and other interpreting-related scholarly publications, and will continue to as it allows me to remain current in the field. Ongoing engagement with research allows practitioners to contribute to the field’s growth while improving the quality and ethical integrity of services provided to consumers.
References
Connelly, K. (2023, October 15). Historical timeline of the interpreting profession [Interactive timeline]. Genially.
Thrive Together. (2021, March 3). Deaf History [Blog post]. https://www.thrivetogethertoday.org/post/deaf-history
University of Northern Colorado ASLEI. (n.d.) Deaf history/cultural events list [PDF]. University of Northern Colorado Canvas.
Note: AI was used to check grammar and clarity, but the ideas and writing on this page are my own.