Community Interpreter Training Project for Refugee Languages
Pima Community College, Tucson, Arizona, June 2001 – June 2003
Lead Instructor and Training-of-Trainers

The objective of this 60-hour course was to train a network of community interpreters to serve Tucson’s growing refugee community. This course not only trained community interpreters, but also was intended to be self-perpetuating by identifying potential trainers among the students and in turn, training them to be future instructors.

The Community Interpreter Training Program was funded by a grant from the Arizona Department of Economic Security. It was modeled on the community interpreter training course developed by the University of Minnesota in which plenary sessions are presented in English to a multilingual class, and lab work is done in language groups led by facilitators. Languages included Spanish, French, Arabic, Somali, Bosnian/Serbian/Croatian, Russian, and Farsi.

The course covered:

• Overview of interpreting and definition of terms.
• Role of the interpreter: professional vs. ad hoc interpreter, use of first person.
• Role of culture: self-awareness, cultural conflicts, and culture-brokering.
• Processes and skills: listening and memory skills, and sight translations.
• Preparation and protocol: triadic interviews, pre- and post-sessions, introducing oneself as an interpreter.
• Code of Ethics and ethical decision making
• Process management: self-monitoring techniques, managing the flow of the session, asking for clarification and repetition.
• Interpreting settings: medical, mental health, and legal
• Professional development

The unique feature of this course was its breakdown into language groups for the second two-hour session. Classes were

• Focused on role playing scenarios where students acted as interpreters, providers, and clients.
• A forum to practice interpreting skills, such as use of first person, managing the flow, asking for clarification and repetition, memory skills, practicing vocabulary and gaining experience with various settings.

There were two major assessments: mid-term and final. The final exam consisted of a written test, as well as successfully interpreting a scenario as interpreter in a health care or social service scenario. Students who successfully completed the program received Certificates of Completion.

Asylum Program of Southern Arizona Course

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