Bio

Abayomi Animashaun is an immigrant from Nigeria. He has an MFA from the University of Nevada, Las Vegas and a PhD from the University of Kansas. His poems have appeared in Poetry Ireland Review, Diode, TriQuarterly, The Cortland Review, African American Review, The Adirondack Review, Ruminate Magazine, Versedaily, and other journals.

A winner of the Hudson Prize and a recipient of a grant from the International Center for Writing and Translation, Animashaun is the author of three poetry collections (Seahorses, Sailing for Ithaca, and The Giving of Pears), the editor of two anthologies (Far Villages: Welcome Essays for New and Beginner Poets and Others Will Enter the Gates: Immigrant Poets on Poetry, Influences and Writing in America) and co-editor of Walking the Tightrope: Poetry and Prose by LGBTQ Writers from Africa.

Abayomi Animashaun is an Assistant Professor at the University of Wisconsin Oshkosh, a poetry editor at The Comstock Review, and the Anthologies Editor at Black Lawrence Press, where he also serves on the Editorial Board of the Black Lawrence Immigrant Writing Series.

Abstract

Translators work within and between cultures and languages. Like Hermes, translators are emissaries and bearers of news, who work on the threshold of meaning. They remind us that despite borders and boundaries, geopolitics, and geographies, within each uttered expression is desire, within each language is need. Thus, more than peddlers of direct equivalences, translators are messengers who work in the subtle in-between spaces where linguistic considerations intersect with rhythm, wisdom, and song. This keynote address will touch on the importance of translation in the age of deep political divisions along with the challenges of transporting texts beyond borders and across cultures with the translator’s faith that what is newly articulated is a true approximation of the source text and its spiritual equivalent.

Abstract

Indigenous stereotypes thrive in literature and films, posing significant harm particularly on Native youth. To grasp the centrality of the issue, the presentation will focus on the impact of settler colonialism; key historical events and terms; and discuss its cultural manifestations within our society. Learn how to use the “Assessment Tool for Identifying Indigenous Stereotypes & Creating Accurate & Authentic Indigenous Representation in Literature,” using popular examples. The carefully crafted tool was created by the speakers and will be made available to all attendees to use in their practice to assist in interpreting and identifying distorted cultural representations of Indigeneity.

Bio

Felicity Ratway (she/they), MA, CMI, is an experienced healthcare interpreter, researcher, and instructor. After completing a Master’s degree in Interpreting and Translation Studies at Wake Forest University, Felicity began interpreting in Oregon in 2015. She holds certifications through OHA and NBCMI. As a PhD candidate at Oregon State University (OSU), she researches access to interpreters in the health care settings in Oregon. As a graduate research assistant, Felicity designed and currently teaches the OSU Spanish-English Health Care Interpreter Training Program. She also serves as Director of Educational Programs at the Oregon Health Care Interpreters Association, overseeing its training and continuing education courses. In addition to her work roles, Felicity holds elected positions as rural interpreter representative on the bargaining team in Oregon Interpreters in Action, a statewide healthcare interpreters’ union of which she is a founding member, and as Chair of the Advocacy and Legislative Committee on the Oregon Council on Health Care Interpreters. Since 2018, she has worked on state policies related to language access as well as several state bills focused on access to healthcare interpreters and improving working conditions for interpreters.

Abstract

Language justice is defined as “an evolving framework based on the notion of respecting every individual’s fundamental language rights—to be able to communicate, understand, and be understood in the language in which they prefer and feel most articulate and powerful. Rejecting the notion of the supremacy of one language, it recognizes that language can be a tool of oppression, and as well as an important part of exercising autonomy and of advancing racial and social justice.” (Payton et al., 2020) Interpreters are integral to language justice in the health care setting, and many state and federal laws protect patients' right to a competent interpreter, trained in interpreting skills and ethics with demonstrated language proficiency and interpreting skills. However, access to competent interpreters in this setting remains inconsistent. What factors determine whether an interpreter will be available to patients? What strategies could be used to ensure that interpreters are available when they are needed? Are certain groups more vulnerable than others to lack of access to interpreting services? I will present preliminary findings from my dissertation research and invite participants to share their own insights.

Bio

Cèlia Llaberia Vilalta is a learning disabilities teacher/consultant and has been an educator in the public-school setting for over 20 years.

Originally from Spain, she spent her formative years in a bilingual household, seamlessly using two languages. She attended Universitat de Lleida, and her undergraduate studies focused on linguistics, concentrating on teaching English as a foreign language. She has taught adult and K-12 Spanish and English. Cèlia has an MA in Diversity and Inclusion and a certificate of advanced graduate studies in learning disabilities from Rowan University, NJ. She also holds certificates in DEI, Inclusive Pedagogy, and Inclusive Campus from Rowan University. She is a member of the New Jersey Association of Learning Consultants (ALC), and the Council for Exceptional Children’s Culturally and Linguistically Diverse Exceptional Learners, and Learning Disabilities divisions. She has been a member of NAETISL since 2021, has developed curriculum, and taught courses for NAETISL since 2022.

Abstract

There are special concerns that interpreters should keep in mind when collaborating with educators and families of students with learning disabilities. Interpreter preparation is key in every school meeting, but especially when a meeting involves multiple parties, a combination of educational and medical terminology, an array of abbreviations related to special services, and specific terminology related to learning and communication. Participants will leave with an understanding of definitions and characteristics of learning disabilities and tools to expand on terminology.

Bio

Nancy Karacand, MSW, has over 45 years of mental health experience treating children, adolescents and adults. Her earliest work was with adolescents in detention facilities and treatment programs. Since then, she has provided mental health assessment and treatment in a wide variety of settings, including; an inpatient psychiatric unit, a domestic violence/sexual assault program for victims, community mental health centers, employee assistance programs, family court settings, a Job Corps facility, as well as in her private psychotherapy practice. She received a B.S. Degree in Psychology from the University of Massachusetts at Amherst in 1976, and a Master’s in Social Work degree from the State University of New York at Albany in 1982.

Nancy has been trained in a variety of modalities, including traditional talk therapies as well as non-verbal techniques such as art therapy, energy psychology, Eye Movement Desensitization and Reprocessing (EMD&R), Ericksonian Hypnotherapy and Healing Touch. In June 2010, she attended a 10-day training in Circle of Security, an attachment-based parenting program and co-facilitated a 20-week group for Family Drug Court participants in Clatsop County under the supervision of one of the originators of the model. This model has significantly informed the work she does with clients in her practice. After more than 25 years as a licensed clinical social worker, she retired her social work license with the state of Oregon at the end of September 2022, but continues to offer counseling/healing as an unlicensed professional. She sees clients in her home office as well as offering virtual sessions.

Bio

Jionghao Liu is a doctoral student specializing in Translation Studies at Binghamton University. Proficient in Chinese, Japanese, and English, her current research centers on Japanese literary adaptations of Chinese pre-modern fiction. Her translation portfolio primarily encompasses rendering Japanese works into Chinese, including the titles: 印象派名画为何如此有趣 (Why are Impressionist Paintings So Interesting), 设计这件事 (School of Design), 名画中的希腊神话 (Greek Mythology in Famous Paintings), and 浮世绘大师笔下的英雄豪杰 (Heroes Depicted by Masters of Ukiyo-e), among others. Presently, she is actively involved in a Chinese-Japanese translation project for 翻译论集 (Collected Papers on Translation in China). Liu has also contributed to the compilation of Vocabulary Books and Exam Questions Analysis for the CATTI (China Accreditation Test for Translators and Interpreters) in the Chinese-Japanese language pair.

Abstract

As a posteriori trilingual person, I've often felt divided ("fissures") by the complexities of different languages and the cultural backgrounds they represent. At times, I find myself stuck ("cracks") between different cultural perspectives, each pulling me in conflicting directions. Through "sewing," I endeavor to facilitate transcultural and translingual communication while stitching together a unified sense of self and a comprehensive worldview. In my presentation, I will share insights gained from my experiences: 1. Language Learning and Teaching: Exploring how Chinese and English speakers approach Japanese language and culture differently, highlighting nuances and challenges. 2. Studying Abroad: Addressing culture shock and sharing personal strategies for overcoming it while studying abroad. 3. Translation and Interpreting: Discussing the complexities involved in translating and interpreting sensitive political topics between English-Chinese and Japanese-Chinese language pairs. 4. Academic Journey: Sharing my research journey in the field of Translation Studies, specifically focusing on Japanese translations of Chinese literature conducted in English. My journey reflects the struggle of maintaining unity amidst linguistic and cultural diversity. By sharing my experiences, I hope to offer solace and insight to others facing similar challenges.

Bio

Gustavo R. Negrete received his training at California State University in Fullerton, and completed their Extended Education Program in Court Interpreting English-Spanish, Spanish-English; totaling 144 hours of interpreter education. In 2014, he achieved certification through the National Board of Certification for Medical Interpreters (CMI) and is also a Certified HIPAA Privacy Expert (CHPE). Mr. Negrete is currently an Interpreter/Translator at Riverside University Health System (RUHS), Coordinator and Lead Instructor for TransInterpreting's Healthcare Interpreter Program, and an OPI and VRI for the Healthcare Interpreting Network (HCIN). He is also the President and CEO of an interpreting and training company and was Director of Compliance for a technology and nurse registry.

Abstract

As interpreters, what are we really taught about consent? Not much! Especially as it is not part of the usual curriculum nor a knowledge requirement for certification. Some healthcare interpreters know of consent and others, through work experience, gain basic knowledge of what to expect when a provider is attempting to ensure informed consent or, as may be the case for court interpreters, when an attorney is questioning if informed consent was indeed obtained. It is the intention of this presentation to expand the attendees knowledge on the subject of consent. Why? Because the better we understand consent, the more we realize that there is more than meets the eye.

Bio

Gabriela Siebach, Conference Interpreting Services Manager at Cesco Linguistic Services, has accumulated more than 15 years of professional experience as a linguist, interpreter, translator, trainer, coach, and mentor. She has spearheaded the development of multiple training and assessment programs throughout her career. Gabriela holds a graduate degree in Spanish translation and interpretation from the world-renowned Middlebury Institute of International Studies at Monterey. A Board member of the National Council on Interpreting in Health Care (2019-2021), she currently leads various Council initiatives as Chair of the Policy, Education & Research Committee. Gabriela also Co-chairs the Interpreting and Translation in Education Workgroup Job Task Analysis Committee.

Interpreting and translation in education offers more diversity than many other interpreting and translation sectors, making educational settings a true crossroads of knowledge and skills. Translators and interpreters working in education are constantly at the intersection between legal, healthcare, education, and even conference interpreting. Despite the obvious similarities, the educational setting is unique, requiring more specialized knowledge and skills than those applied in other sectors like legal or medical. This realization keeps spurring local and national efforts to professionalize educational interpreting and develop resources to address its unique aspects.

Abstract

In this session, we will explore the various areas of overlap between legal/court/medical/social services/conference and educational interpreting and translation. We will engage in an extensive discussion on the specific challenges that arise in educational settings. Additionally, we will brainstorm strategies to facilitate more effective communication in these environments.

Bio

Amanda Wheeler-Kay (she/her), interpreter, teacher, lifelong learner. I am a white woman from Oregon who learned to speak Spanish as an adult. I have been a community and health care interpreter in the Portland area since 2007. I previously worked as a bilingual social worker, and that experience informs my work as an interpreter and teacher. I prefer to create and teach classes in collaboration with other language equity advocates. I grew up in the Portland area, and my heart also lives in two other communities I once called home: Washington DC, USA Buena Vista, San Pedro Perulapán, Cuscatlán, El Salvador. I love to travel with friends and family and play noncompetitive soccer. I do my best to “make good trouble, necessary trouble” following the call to action of the late Civil Rights leader and Georgia Congressman John Lewis. I share a home with my stepson and two cats.

Abstract

Specific training for sight translation is not usually included in core trainings for interpreters, and yet language professionals are often expected to sight translate ANY written document that is provided to them in the context of the interpreting session. If you would like some guidance on how and when to do sight translation, come join us! Using NCHCI’s “Sight Translations and Written Translation: Guidelines for Healthcare Interpreters,” this presentation will introduce you to tools for assessing any given sight translation request and determining if it is appropriate for you to sight translate that document.

Su Layung Presentation Rescheduled: Date TBD.

Panel discussion

Professionalism and Professional Boundaries for Interpreters Working in Contexts of Ongoing Crisis and Violence

with moderator Scott McClain

Abstract

War zones, border crossings and asylum hearings, gang conflicts, domestic violence cases, ER: Translators and interpreters encounter the impact of violence every day and in many different forms. This panel will explore considerations for translators and interpreters to keep in mind when working with clients who have experienced—or are experiencing—violence, as well as taking a closer look at how vicarious trauma, compassion fatigue, and burnout can impact our lives as language professionals.

with moderator Allison deFreese

Abstract

This project grew from a conversation with Kim Stafford during the 2021 OSTI conference, “Words = A Pathway to Peace.” Since then, we have sent Kim’s poem for peace around the world by translating the former Oregon Poet Laureate’s “A Proclamation for Peace” into diverse languages. There is much in this world we cannot change, but this was something we could, using the tools we had at hand: our words and our knowledge of many languages. In this presentation, translators will discuss the process of translating “A Proclamation for Peace” and read their translations of into Arabic, Japanese, Punjabi, Thai, and other languages.

Bio

Elizabeth (Beth) Stanton is a certified gastroenterology nurse with a BSN from Elmhurst College in Elmhurst, IL. She is currently working at UCSD in the department of gastroenterology in a sub-specialty of manometry. Beth has been a nurse for 29 years, and performing esophageal manometry for 10 years, and anal manometry for 4 years. She enjoys teaching patients, and it is extremely important to her that the patient understands all aspects of the procedure to be performed.

Abstract

This presentation will describe the procedure that the patient will experience to test the motility in the GI tract. The test is performed on the esophagus or the anal canal. It involves the patient being fully awake for the procedure and being an active participant.

Bio

Rebecca Chamaa completed her studies in Narrative Medicine at Columbia University in 2023. She is a facilitator of Narrative Medicine at Northwest Narrative Medicine Collaborative. She runs a weekly narrative medicine group for healthcare providers and writers. She has four years of experience as a practitioner of Wild Writing with Laurie Wagner. She is a public speaker, workshop facilitator, writing instructor and freelance writer.

Abstract

This workshop would combine two practices - Narrative Medicine (the facilitator has training in this practice from Columbia University and Northwest Narrative Medicine Collaborative) and Wild Writing, which Laurie Wagner teaches, and the presenter has practiced for four years. These are generative and creative exercises that can help translators and interpreters with precision, recall, observation, and accuracy. We will do two sight-readings of a short text that fits the conference theme and discussion about what participants notice – the use of repetition, musicality, the length of stanzas, line breaks, etc. The facilitator will then provide a writing prompt based on the recall exercise. There will be time for participants to share their experiences with the group.

Bio

Romina Espinosa (Lima, Peru) is a translator and interpreter passionate about language access. She holds degrees from UC San Diego and the University of Oviedo in Spain. She currently works as an in-house Spanish medical interpreter for UC San Diego Health. Espinosa’s eclectic portfolio includes: publishing pieces in San Diego Poetry Annual, terp.app, ATS Scholar, and The Linguist; speaking at conferences; translations for non- profits and literary authors; simultaneous interpretations for international conferences; event/conference organizing; and serving as treasurer of the Oregon Society of Translators and Interpreters and a member of OSTI’s board of directors.

Abstract

Have you ever wondered what a transplant education session entails? Have you ever interpreted for lung, heart, kidney, liver, bone marrow or any other type of transplant sessions? Do you know the importance of anti-rejection medicines? In this informative presentation, the speaker will provide an overview of skills, strategies, and key vocabulary interpreters will need when interpreting for a variety of transplant education sessions. Education sessions occur before, during, and after a transplant. A transplant is a life-changing event that requires constant education for the patient, family, and caregivers. They must understand the intricacies of a transplant and ways to live a fulfilling post-transplant life. In this workshop, participants will acquire new knowledge and insight directly from experienced medical interpreters. Be prepared and ready for any transplant education session. All interpreters are welcomed to join this workshop.

Bio

Carola F. Berger is an ATA-certified German to English and English to German patent translator with a PhD in physics and a master’s degree in engineering physics. After being defrauded by an impersonator at the beginning of her career, she did some in-depth research on online fraud, which led to several presentations for ATA and other translators associations. Carola has also authored numerous articles on scams in publications such as The ATA Chronicle and Translorial, the journal of the Northern California Translators Association.

Abstract

Scams are ubiquitous in online commerce, especially when transacted entirely online. Thus the language sector is particularly vulnerable to fraudulent schemes. Even knowledgeable professionals can fall victim to scammers. However, the risks can be minimized. We begin with an overview over various scams targeting translators and interpreters, followed by specific real-life examples. We will discuss concrete actions to protect against these fraudulent schemes. A list of resources complements these action items. This presentation is an update of the presenter’s existing ATA webinar on scams with the latest versions of these scams and a few brand-new ones that you may not yet be familiar with.

Bio

Devin Lukachik is a Certified Healthcare Interpreter, intern of speech-language pathology, active in Life Participation Approach to Aphasia (LPAA) aphasia advocate. He is and aphasia advocate and author of several books on bilingualism in communication sciences and disorders. 

Abstract

Aphasia is an acquired neurogenic disorder of language that affects over 2 million people in the United States alone. The loss of language abilities directly impacts how the healthcare team, including interpreters, should communicate with individuals with aphasia. In this presentation, one will learn about several types of aphasia, how they impact communication, and best practices for interacting with individuals as a healthcare interpreter.

Bio

Jeff Fortner received his Doctor of Pharmacy degree from Oregon State University in 2004, then worked in and managed a community pharmacy until transitioning in early 2008 to a full-time faculty position with Pacific University's School of Pharmacy. He teaches a variety of topics such as calculations, pharmacy skills, immunizations, and compounding labs, to help prepare students for their practice experiences in the field. In addition to teaching, Jeff maintains a clinical practice site at an independent compounding and community pharmacy to assist in training students, sustain his interest in compounding, retain his community pharmacy roots, and remain current with the profession.

Abstract
This session will review, and encourage audience input on, medical idioms and potential cultural influences affecting medication related communications, such as prescription counseling. We will also review common misconceptions about medications, discuss common classes of drugs and their counseling points, along with names used in the other countries. Lastly, we will shift gears out of traditional pharmacy to briefly review poisons, with an emphasis on migrant farm workers and the chemicals and pesticides to which they may be exposed.

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