Role Play Instructions

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Role-­‐play	
  instructions	
  

	
  
Preparing	
  for	
  the	
  role	
  play:	
  
	
  
Let	
  the	
  class	
  know	
  what	
  the	
  topics	
  are	
  for	
  the	
  role-­‐plays	
  (asthma	
  and	
  acid	
  reflux).	
  
Then	
  let	
  them	
  research	
  the	
  topics	
  on	
  the	
  Internet,	
  and	
  come	
  back	
  to	
  discuss	
  what	
  
they	
  learned.	
  	
  It	
  is	
  useful	
  to	
  have	
  them	
  discuss	
  these	
  topics	
  in	
  English,	
  and	
  then	
  to	
  
discuss	
  them	
  in	
  ASL,	
  so	
  they	
  have	
  vocabulary	
  ready	
  for	
  the	
  actual	
  role-­‐play.	
  
	
  
Students	
  will	
  practice	
  interpreting	
  in	
  a	
  medical	
  setting	
  using	
  these	
  role-­‐plays.	
  Divide	
  
students	
  into	
  groups	
  of	
  5	
  or	
  6.	
  	
  One	
  of	
  them	
  will	
  play	
  the	
  Deaf	
  patient;	
  one	
  will	
  be	
  
the	
  doctor;	
  and	
  one	
  will	
  interpret.	
  The	
  others	
  will	
  observe,	
  keep	
  time,	
  and	
  be	
  
prepared	
  to	
  offer	
  feedback	
  after	
  the	
  role-­‐play.	
  
	
  
Separate	
  out	
  the	
  instructions	
  for	
  each	
  participant,	
  so	
  that	
  the	
  “patient”	
  only	
  gets	
  the	
  
instructions	
  on	
  the	
  “patient”	
  card,	
  the	
  “doctor”	
  only	
  sees	
  the	
  “doctor”	
  card	
  and	
  the	
  
“interpreter”	
  sees	
  the	
  “interpreter”	
  card.	
  	
  	
  You	
  may	
  want	
  to	
  allow	
  the	
  patient	
  and	
  
interpreter	
  to	
  have	
  a	
  brief	
  meeting	
  prior	
  to	
  the	
  appointment,	
  similar	
  to	
  the	
  kind	
  of	
  
conversation	
  that	
  might	
  take	
  place	
  in	
  a	
  waiting	
  room.	
  
	
  
Students	
  should	
  be	
  instructed	
  to	
  try	
  to	
  make	
  this	
  as	
  realistic	
  as	
  possible.	
  	
  (For	
  
example,	
  the	
  doctor	
  doesn’t	
  need	
  to	
  create	
  more	
  challenges	
  for	
  the	
  interpreter	
  by	
  	
  
addressing	
  her	
  directly	
  with	
  questions	
  such	
  as	
  “how	
  long	
  did	
  it	
  take	
  you	
  to	
  learn	
  
sign	
  language?”,	
  etc.)	
  
	
  
The	
  student	
  playing	
  the	
  doctor	
  should	
  avert	
  their	
  gaze	
  when	
  the	
  patient	
  is	
  signing,	
  
so	
  they	
  are	
  actually	
  using	
  the	
  interpretation.	
  	
  The	
  “patient”	
  could	
  use	
  earplugs,	
  to	
  
not	
  hear	
  what	
  the	
  doctor	
  is	
  saying.	
  
	
  
The	
  role-­‐play	
  should	
  continue	
  for	
  between	
  12	
  –	
  15	
  minutes.	
  	
  	
  At	
  the	
  end,	
  one	
  of	
  the	
  
observers	
  leads	
  the	
  feedback	
  discussion.	
  First,	
  ask	
  the	
  doctor	
  and	
  patient	
  if	
  they	
  got	
  
the	
  answers	
  to	
  the	
  questions	
  they	
  asked,	
  and	
  if	
  they	
  felt	
  that	
  the	
  interaction	
  seemed	
  
to	
  flow.	
  	
  	
  Then,	
  ask	
  the	
  interpreter	
  first	
  about	
  her	
  own	
  reactions	
  and	
  thoughts.	
  	
  Then	
  
let	
  the	
  other	
  observers	
  comment	
  on	
  what	
  they	
  noticed,	
  and	
  wondered	
  about.	
  	
  The	
  
feedback	
  should	
  take	
  no	
  more	
  than	
  10	
  minutes.	
  	
  Then	
  participants	
  can	
  change	
  roles,	
  
and	
  do	
  a	
  second	
  role-­‐play.	
  
	
  
	
  
	
  

Copyright	
  ©	
  2014-­‐2016	
  by	
  the	
  National	
  Consortium	
  of	
  Interpreter	
  Education	
  Centers	
  (NCIEC).	
  

	
  

	
  
	
  
Variations:	
  
	
  
If	
  you	
  have	
  access	
  to	
  beginning	
  sign	
  language	
  students,	
  or	
  less	
  experienced	
  students,	
  
they	
  could	
  role-­‐play	
  the	
  doctor’s	
  part.	
  	
  Another	
  possibility	
  would	
  be	
  to	
  enlist	
  the	
  
help	
  of	
  nursing	
  students,	
  or	
  other	
  healthcare	
  technicians	
  who	
  are	
  students	
  in	
  the	
  
same	
  institution	
  in	
  which	
  you	
  teach.	
  
	
  
It’s	
  a	
  very	
  effective	
  teaching	
  tool	
  to	
  have	
  Deaf	
  people	
  come	
  in	
  to	
  role-­‐play	
  the	
  
patient.	
  If	
  that	
  is	
  the	
  case,	
  it	
  is	
  helpful	
  to	
  meet	
  with	
  the	
  Deaf	
  participants	
  in	
  advance	
  
to	
  outline	
  the	
  structure	
  and	
  purpose	
  of	
  the	
  role-­‐play,	
  and	
  to	
  make	
  sure	
  that	
  the	
  
information	
  on	
  the	
  card	
  is	
  clear	
  to	
  them.	
  
	
  
If	
  using	
  role	
  plays	
  in	
  a	
  class	
  with	
  students	
  who	
  are	
  not	
  yet	
  interpreting,	
  but	
  only	
  
learning	
  about	
  ASL	
  and	
  interpreting,	
  several	
  role	
  plays	
  could	
  be	
  presented	
  with	
  
outside	
  participants,	
  with	
  students	
  observing	
  these	
  to	
  gain	
  a	
  sense	
  of	
  	
  what	
  an	
  
interpreted	
  medical	
  interaction	
  looks	
  like.	
  
	
  
Developing	
  further	
  role	
  play	
  cards:	
  
	
  
Consult	
  people	
  with	
  a	
  particular	
  medical	
  condition,	
  who	
  can	
  provide	
  you	
  with	
  the	
  
typical	
  issues	
  that	
  are	
  raised	
  in	
  a	
  doctor’s	
  appointment.	
  	
  They	
  can	
  give	
  you	
  an	
  idea	
  of	
  
the	
  kinds	
  of	
  questions	
  that	
  the	
  doctor	
  usually	
  asks,	
  	
  and	
  the	
  kinds	
  of	
  medication	
  
and/or	
  treatment	
  that	
  are	
  indicated.	
  	
  Researching	
  the	
  condition	
  yourself	
  will	
  lead	
  to	
  
other	
  questions	
  to	
  put	
  on	
  the	
  “doctor”	
  card.	
  It	
  is	
  helpful	
  to	
  have	
  a	
  medical	
  
professional	
  review	
  the	
  role	
  play,	
  to	
  ensure	
  accuracy	
  of	
  information.	
  
	
  
	
  
	
  
This	
  NCIEC	
  product	
  was	
  developed	
  by	
  the	
  National	
  Interpreter	
  Education	
  Center	
  (NIEC)	
  at	
  
Northeastern	
  University.	
  	
  Permission	
  is	
  granted	
  to	
  copy	
  and	
  disseminate	
  these	
  materials,	
  in	
  
whole	
  or	
  in	
  part,	
  for	
  educational,	
  non-­‐commercial	
  purposes,	
  provided	
  that	
  NCIEC	
  is	
  credited	
  as	
  
the	
  source	
  and	
  referenced	
  appropriately	
  on	
  any	
  such	
  copies.	
  	
  	
  
	
  

Copyright	
  ©	
  2014-­‐2016	
  by	
  the	
  National	
  Consortium	
  of	
  Interpreter	
  Education	
  Centers	
  (NCIEC).	
  

	
  



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Source Exif Data:

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File Type Extension             : pdf
MIME Type                       : application/pdf
Linearized                      : No
Page Count                      : 2
PDF Version                     : 1.4
Title                           : Role Play Instructions-2
Author                          : Doug BB
Subject                         : 
Producer                        : Mac OS X 10.10.5 Quartz PDFContext
Creator                         : Word
Create Date                     : 2016:05:06 15:54:01Z
Modify Date                     : 2016:05:06 15:54:01Z
Apple Keywords                  : 

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