Jack Hoza

Contemplating rhetorical question-answer sequences...

Sign Language Interpretation
University of New Hampshire at Manchester
220 Hackett Hill Road
Manchester, NH 03102

• 603-668-0700 ext. 636 (voice)
  603-662-4511 (tty)
  

Current Affiliations

Director, Sign Language Interpretation (SLI) baccalaureate degree program, University of New Hampshire at Manchester.

• Primarily responsible for: curriculum development, student advising, program recruitment efforts, contact with the Deaf Community and ASL-English interpreters, program inquiries, and supervision of work-study students, adjunct faculty, and the Assistant Director of the SLI Program. Also, teach interpreting overview, ASL, translation, interpretation, transliteration, ethics and professional standards, comparative linguistic analysis, and field experience.

Graduate student in the Ph.D. Program in Applied Linguistics, Boston University, Boston, MA.

• Current research interests include rhetorical questions and right dislocation in American Sign Language.

Interpreter Certification

Registry of Interpreters for the Deaf (RID):

• Comprehensive Skills Certificate (CSC), February 1977
  Certificate of Interpretation (CI), June 1991
  Certificate of Transliteration (CT), November 1991
  

Membership in Professional Organizations

• Registry of Interpreters for the Deaf (RID)
  Massachusetts RID (MassRID)
  Conference of Interpreter Trainers (CIT)
  New Hampshire RID (NHRID)
  

Selected Publications

Hoza, J., C. Neidle, D. MacLaughlin, J. Kegl, and B. Bahan (1997) A Unified Syntactic Account of Rhetorical Questions in American Sign Language. In C. Neidle, D. MacLaughlin, and R.G. Lee (eds), Syntactic Structure and Discourse Function: An Examination of Two Constructions in American Sign Language. American Sign Language Linguistic Research Project Report No. 4, Boston University, Boston, MA. May 1997, 1-23.

Hoza, J. (1992) Doing the Right Thing: Interpreter Role and Ethics Within a Bilingual/Bicultural Model. In L. Swabie (ed.) The Challenge of the 90's: New Standards in Interpreter Education. Conference of Interpreter Trainers (CIT).

Resnick, S. and J. Hoza (1990) Curriculum: American Sign Language-English Interpreting Certificate Program. Northeastern University, Boston, MA.

Hoza, J. (1987) Pulling It All Together: Activity Ideas for Comparative Language Study -- ASL and English. In M. McIntire (ed.), New Dimensions in Interpreter Education: Curriculum and Instruction. RID Publications, Silver Spring, MD.

Scheibe, K. and J. Hoza (1986) Throw It Out the Window! The Code of Ethics? We Don't Use That Here. Guidelines for Educational Interpreters. In M. McIntire (ed.), Interpreting: the Art of Cross Cultural Mediation. RID Publications, Silver Spring, MD.

Other Professional Experience

Freelance Interpreter, April 1974-present

• Twenty-one years experience interpreting in a variety of settings. Comprehensive interpreting experience at all academic levels from elementary to graduate school. Extensive experience with performing arts interpreting, as well as medical, employment, and conference interpreting.

Part-time Research Assistant, American Sign Language Linguistic Research Project, 1994-1996

Part-Time Faculty, University College, Northeastern University, January 1989-June 1994

• Instructed beginning, intermediate, and advanced courses in the ASL-English Interpreting Certificate Program, including the following areas: theory and models of interpretation, development of interpreter processing skills, comparative linguistics and cultural analysis, translation, consecutive interpretation, simultaneous interpretation, ethics, diagnostic feedback skills, and practicum supervision.

Curriculum Specialist, Interpreter Education Project, Northeastern University, March 1989-January 1993

• Primarily responsible for developing and writing the curriculum for the ASL-English Interpreting Certificate Program as part of a two-year project, and assisted in redesigning the admissions process for the program. Also, designed a course focusing on interpreters working with deaf persons whose primary means of communication is visual-gestural communication (mime and gestures).

Interpreter Educator, St. Paul Technical College, August 1984-November 1988

• Developed curriculum; worked on a three-member team providing instruction in an intensive interpreting program; specialized in comparative linguistics and cultural analysis, ASL-to-English interpretation, text analysis, and ethics; supervised and provided feedback to practicum students; provided training to working interpreters and other interpreter educators