Educational Interpreting: How It Can Succeed / Edition 1

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Overview

This incisive book explores the current state of educational interpreting and how it is failing deaf students. The contributors, all renowned experts in their field, include former educational interpreters, teachers of deaf students, interpreter trainers, and deaf recipients of interpreted educations.

Educational Interpreting presents the salient issues in three distinct sections. Part 1 focuses on deaf students—their perspectives on having interpreters in the classroom, the language myths that surround them, the accessibility of language to them, and their cognition. Part 2 raises questions about the support and training that interpreters receive from the school systems, the qualifications that many interpreters bring to an interpreted education, and the accessibility of everyday classrooms for deaf students placed in such environments. Part 3 presents a few of the possible suggestions for addressing the concerns of interpreted educations, and focuses primarily on the interpreter.

The contributors discuss the need to (1) define the core knowledge and skills interpreters must have and (2) develop standards of practice and assessment. They also stress that interpreters cannot effect the necessary changes alone; unless and until administrators, parents, teachers, and students recognize the inherent issues of access to education through mediation, little will change for deaf students.

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Product Details

  • ISBN-13: 9781563683091
  • Publisher: Gallaudet University Press
  • Publication date: 2/2/2005
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 224
  • Product dimensions: 7.00 (w) x 10.00 (h) x 0.80 (d)

Meet the Author

Elizabeth A. Winston is Director, Project TIEM.Online at Northeastern University, Boston, MA.
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Table of Contents

Student perspectives on educational interpreting : twenty deaf and hard of hearing students offer insights and suggestions 9
Language myths in interpreted education : first language, second language, what language? 48
Language accessibility in a transliterated education : English signing systems 61
How might learning through an educational interpreter influence cognitive development? 73
Perspectives on educational interpreting from educational anthropology and an Internet discussion group 91
Competencies of K-12 educational interpreters : what we need versus what we have 113
Interpretability and accessibility of mainstream classrooms 132
Educational interpreting : developing standards of practice 171
Assessment and supervision of educational interpreters : what job? : whose job? : is this process necessary? 178
The educational interpreter performance assessment : current structure and practices 186
Theoretical tools for educational interpreters, or "the true confessions of an ex-educational interpreter" 206
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