Url Resource class Title Creator Subject Date Type Identifier Language Rights Abstract Date Available Degree Note History note Type
https://wou.omeka.net/s/repository/item/4572 The Online Classroom: Best Practices for Teaching in a Pandemic Rachel Foote Allen Bilingual | Multilingual | and Multicultural Education | Curriculum and Instruction | Education | Elementary Education and Teaching | Online and Distance Education | Culturally Responses Pedagogy | Online Learning | Online Classroom | Hybrid Classroom 7/31/2021 Text theses/119 eng Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ 6/10/2022 Master of Arts in Teaching (initial licensure) Kenneth Carano, Dianne Nelson action_research
https://wou.omeka.net/s/repository/item/4542 The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom Ryan Bell Bilingual | Multilingual | and Multicultural Education | Civic and Community Engagement | Community-Based Learning | Community-Based Research | Educational Sociology | Language and Literacy Education | Race and Ethnicity | Sociology of Culture | Scaffolding | Sheltered Instruction | Literacy Development | ESOL | Culture | Diversity 6/10/2021 Text theses/115 eng Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ ABSTRACT
Imbedding literacy and critical thinking skill development into content while embracing culture and diversity in the classroom
By Ryan Bell
By teaching the Socratic Method for discussion and debate, and classroom instruction that relies on skill-building critical thinking skills and literacy development can have a profound impact on creating deeper learning connections. By using sheltered instruction and scaffolding tools taken from the ELD framework, my Action Research shows that not only can I teach students how to break down primary and secondary sources, but also develop literacy skills, while creating a culturally inclusive and diverse classroom.
The methods used for this action research include evidence that allowed students to develop deeper literacy and critical thinking skills. Students were able to learn using my philosophy of teaching method of Social Constructivist. I believe in the Social Constructivist theory that students make deeper connections by learning and observing the experiences or opinions of others. I found this theory to be profound in my own learning and decided to employ it in my teaching practice. I believe that to create a classroom that embraces culture and diversity the Social Constructivist classroom-style curriculum must be present. This way, students are growing and evolving by learning and collaborating with each other. This action research argues that not only can a social studies teacher implement literacy development within their content area, but also while skill building the content areas core focuses on analysis and examination of issues from the past, present, or future using primary and secondary sources. 6/10/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Kenneth Carano, Kenneth Ball, Zigmond Derochowski action_research
https://wou.omeka.net/s/repository/item/4538 Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students Erik Anderson Bilingual | Multilingual | and Multicultural Education | Online and Distance Education | Classroom Management in an online environment Teaching to Equity and Social Justice ELLs Social Studies 6/10/2021 Text theses/103 eng Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This research project was designed to discover new and unique teaching strategies and classroom management techniques that would improve my teaching Social Studies to English Language Learners through a lens of equity and social justice. By researching and learning new and unique teaching strategies for both online and in-person instruction, I was able to use my research to broaden my experiences and knowledge as well as gain a better understanding of the historical inequities and lack of social justice that has been the norm in most education systems. By educating myself of these injustices and inequalities, I was able to identify and correct any deficiencies in my teaching in regard to teaching to equity and social justice, using my newfound awareness to adjust and correct teaching errors. The study illuminated the many areas of teaching where I may have gone wrong had I not been made aware of the inequities and lack of social justice in my teaching. 6/10/2022 Master of Arts in Teaching (initial licensure) Melanie Landon Hays, Jacklyn Caires Hurley action_research
https://wou.omeka.net/s/repository/item/4531 Supporting Latinx, Spanish-Speaking Emergent Bilinguals with Culturally- Sustaining Pedagogy Melissa Vargas Bilingual | Multilingual | and Multicultural Education | Education | Secondary Education | culturally-sustaining pedagogy 6/12/2021 Text theses/110 eng Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ At the author's request, only the abstract for this title has been posted online.
This action research project was designed to help me research and apply culturally-sustaining pedagogy, focusing primarily on strategies to support my Latinx, Spanish-speaking emergent bilinguals. In addition to general strategies to develop culturally-sustaining pedagogy for Latinx, Spanish-speaking emergent bilinguals, I researched best practices for supporting these students with learning disabilities, as well as strategies to provide culturally-sustaining literacy instruction. I then worked to apply those strategies during the 2020-2021 school year and analyzed my lesson plans, teaching journal, assignments and other materials, and observation feedback to determine my success. My results were mixed, showing that I have made some improvements but need to continue making efforts to learn about and provide culturally-sustaining teaching for my students. However, completing this project has helped me develop research and data-analysis strategies to continue professional development in this area and to address future concerns and need for improvement that will arise during my teaching career. 6/10/2022 Master of Arts in Teaching (initial licensure) Ken Carano, Joshua Schulze action_research
https://wou.omeka.net/s/repository/item/4504 Sociocultural Implications of Providing Differentiated and Equitable Learning Strategies in Spanish Language Classes Karen Bajpai Bilingual | Multilingual | and Multicultural Education | differentiation | equitable teaching and learning | Heritage Language Learners | literacy | proficiency-based teaching and learning 6/12/2021 Text theses/112 eng Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ The purpose of this Action Research Project is to examine my role in the classroom as an educator, and to reflect on my findings to see how, or if, I provided differentiated and equitable learning strategies in the classroom. What's more, I examined whether or not there were adjustments that I could make to my teaching strategies in order to better align my planning, instruction, and assessment with my philosophy of teaching. I proposed three specific research questions, which were: 1) How has the differentiation in my lesson planning changed over the course of my teaching experience? 2) How do I incorporate the best equitable learning strategies in my lessons? 3) How do my lesson plans, activities, and strategies align with my teaching philosophy? In order to gain a better understanding of my teaching practices, I gathered data through various sources including a personal research journal, formal lesson plans, reviewing recordings of my lessons, and observing my mentor teacher. The analysis of the data revealed that I use differentiated and equitable learning strategies, and that my use of them has improved through my teaching experience. These results by no means indicate that I am a perfect educator, merely they indicate that I am on the right trajectory to becoming a well-rounded evidence-based practitioner. 6/10/2022 Master of Arts in Teaching (initial licensure) Kenneth Carano, Marianne Stupfel-Wallace action_research
https://wou.omeka.net/s/repository/item/4503 Social workers’ cultural competency with deaf clients: a continuing education module Audrey W. Ulloa Bilingual | Multilingual | and Multicultural Education | Other Languages | Societies | and Cultures | Social Work | Deaf culture | social work | interpreter 12/10/2014 Text theses/14 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This project focuses on improving the cultural competency that social workers have with Deaf clients. With few materials about the American Deaf community geared towards social workers, there may not be sufficient resources for social workers to develop the cultural competency necessary to provide the best services. It is important to understand social workers’ perspectives towards and experience with Deaf people in order to assess the need for continuing education in the field. This study asks the question, what do social workers need to know in order to work with Deaf clients and interpreters?
The initial hypothesis was that social workers in Texas would have negative to neutral attitudes towards Deaf people, as a result of their lack of contact with that population. Social workers from Texas were recruited to participate in an online anonymous survey that included the Attitudes to Deafness Scale developed by Cooper, Rose, and Mason (2004). The results of the survey showed that social workers in Texas actually have neutral to positive views of the Deaf community. While it was not possible to identify a definitive reason why this might be the case, the overwhelming majority of social workers surveyed voiced a need for more training focusing on the American Deaf community. In response to the desire for increased knowledge of this population, a learning module for social workers was produced, which allows them to earn continuing education units. 12/9/2014 Master of Arts in Interpreting Studies Pamela Cancel, Erin Trine, Angela Nonaka professional_project
https://wou.omeka.net/s/repository/item/4493 Scaffolding Agentic Literacy & Voice Honoring Practices For Language Minority Students Rachel R Fletcher Bilingual | Multilingual | and Multicultural Education | Language and Literacy Education | agentic literacy | language minority | funds of knowledge 7/28/2021 Text theses/118 eng Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This Action research project sought to discover how teachers and researchers have looked at accessible literacy practices that bridge home and school discourse in historically and linguistically underrepresented populations in English Language Arts classrooms and how to build self-efficacy in those classrooms with student monitored assessment as learning practices. I searched for research on class/privilege assumptions regarding student funds of knowledge, linguistic repertoires, and sociocultural approaches as they are related to various themes such as deficit perspectives in order to understand the consequences and possibilities of our field’s dominantly white, L1 English speaking, middle-class teachers on the historically underrepresented people they serve to educate. I also searched for scaffolding and student self-assessment and assessment-as-learning strategic teaching processes because it is not enough to make a space inclusive and conducive to all student voices but to challenge and deepen the student voice as their right to rigorous learning as a trusted facilitator. Additionally, because I would be studying my own practice and focusing on these ideas in my endorsement area, I looked for studies that indicated the kinds of instruction that are effective for close reading strategies in the English Language Arts classroom as a message and means of student self-efficacy, self-regulation, and resilience. Further, using close reading through reciprocal teaching and transactional reading respectfully and fiscally circumvents mandated curriculums at no or little cost to districts, avoiding the prescriptive and commercialized literacy programs that affect low-income schools the most. 6/10/2022 Master of Arts in Teaching (initial licensure) Melanie Landon-Hays, Paul Miller action_research
https://wou.omeka.net/s/repository/item/4466 Real-world shock: transition shock and its effect on new interpreters of American Sign Language and English Stephanie A. Meadows Bilingual | Multilingual | and Multicultural Education | Critical and Cultural Studies | International and Intercultural Communication | Other Languages | Societies | and Cultures | Special Education and Teaching | transition shock | interpreting | sign language 6/3/2013 Text theses/8 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Real-world shock has historically been defined as a form of transition shock experienced during the transition from the academic to the professional world. It is marked by distinct phases and causes both emotional and physical stress. Previous research has found that real-world shock is experienced by new members of a variety of fields, especially training-intensive service professions such as education and medicine. However, even though the profession of American Sign Language/English interpreting is also a training-intensive service profession, there is no research that indicates whether or not new members of the profession experience similar shock to their counterparts in other professions. As such, this thesis shall attempt to determine if real-world shock is experienced by new interpreters of American Sign Language. To do so, a survey was electronically distributed to American Sign Language/English interpreters throughout the United States of America. The resulting data collected was analyzed to determine if new interpreters experience real-world shock and, if so, what the root cause of it is. It was found that interpreters of American Sign Language and English do experience real-world shock upon entering the profession. Furthermore, the shock is a result of the profession rather than from intercultural interactions with the d/Deaf community. 6/10/2013 Master of Arts in Interpreting Studies Elisa Maroney, Amanda R. Smith, S. David Zuckerman thesis
https://wou.omeka.net/s/repository/item/4455 Persistence of African-American/black signed language interpreters in the United States: the importance of culture and capital Erica West Oyedele Adult and Continuing Education and Teaching | African American Studies | Bilingual | Multilingual | and Multicultural Education | Critical and Cultural Studies | Curriculum and Instruction | Ethnic Studies | Gender | Race | Sexuality | and Ethnicity in Communication | International and Intercultural Communication | Interpersonal and Small Group Communication | Race | Ethnicity and Post-Colonial Studies | Social Influence and Political Communication | African American/Black | Cultural Competence | Social Capital | Aversive Racism | Signed Language Interpreting | Critical Mass | Interpreter 3/2/2015 Text theses/19 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This study investigates cultural competence in the field of signed language interpreting and the persistence of African American/Black signed language interpreters in the field. To date, no research in the discipline of signed language interpreting studies has looked at how the cultural competence of practitioners impacts colleague dynamics, nor has there been identification of how cultural competence impacts interpreters’ persistence in the field. Data for this study were collected over a period of several months utilizing ethnographic research methods. Face-to-face focus groups, a large-scale questionnaire, and follow up interviews were conducted. A search of the literature revealed that while a lack of cultural competence does impact colleague dynamics and the provision of services within the field, the larger issue may be the African American/Black interpreter’s lack of social capital. This study found that African American/Black interpreters regularly experience subtle instances of racism directed toward them from consumers and colleagues. In large part, African American/Black interpreters view their White interpreting colleagues and educators to be lacking in cultural competence. This places an added psychological burden on the African American/Black interpreter that impacts their social capital and the effort they must expend in order to connect with their peers. The result may be burnout and the desire to change careers. To increase the culturally competent provision of services and improve colleague dynamics within the field, African American/Black Deaf consumers and African American/Black interpreters alike desire recruitment of interpreters from diverse racial and ethnic backgrounds. 3/16/2015 Master of Arts in Interpreting Studies Elisa Maroney, Emily Plec, Jeremy Brunson thesis
https://wou.omeka.net/s/repository/item/4450 Navigating language variety: ASL/English interpreters “giving voice” to African American/black deaf signed language users Nicole Shambourger African American Studies | Bilingual | Multilingual | and Multicultural Education | Critical and Cultural Studies | Discourse and Text Linguistics | Ethnic Studies | Other Languages | Societies | and Cultures | Race | Ethnicity and Post-Colonial Studies | African American/Black | ASL/English Interpreter | Deaf | Signed Language | African American English | Culture 6/3/2015 Text theses/23 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ American Sign Language (ASL)/English interpreters working between ASL and spoken English make linguistic and cultural choices that impact the success of an interpreted event. One task is the selection of comparable vocabulary to best represent their clients' thoughts. This exploratory qualitative study was conducted to identify how ASL/English interpreters transfer meaning when African American English (AAE) is incorporated into signed language. Each interpreter simultaneously interpreted an ASL narrative into spoken English. Participants were asked to complete a demographic survey to ascertain whether social factors of age, race, ethnicity, experience, mode of language acquisition, and/or age of language acquisition had any bearing on the interpretation. Following the collection of the interpreting sample and demographic data, two interviews were conducted utilizing a semi-structured format to provide insight into the strategic decisions made by the participants. The findings identify three strategic decisions interpreters used in lieu of incorporating AAE: omission, external processing, and discourse chunking. The overarching purpose was to collect empirical data that will lend itself to dialogues on how to best equip signed language professionals to meet the needs of African American/Black Deaf consumers. 6/9/2015 Master of Arts in Interpreting Studies Pamela Cancel, Elisa Maroney, Carolyn McCaskill thesis
https://wou.omeka.net/s/repository/item/4424 Mentoring: fostering the profession while mitigating the gap Kimberly A Boeh Bilingual | Multilingual | and Multicultural Education | First and Second Language Acquisition | Other Teacher Education and Professional Development | mentoring | gap | practitioners | interpreter programs | work ready | entry-level 3/14/2016 Text theses/26 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Literature suggests that mentoring in the field of interpreting will help novice interpreters overcome the steep learning curve that exists between graduation from college preparation programs (or through other entry-level avenues) and work readiness. This study investigated the perceived benefits of mentoring for the signed language interpreting profession by practitioners in the field. A total of 443 respondents varying in age, sex, ethnic backgrounds, work experience and certification levels from the United States and Canada were included in this study.
The purpose was to clarify the attitudes, beliefs, and perspectives of current practitioners and students in the field of signed language interpreting related to mentoring. Four constructs were investigated regarding mentoring in relation to work readiness for entry-level interpreters: knowing how to present qualifications as well as how to present one’s roles and responsibilities, working in specific settings, mentoring in relation to increasing professional acumen related to interpreting, and feelings of readiness to handle ethical decision making as an entry-level interpreter.
Results from this investigation indicated that the majority of respondents perceivedmentoring to be beneficial in the majority of the work settings investigated and other topics included in this research. There was however, a higher importance placed upon linguistic skill-based settings over non-skill-based topics in relation to mentoring for entry-level interpreters (e.g., knowing how to present qualifications, knowing how to present their role and responsibilities, freelance business knowledge, general business knowledge). Respondents also reported a feeling of readiness to handle ethical dilemmas during their first year of interpreting. 3/1/2016 Master of Arts in Interpreting Studies Vicki Darden, Alicia Wenzel, Barb Dunaway and Adrianne Johnson thesis
https://wou.omeka.net/s/repository/item/4418 Let’s bridge the gap! Cross-cultural mentoring Royce M Carpenter Bilingual | Multilingual | and Multicultural Education | Curriculum and Instruction | Education | Cross-Cultural | Mentoring | Interpreter | Black | White | Deaf | Hearing | Education | Gap | Racism 12/1/2017 Text theses/43 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Few Black students graduate from signed language interpreting programs across the United States and even fewer continue practicing in the signed language interpreting field. Black Deaf consumers are often left with White interpreters who know little of Black cultural norms, and the complexity of cultural information is sometimes mishandled while messages are relayed (Shambourger, 2015). The longevity and numbers of Black interpreters in the field of signed language interpreting needs to increase, and Interpreter Training Programs should be trailblazers in this effort (West-Oyedele, 2015). In addition, many White interpreters in the field need to learn about the cultural norms, and linguistic features of Black Deaf and Black hearing consumers (Shambourger, 2015). Such learning could take place in cross-cultural mentoring relationships with Black interpreters. Black interpreters are already mentoring, but as the numbers of Black students entering the field grows, the need for seasoned interpreter mentors also grows. In some areas of the country, especially rural areas, there may be no experienced Black interpreters. Through conversations and interactions with Black mentees, White mentors could gain knowledge of Black cultural norms and linguistic features, thereby enhancing their interpreting for the Black Deaf and Black hearing communities they serve. At the same time, Black interpreters may be encouraged to continue in the interpreting field from cross-cultural relationships with White interpreters who support skills development and introduction to professional norms and to other interpreters. In this study the findings indicated that there is much ground to be covered before cross-cultural mentoring can become routine. 12/6/2017 Master of Arts in Interpreting Studies Elisa Maroney, Amanda R. Smith, Leandra Williams thesis
https://wou.omeka.net/s/repository/item/4412 Job satisfaction, role strain, burnout, and self-care among American Sign Language/English interpreters Carrie Humphrey Bilingual | Multilingual | and Multicultural Education | Critical and Cultural Studies | Interpersonal and Small Group Communication | Other Arts and Humanities | Other Business | Other Languages | Societies | and Cultures | Job Satisfaction | Burnout | Role Conflict | Self-Care | American Sign Language Interpreter 12/9/2015 Text theses/24 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This study is an analysis of various factors relating to job satisfaction, role strain, physical injury and/or mental/emotional hardship, and burnout in the American Sign Language (ASL)/English interpreting profession in the United States. It includes 81 responses by interpreters using an online survey that collected data on individual interpreter background and demographics, role strain components, burnout, self-care, and job satisfaction. The responses were analyzed through a multiple linear regression focusing on job satisfaction as the dependent variable. They were also analyzed in a bivariate correlation to identify potential relationships among the 60 variables. The results of this study show a high level of job satisfaction despite frequent injuries and hardships, and high demands and/or controls within specific settings of the ASL/English interpreting profession. The results also contain many correlations among the variables of the categories of job satisfaction, background, burnout, and self-care. These correlations may aid novice and experienced interpreters in forming a map by which they can guide their professional practice to maximize their job satisfaction, reduce injury, and minimize potential burnout. The background information collected by this survey provides information that can be used to educate the general population about ASL/English interpreters as well as educate interpreting students in their preparation for the profession. 12/9/2015 Master of Arts in Interpreting Studies Vicki Darden, Sarah Hewlett, Sabrina Smith thesis
https://wou.omeka.net/s/repository/item/4411 It's Not Just for Jews Anymore: A Guide to Interpreting in the Jewish Setting Jaclyn Korfin Bilingual | Multilingual | and Multicultural Education | Jewish Studies | Language Interpretation and Translation | Jewish | Interpreting | Religion | American Sign Language | Hebrew 12/11/2019 Text theses/134 eng Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Many interpreters are bilingual and can be multilingual in a variety of spoken and signed languages. The typical reason for interpreters being multilingual is for communication when more than two languages are used, for example at borders of countries, or in courts when multiple language must be used to ensure that all parties involved have a solid understanding of the materials. In order to better understand interpreting in the Jewish setting it is important to look at tri/multilingual interpreters in religious settings at events such as a Bris, Bat/Bar Mitzvah, weddings, and funerals. Religious communities each have special traditions and practices specific to the groups involved. Some of these practices are held in other languages or are ancient rituals and prayers that have been used for many centuries. There are a multitude of religions in the world, and Deaf people are involved with every type of religion from Atheism to Zionism. 6/10/2022 Master of Arts in Interpreting Studies Elisa Maroney, Amanda Smith action_research
https://wou.omeka.net/s/repository/item/4390 Interpreting and Dyslexia, How to Cope Elaina Snow Accessibility | American Sign Language | Bilingual | Multilingual | and Multicultural Education | Disability and Equity in Education | Education | Educational Assessment | Evaluation | and Research | Language Interpretation and Translation | Modern Languages | Translation Studies | Dyslexia | Strategies | Coping | Cognition | Interpreting | American Sign Language ASL 1/24/2020 Text theses/137 eng Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This action research project is about how Dyslexia influences the physical and cognitive aspects of the interpreting process. Dyslexia is a spectrum and does not influence everyone to the same degree. Therefore, this study will be limited to testing several strategies provided by a variety of interpreters on only one participant, myself, who has Dyslexia. I applied a variety of coping strategies for different cognitive and physical aspects of Dyslexia to my interpreting work. Next, I found a common theme between interpreters that have Dyslexia. Once I figured out a common theme, I picked a few strategies to test and compared the accuracy from the original interpretation to the accuracy once the strategy was implemented. 6/10/2022 Master of Arts in Interpreting Studies Elisa Maroney, Amanda Smith action_research
https://wou.omeka.net/s/repository/item/4388 Interpreter educators in the United States: Teaching, research, and practice Sandra L. Maloney Bilingual | Multilingual | and Multicultural Education | Curriculum and Instruction | Education | Educational Assessment | Evaluation | and Research | Higher Education and Teaching | Other Languages | Societies | and Cultures | Other Teacher Education and Professional Development | signed language | interpreter educator | critical social theory | research | teaching 3/18/2018 Text theses/45 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ In this thesis, the teaching, research, and practice of signed language interpreter educators in the United States is examined through a Critical Social Theory framework.
While there is literature on interpreter educators from the perspective of program directors, very little research has been done that gathers data directly from interpreter educators. The research available leads to recommendations for instructor credentials and qualifications; however, no data exists regarding current signed language interpreter educators and whether they possess the recommended criteria.
An exploratory survey was disseminated to interpreter educators in the United States to elicit information regarding their experience as signed language interpreters, as teachers, and regarding their engagement in research. Demographic information was collected to better understand how a participant’s social identity may affect program outcomes. The charts and diagrams in this study provide a broad overview of current interpreter educators, curriculum utilization, professional development, and research. The data from the survey was compared with the existing literature to assess for alignment, incongruences, and gaps.
The conclusion and results from critiquing the research and the findings show there are many additional areas for research regarding interpreter educators. The results also show the need for established hiring requirements for interpreter educators, peer-reviewed course materials, effective professional development for current instructors, and an increased engagement in conducting and disseminating research. It is the recommendation that educators and researchers engage in a critical self-assessment to understand the impact of interpreter educators on program outcomes. 3/18/2018 Master of Arts in Interpreting Studies Elisa Maroney, Amanda R. Smith, Dawn Whitcher thesis
https://wou.omeka.net/s/repository/item/4347 Heritage signers: language profile questionnaire Su K Isakson Bilingual | Multilingual | and Multicultural Education | Curriculum and Instruction | Educational Assessment | Evaluation | and Research | Educational Methods | First and Second Language Acquisition | American Sign Language | Heritage Sign Language Learner | Deaf-Parented Interpreter | Ethnolinguistic Identity | Social and Linguistic Security | Assessment 3/10/2016 Text theses/27 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ The instruction of American Sign Language historically has employed a foreign language pedagogy; however, research has shown foreign language teaching methods do not address the distinct pedagogical needs of heritage language learners. Framing deaf-parented individuals as heritage language learners capitalizes on the wealth of research on heritage speakers, particularly of Spanish. This study seeks to address three issues. First, it seeks to ascertain whether the assessment instrument developed successfully elicits pedagogically relevant data from deaf-parented individuals that frames them as heritage language learners of ASL. Second, it seeks to draw similarities between the experiences of deaf-parented individuals in the United States and heritage speakers of spoken languages such as Spanish. Third, after considering the first two, it addresses the question of whether deaf-parented individuals may therefore benefit from the pedagogical theory of heritage language learners. Using quantitative and qualitative methodologies, an assessment instrument was distributed to individuals over 18 years of age, who were raised by at least one deaf parent and had used and or understood signed language to any degree of fluency. This study seeks to test the soundness of the instrument’s design for use with the deaf-parented population. A review of participant responses and the literature highlights similarities in the experiences of heritage speakers and deaf-parented individuals, gesturing toward the strong possibility that deaf-parented individuals should be considered heritage language learners where ASL is concerned. The pedagogy used with deaf-parented individuals therefore should adapt the theories and practices used with heritage speakers. 3/11/2016 Master of Arts in Interpreting Studies Amanda R. Smith, Kara Gournaris, Maribel Gárate thesis
https://wou.omeka.net/s/repository/item/4346 Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status? Amy Williamson Accessibility | Anthropological Linguistics and Sociolinguistics | Bilingual | Multilingual | and Multicultural Education | Cognition and Perception | Community-Based Learning | Comparative and Historical Linguistics | Counseling | Critical and Cultural Studies | Cultural History | Curriculum and Instruction | Curriculum and Social Inquiry | Demography | Population | and Ecology | Developmental Psychology | Disability and Equity in Education | Educational Assessment | Evaluation | and Research | Educational Leadership | Educational Methods | Educational Sociology | Family | Life Course | and Society | First and Second Language Acquisition | Inequality and Stratification | International and Comparative Education | International and Intercultural Communication | Interpersonal and Small Group Communication | Language Description and Documentation | Linguistic Anthropology | Literature in English | North America | Ethnic and Cultural Minority | Online and Distance Education | Other Social and Behavioral Sciences | Race | Ethnicity and Post-Colonial Studies | Reading and Language | Scholarship of Teaching and Learning | Social and Cultural Anthropology | Social Psychology | Sociology of Culture | Student Counseling and Personnel Services | Women's Studies | Coda | heritage language | child language broker | American Sign Language | bilingual 6/9/2015 Text theses/22 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Individuals who have one or more deaf parent can be considered heritage learners of a signed language (Compton, 2014; Valdes, 2005). These individuals have had language brokering experiences (Napier, in press) before entering a formal program or attending any training to become an interpreter. Despite the experiences and skills they bring to the classroom and the profession of ASL/ English interpreting, deaf-parented interpreters anecdotally say that educational opportunities do not account for their specific needs and skill-set. The relationship between demographic characteristics of ASL/English interpreters who have one or more deaf parent, including their linguistic environments during formative years, routes of induction into the interpretation profession, and their professional status as an interpreter is examined in this mixed-methods exploratory study. This study of 751 deaf-parented interpreters’ survey responses finds that they are achieving national credentials and education and training as an interpreter through some coursework, formal and informal mentorships, and workshops. Degree and certification requirements along with state licensure before working as an interpreter may serve as a barrier to deaf-parented interpreters who, for the most part, have been entering the field through informal induction practices within the deaf community. The results of this research can benefit the field of signed/spoken language interpreting by influencing curriculum design and teaching approaches so that the unique demographic of deaf-parented interpreters are recruited to and retained within the profession. 6/9/2015 Master of Arts in Interpreting Studies Pamela Cancel, Elisa Maroney, Robert Adam thesis
https://wou.omeka.net/s/repository/item/4339 Father’s Experiences of Inclusion and Exclusion within Home-School Partnerships Guadalupe Olvera Gonzalez Bilingual | Multilingual | and Multicultural Education | Early Childhood Education | Educational Assessment | Evaluation | and Research | Elementary Education | father's experiences | elementary 3/1/2023 Text theses/236 eng Western Oregon University Library has determined, as of 3/29/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ My motivation for my thesis is rooted in my experiences with the people in my life and more specifically, my experiences with watching fathers navigate societal and cultural norms in education. 3/17/2023 Master of Science in Education: Early Childhood Education Andrea Emerson, Ya-Fang Cheng, Dana Ulveland thesis
https://wou.omeka.net/s/repository/item/4338 Exploring professional identity: a study of American Sign Language/English interpreters Nicole Harwood Adult and Continuing Education | Bilingual | Multilingual | and Multicultural Education | Education | Educational Leadership | Educational Psychology | Leadership Studies | Other Education | Other Languages | Societies | and Cultures | Psychology | Sociology | Teacher Education and Professional Development | professional identity | self-concept clarity | ASL/English interpreters 6/14/2017 Text theses/37 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Professional identity is a complex and multi-faceted concept that encompasses definitions pertaining to the professional identity of the collective, the professional identity of the individual practitioner, and the process of developing a professional identity. Individuals start with a fundamental concept of self and then layer on a variety of identities, including a professional identity, thereby forming the answer to the question: who are you? Utilizing the Registry of Interpreters for the Deaf (RID) directories and online social media resources to survey interpreters, this study attempts to explore the professional identity for ASL/English interpreters. In order to explore the collective identity of ASL/English interpreters, the Professional Identity Scale in Counseling developed by Woo (2013) was adapted to fit the interpreting profession. This adapted scale is an instrument intended to measure the professional identity of ASL/English interpreters. Survey participants also took the Campbell et al. (1996) Self-Concept Clarity scale to assess the individual interpreter professional identity and impact of self-concept clarity on professional identity. Finally, survey participants answered optional open-ended questions to evaluate the process of professional identity development for ASL/English interpreters. The mixed-methods approach allowed this research study to begin the exploration of the broad and intricate topic, and the resulting data is a foundation for future research. While credentials alone may not hold the key to understanding the professional identity of ASL/English interpreters, the experiences of the collective profession and individual professionals present a glimpse into the possible connections between professional identity, self-concept clarity, professional confidence, and ultimately, professional competence. 6/14/2017 Master of Arts in Interpreting Studies Vicki Darden, Erin Trine, Ruhama Freeman thesis
https://wou.omeka.net/s/repository/item/4337 Expanding the collective narrative: exploring the experiences of American Sign Language/English interpreters of Asian heritage Christine Nakahara Asian American Studies | Bilingual | Multilingual | and Multicultural Education | Education | Educational Leadership | Educational Sociology | Other Languages | Societies | and Cultures | Other Teacher Education and Professional Development | Race and Ethnicity | Asian Heritage | Microaggressions | Racism | ASL/English Interpreting | Cultural Awareness | Asian American/Pacific Islander 4/29/2016 Text theses/30 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This study focuses on the experiences of Asian and Asian American/Pacific Islanders in the field of American Sign Language/English interpreting within the United States. This study was conducted in two phases, an online survey followed by one-on-one interviews either online or in-person. The information was gathered, coded, and then analyzed for common themes to see if there was a common trend or experience among this particular minority group. The literature review revealed that a majority of the Asian and Asian American/Pacific Islander community does experience microaggressions on a weekly basis, if not daily; however, this has not yet been investigated among current and former practitioners of American Sign Language/English interpreting. It was found that many Asian and Asian American/Pacific Islander interpreters experienced their interpreter education programs (IEPs) to be lacking in discussions about diversity and multiculturalism. The same holds true for practitioners who did not attend an IEP. Working interpreters often felt there was a lack of understanding and conversation about cultural differences and diversity among their peers and consumers. This lack of understanding can lead to more microaggressions and frustration experienced by the Asian and AAPI interpreter. To increase discussion and awareness, participants desired more education and discussion about race, racism, and microaggressions in their education and with their colleagues and consumers. 5/25/2016 Master of Arts in Interpreting Studies Vicki Darden, Melanie Landon-Hays, Geri Mu thesis
https://wou.omeka.net/s/repository/item/4296 Developing bilingualism in interpreting students Amelia Bowdell Bilingual | Multilingual | and Multicultural Education | Educational Assessment | Evaluation | and Research | Language Interpretation and Translation | American Sign Language | ASL | Bilingualism | Second Language Acquisition | Interpreter | Commission on Collegiate Interpreter Education | CCIE | Assessment 3/21/2018 Text theses/44 eng http://creativecommons.org/licenses/by-nc/4.0/ American Sign Language (ASL)/English interpreters have a responsibility to the communities and consumers with whom they work to be ethical and effective interpreters. Being bilingual is part of being an effective interpreter. A student’s level of bilingualism at the point of graduation from an interpreter education program is influenced, in part, by the coursework they are required to take while in college. With this in mind, students’ fluency in both ASL and English should be an essential part of the coursework. This also suggests that faculty should assess their students’ levels of fluency in both languages to insure that true bilingualism has been achieved. The purpose of this thesis is to look at the curriculum of the bachelor’s degrees accredited by the Commission on Collegiate Interpreter Education (CCIE) as of February 2018 and to review their curriculum related to developing and assessing students’ level of bilingualism. The focus is on the number and types of ASL, English, and linguistic courses, as well as how various programs are assessing their students’ level of bilingualism. This thesis also outlines ways to apply second language acquisition theories and research to ASL and interpreting programs. 3/21/2018 Master of Arts in Interpreting Studies Elisa Maroney, Erin Trine, Earl Smith thesis
https://wou.omeka.net/s/repository/item/4293 Deaf-hearing interpreter teams: navigating trust in shared space Laurie Reese Reinhardt Accessibility | Bilingual | Multilingual | and Multicultural Education | Disability and Equity in Education | Deaf-hearing interpreter teams | trust theory | team interpreting | interdependence | delegation | exercise power 6/8/2015 Text theses/21 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ This mixed-method study was designed to explore whether role function inequalities among Deaf and hearing interpreters contribute to trust issues within Deaf-hearing interpreter teams. The initial hypothesis stated that role functionality, when not clearly delineated, contributes to the formation and perpetuation of mistrust within Deaf-hearing interpreter teams. Llewellyn-Jones & Lee’s (2014) axes of role-space functionality include interaction management, consumer alignment, and the “presentation of self” and address the interpreters’ interface with the consumers in an interpreted event. The data did not support the presence of explicit issues of trust when the team moved outward to interact with consumers. Survey data revealed evidence to support implicit as well as explicit trust issues present within the team dynamic. The data indicated three domain areas in which intra-team trust issues tend to appear: preparation, linguistic mediation, and imbalances in role/function duty distribution.
Castelfranchi and Falcone’s (2010) socio-cognitive theory of trust provides a lens through which to make the respondents’ experiences better understood. Trust is based upon a series of actions that allows the individual to make informed choices on how to proceed through establishing a shared goal, making a positive evaluation to delegate a task/action to an individual, and exercising their power/competency to carry out the specific task or action. When these series of actions are carried out successfully, Deaf-hearing interpreter teams function in accord to Hoza’s (2010) construct of team interdependency utilizing trusting, effective partnerships in which individual roles and functions are equally understood and valued. 6/8/2015 Master of Arts in Interpreting Studies Elisa Maroney, Adele Schepige, Ellie Savidge Fourth Advisor: Robert G. Lee thesis
https://wou.omeka.net/s/repository/item/4269 Current practices: pre-admission assessment of American Sign Language and English language competency in interpreter education programs Cari A Carter Bilingual | Multilingual | and Multicultural Education | Curriculum and Instruction | Educational Assessment | Evaluation | and Research | IEP Admission Assessments | ASL and English Language Competency | Readiness to Credential Gap | Pre-admission Langauge Assessment 2/15/2015 Text theses/17 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ The purpose of this study is to ascertain what, if any, assessments of American Sign Language (ASL) and English language competency are currently used for admission to interpreter education programs (IEP). Research consisted of a mixed methodology discovery study conducted over two phases. Each phase sought to expound upon and clarify all facets of the pre-admission assessment process. Phase I, conducted through a nationwide survey was designed to discover what interpreter education programs are currently using—pre-admission—to assess ASL and English language competency. Information was collected about the presence of any pre-admission ASL and English language competency assessments as well as the components of those assessments. Phase II included semi-structured interviews with interpreter education program coordinators, assessment designers, faculty responsible for assessment administration, or any combination thereof. The interview was comprised of questions about pre-admission ASL and English language assessment practices including but not limited to: theory to support assessment components, assessment design, progression of the assessment design, materials used during assessment, as well as perceived strengths and weaknesses of the assessment tool(s). Data were analyzed to identify the percent of interpreter education programs without a pre-admission ASL and English language competency assessment as well as similarities and differences in the assessments that are currently in use by interpreter education programs. 2/16/2015 Master of Arts in Interpreting Studies Elisa Maroney, Adele Schepige, Tiffany Braga thesis
https://wou.omeka.net/s/repository/item/4231 Communicative equality: Needs assessment of sign language interpreters in South Dakota Cyndi Fisher Adult and Continuing Education | Adult and Continuing Education and Teaching | Bilingual | Multilingual | and Multicultural Education | Community College Leadership | Education | Educational Assessment | Evaluation | and Research | Educational Leadership | Higher Education | Higher Education and Teaching | Online and Distance Education | Other Languages | Societies | and Cultures | Teacher Education and Professional Development | South Dakota | needs assessment | rural | needs vs quality | certification readiness 6/16/2018 Text theses/48 eng Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above. | http://rightsstatements.org/vocab/InC/1.0/ Data compiled for this research will be used as a pilot study to support further research needed to consider an interpreter education program in West River region of South Dakota. Surveys were distributed to businesses, individuals in the Deaf community, and interpreters who are registered in the state of South Dakota. Face-to-face interviews were scheduled with two owners of two interpreting agencies that schedule interpreter requests throughout South Dakota. Data collection hinted at the need for qualified interpreters in the state, with a more enhanced focus on the western region of the state. Survey results suggest that interpreters are needed; however, flaws occurred during the study, creating recommendations for further research to offer clarity and more detailed conclusions. The participants who responded to the interpreter surveys offered information on their educational backgrounds and ideas on what they wish had been part of their own interpreter education training. Interviews supported information gathered in surveys, offering their perspectives on the need for interpreters. With research compiled and data analyzed, data suggests a possible need for interpreters, a suggestion for further studies to develop a fuller understanding of the concept of a qualified interpreter, and how their quality is measured is applied in the recommendations. In addition, future studies are suggested that may lead to a more comprehensive proposal for an interpreter education program in the West River region of South Dakota. 6/13/2018 Master of Arts in Interpreting Studies Amanda R. Smith, Erine Trine, Marlee Dyce professional_project
https://wou.omeka.net/s/repository/item/4214 Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters. Audrey Ramirez-Loudenback Accessibility | Bilingual | Multilingual | and Multicultural Education | Curriculum and Social Inquiry | Special Education and Teaching | Theory and Philosophy | interpreting | values | motivation | signed language | Schwartz | PVQ | motivational values 12/4/2015 Text theses/25 eng http://creativecommons.org/licenses/by/4.0/ The goal of this research is to begin a discussion in the ASL/English interpreting field about how personally held motivations and values impact the decision making process. From the decision to enter this field to the decisions an interpreter makes on a daily basis, values are central to understanding that process. The first step in this analysis was to collect data from current interpreters and interpreting students to see what motivational values are prioritized within professional communities. This data was collected through an online questionnaire made available through multiple social media websites that support various ASL/English interpreting communities. Through statistical analysis of the results of this questionnaire and the coding of one short answer question the following questions are addressed: What motivational values do ASL/English interpreters prioritize? How are these values expressed when interpreters are asked to articulate the reasons for pursuing a career in this field? Do participant’s demographic characteristics (e.g., native language(s), educational background, ethnic identity, and specialized work settings) relate with prioritization of motivational value types?
The results showed that the sample prioritized the motivational types of self-direction, benevolence, and universalism most highly. Some possible reasons for this value prioritization will be explored as well as sub-populations with the sample that diverged from this motivational value system.
The hope is that by examining the findings of this data, practicing interpreters and interpreting students can begin to explore their own individually held values and how conflicting and congruent values are expressed and assessed within their practice. 12/4/2015 Master of Arts in Interpreting Studies Amanda R. Smith, Hamid Behmard, Lyra Behnke thesis
https://wou.omeka.net/s/repository/item/4174 A Deaf Interpreter’s Experience with DCS Supervision: A Dialogic Autoethnography Daniel Gough American Sign Language | Bilingual | Multilingual | and Multicultural Education | Counselor Education | Critical and Cultural Studies | Curriculum and Instruction | Disability Studies | Discourse and Text Linguistics | Educational Methods | Educational Psychology | Gender | Race | Sexuality | and Ethnicity in Communication | International and Intercultural Communication | Interpersonal and Small Group Communication | Language and Literacy Education | Sign Languages | Social Influence and Political Communication | Social Justice | Typological Linguistics and Linguistic Diversity | Interpreting | DCS | ASL | Autoethnography | Status Quo | Power Dynamics 11/29/2022 Text theses/225 sgn-US, eng Western Oregon University Library has determined, as of 03/08/2023, this item is in copyright. Users may use the item in accordance with copyright limitations and exceptions, including fair use. | http://rightsstatements.org/vocab/InC/1.0/ In this thesis, I sought to examine myself as a Deaf interpreter in Demand and Control Schema (DC-S) supervision sessions. The methodology was a dialogic analysis based on power/communication dynamics in DC-S supervision as a Deaf interpreter. The platform that I used was the Interpreting Institute for Reflection-in-Action & Supervision (IIRAS) platform online sessions. In the session, the hearing participants were 18 years or older, they either work or have worked as ASL/English interpreters. They attended at least three supervision sessions. The data collected included the researcher's journaling, video recordings, and responses from interviews.questions with participants and supervision leaders. There was evidence of hearing and Deaf individuals communicating comfortably and effectively. 12/7/2022 Master of Arts in Interpreting Studies Amanda Smith, Elisa Maroney, Kendra Keller thesis