Deaf interpreter education: stories and insights shared by working deaf interpreters and deaf interpreting students
Item
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Title
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Deaf interpreter education: stories and insights shared by working deaf interpreters and deaf interpreting students
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Creator
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Jeremy Rogers
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Degree Name
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Master of Arts in Interpreting Studies
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Project Type
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thesis
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Date
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5/16/2016
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Abstract
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The purpose of this research study was to identify existing practices in interpreter preparation as it relates to Deaf interpreting students and working Deaf interpreters. In an effort to identify patterns in curricula, instructional approach, and formative experiences, the researcher aimed to distinguish effective instructional approaches for Deaf interpreting students. Working Deaf interpreters were interviewed to offer their perspective on existing preparation practices, both in formal academic settings and formative training. Secondly, Deaf interpreting students currently enrolled in Interpreter Preparation Programs (IPPs) were asked to reflect on their academic experiences and identify the most effective practices employed in their training programs, as well as the least effective practices. It was discovered that there are several inconsistencies in IPPs across the nation related to modifying skill development exercises for Deaf students, including but not limited to: lack of Deaf presence in the classroom, limited access to Certified Deaf Interpreters (CDIs) for mentoring partnerships, lack of appropriate resources for students, and instructors’ unpreparedness for effectively training Deaf interpreters. It was concluded that existing IPP curricula need revisions to incorporate a stronger presence of Deaf professionals as interpreter educators in the classroom and that programs need to work toward increasing the numbers of enrolled Deaf interpreting students. Additionally, it was found that it might be more effective for Deaf interpreting students’ development if certain courses and skill development exercises were completed independently of hearing classmates.
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Committee Member
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Amanda R. Smith, Carole Lazorisak, Melanie Landon-Hays
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Rights
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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.
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http://rightsstatements.org/vocab/InC/1.0/
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Language
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eng
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Date Available
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5/28/2016
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Type
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Text
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Identifier
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theses/31
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