Words made flesh Edwards, R. A. R
2012, 20120326, 2014, 2012-03-26, Letnik:
4
eBook, Book
During the early nineteenth century, schools for the deaf appeared in the United States for the first time. These schools were committed to the use of the sign language to educate deaf students. ...Manual education made the growth of the deaf community possible, for it gathered deaf people together in sizable numbers for the first time in American history. It also fueled the emergence of Deaf culture, as the schools became agents of cultural transformations. Just as the Deaf community began to be recognized as a minority culture, in the 1850s, a powerful movement arose to undo it, namely oral education. Advocates of oral education, deeply influenced by the writings of public school pioneer Horace Mann, argued that deaf students should stop signing and should start speaking in the hope that the Deaf community would be abandoned, and its language and culture would vanish. In this revisionist history, Words Made Flesh explores the educational battles of the nineteenth century from both hearing and deaf points of view. It places the growth of the Deaf community at the heart of the story of deaf education and explains how the unexpected emergence of Deafness provoked the pedagogical battles that dominated the field of deaf education in the nineteenth century, and still reverberate today.
While educational interpreting has been studied for decades, the research has historically focused on the tasks educational interpreters are engaged in during their work day. In The Role of the ...Educational Interpreter, Stephen B. Fitzmaurice takes a new approach using role theory to examine how administrators and teachers perceive the role and work of educational (K–12) interpreters. Through a series of qualitative interviews and quantitative questionnaires with district administrators, school administrators, general education teachers, and teachers of the deaf, Fitzmaurice documents their perceptions of educational interpreters. Findings from the data reveal the perceptions of administrators and teachers set the stage for role ambiguity, role conflicts, and subsequent role overload for educational interpreters. Fitzmaurice elaborates on the implications of the research, and also provides concrete recommendations for researchers and practitioners, including an emphasis on the importance of involving the Deaf community in this work. This volume aims to offer clarity on the role of the educational interpreter, and dispel the confusion and conflicts created by divergent perspectives. A shared understanding of the role of the educational interpreter will allow administrators, teachers, and interpreters to work collaboratively to improve educational outcomes for deaf students.
In this follow up to Educational Interpreting: How It Can
Succeed , published in 2004, Elizabeth A. Winston and Stephen
B. Fitzmaurice present research about the current state of
educational ...interpreting in both K-12 and post-secondary settings.
This volume brings together experts in the field, including Deaf
and hearing educational interpreters, interpreter researchers,
interpreter educators, and Deaf consumers of educational
interpreting services. The contributors explore impacts and
potential outcomes for students placed in interpreted education
settings, and address such topics as interpreter skills, cultural
needs, and emergent signers. Winston and Fitzmaurice argue massive
systemic paradigm shifts in interpreted educations are as needed
now as they were when the first volume was published, and that
these changes require the collaborative efforts of everyone on the
educational team, including: administrators, general education
teachers, teachers of the deaf, interpreters, and counselors. The
contributors to this volume address research-based challenges and
make recommendations for how interpreting practitioners, and all
members of the educational team, can enact meaningful changes in
their work towards becoming part of a more comprehensive solution
to deaf education.
In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and ...educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now several preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing the research together, this volume allows synergy among ideas that possess the potential to move research, theory, and practice forward.
Linguistic minorities are often severely disadvantaged in legal events, with consequences that could impact one's very liberty. Training for interpreters to provide full access in legal settings is ...paramount. In this volume, Jeremy L. Brunson has gathered deaf and hearing scholars and practitioners from both signed and spoken language interpreting communities in the United States, Canada, and the United Kingdom. Their contributions include research-driven, experience-driven, and theoretical discussions on how to teach and assess legal interpreting. The topics covered include teaming in a courtroom, introducing students to legal interpreting, being an expert witness, discourses used by deaf lawyers, designing assessment tools for legal settings, and working with deaf jurors. In addition, this volume interrogates the various ways power, privilege, and oppression appear in legal interpreting. Each chapter features discussion questions and prompts that interpreter educators can use in the classroom. While intended as a foundational text for use in courses, this body of work also provides insight into the current state of the legal interpreting field and will be a valuable resource for scholars, practitioners, and consumers.
How Deaf Children Learn Marschark, Marc; Hauser, Peter C
2011, 2012, 2012-01-15, 2011-11-03
eBook, Book
In this book, renowned authorities Marschark and Hauser explain how empirical research conducted over the last several years directly informs educational practices at home and in the classroom, and ...offer strategies that parents and teachers can use to promote optimal learning in their deaf and hard-of-hearing children.
Video relay service (VRS) is a federally funded service that
provides telecommunications access for deaf people. It is also a
for-profit industry with guidelines that may limit the autonomy of
the ...sign language interpreters who work in VRS settings. In this
volume, Erica Alley examines how VRS interpreters, or
"Communication Assistants," exercise professional autonomy despite
the constraints that arise from rules and regulations established
by federal agencies and corporate entities. Through interviews with
VRS interpreters, Alley reveals the balance they must achieve in
providing effective customer service while meeting the quantitative
measures of success imposed by their employer in a highly
structured call center environment. Alley considers the question of
how VRS fits into the professional field of interpreting, and
discovers that-regardless of the profit-focused mentality of VRS
providers-interpreters make decisions with the goal of creating
quality customer service experiences for deaf consumers, even if it
means "breaking the rules." Her findings shed light on the
decision-making process of interpreters and how their actions are
governed by principles of self-care, care for colleagues, and
concern for the quality of services provided. Professional
Autonomy in Video Relay Service Interpreting is essential
reading in interpreter education courses and interpreter training
programs.
The current policy of educating d/Deaf and h/Hard of hearing (DHH)
students in a mainstream setting, rather than in the segregated
environments of deaf schools, has been portrayed as a positive step
...forward in creating greater equality for DHH students. In
Language, Power, and Resistance, Elizabeth S. Mathews
explores this claim through qualitative research with DHH children
in the Republic of Ireland, their families, their teachers, and
their experiences of the education system. While sensitive to the
historical context of deaf education, Mathews focuses on the
contemporary education system and the ways in which the
mainstreaming agenda fits into larger discussions about the
classification, treatment, and normalization of DHH children. The
research upon which this book is based examined the implications
that mainstreaming has for the tensions between the hegemonic
medical model of deafness and the social model of Deafness. This
volume explores how different types of power are used in the deaf
education system to establish, maintain, and also resist medical
views of deafness. Mathews frames this discussion as one of power
relations across parents, children, and professionals working
within the system. She looks at how various forms of power are used
to influence decisions, to resist decisions, and to shape the
structure and delivery of deaf education. The author's findings are
a significant contribution to the debates on inclusive education
for DHH students and will resonate in myriad social and geographic
contexts.
Die Professionalisierung des Gebärdensprachdolmetschens ist ein kontingenter, fortdauernder und kompetitiver Prozess, bei dem Grenzziehungsarbeit eine zentrale Rolle spielt. Nadja Grbic rekonstruiert ...in ihrer theoretisch fundierten Untersuchung dessen Entwicklung in Österreich seit dem 19. Jahrhundert, zeigt institutionelle Bedingungen der Professionalisierung auf und gibt Einsichten in Wahrnehmungsmuster, Handlungslogiken und Entscheidungsprozesse der Akteur*innen. Damit entwirft sie einen alternativen Erklärungsrahmen zu Fortschrittsmodellen, der über den Fall des Gebärdensprachdolmetschens hinaus eine differenzierte Betrachtung der Vielgestaltigkeit translatorischer Tätigkeiten ermöglicht.
