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.
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.
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.
Making Sense explores the experiential, ethical, and intellectual stakes of living in, and thinking about, a world in which language cannot be taken for granted. In Nepal, many deaf signers use ...Nepali Sign Language (NSL), a young, conventional signed language. The majority of deaf Nepalis, however, use what NSL signers call natural sign. Natural sign involves both conventional and improvisatory signs, many of which recruit semiotic relations immanent in the social and material worlds. These features make conversation in natural sign both possible and precarious, since sense-making depends on signers’ skillful use of resources and on addressees’ willingness to engage. Natural sign reveals the labor of sense-making that in more conventional language is carried by shared grammar. Ultimately, this highly original book shows that emergent language is an ethical endeavor, challenging readers to consider what it means, and what it takes, to understand and to be understood. “Making Sense delves into the heart of what it means for people to understand each other when they cannot take communication for granted. It is one of the best ethnographic studies about deaf people and signing practices that I’ve read.” — Lina Hou, Assistant Professor, Department of Linguistics, University of California, Santa Barbara “Beautifully organized and conceived, highlighting in depth the ethical dimensions of communication and understanding.” — Kristin Snoddon, Associate Professor, School of Early Childhood Studies, Toronto Metropolitan University
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.
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.
Here or There Napier, Jemina; Skinner, Robert; Braun, Sabine
05/2018, Letnik:
16
eBook
The field of sign language interpreting is undergoing an exponential increase in the delivery of services through remote and video technologies. The nature of these technologies challenges ...established notions of interpreting as a situated, communicative event and of the interpreter as a participant. As a result, new perspectives and research are necessary for interpreters to thrive in this environment. This volume fills that gap and features interdisciplinary explorations of remote interpreting from spoken and signed language interpreting scholars who examine various issues from linguistic, sociological, physiological, and environmental perspectives. Here or There presents cutting edge, empirical research that informs the professional practice of remote interpreting, whether it be video relay service, video conference, or video remote interpreting. The research is augmented by the perspectives of stakeholders and deaf consumers on the quality of the interpreted work. Among the topics covered are professional attitudes and motivations, interpreting in specific contexts, and adaptation strategies. The contributors also address potential implications for relying on remote interpreting, discuss remote interpreter education, and offer recommendations for service providers.
Quarterly Began with v. 1, no. 1 (Oct. 1847). -v. 31, no. 3 (July 1886). Published in: Washington, D.C., -1886. Publication suspended Oct. 1849-July 1850 and Sept. 1861-June 1868. Issued Oct. ...1847-July 1849 by the American Asylum for the Deaf and Dumb; Oct. 1850-July 1886 by the Convention of American Instructors of the Deaf and Dumb. Indexes: Vols. 1 (1847)-20 (1875) in 1 v.; v. 21 (1876)-30 (1886) in 1 v.; v. 31 (1886)-40 (1895) of later title in 1 v. Description based on: Vol. 1, no. 2 (Jan. 1848); title from caption. American annals of the deaf 0002-726X (DLC) 15014404 (OCoLC)5695496
