Suchergebnisse

Intro -- Deaf Interpreters at Work -- Deaf Interpreters at Work -- International Insights -- Contents -- Preface -- REFERENCES -- Figures -- Deaf Interpreters: -- DI(2) = Team Interpreting -- Testing Times -- Adverbial Morphemes in Tactile Sign Language -- Tables -- Testing Times -- Deaf and Hearing Interpreting Team Preparation -- Adverbial Morphemes in Tactile Sign Language -- Conference Interpreting and Interpreting Teams -- Deaf Interpreters at Work -- Deaf Interpreters: An Introduction -- RESEARCH TO DATE -- DIs: A New Concept? -- Terminology -- So What Is a Deaf Interpreter? -- What Is the Difference between a DI and a Non-DI? -- Deaf Extralinguistic Knowledge -- When Are DIs Assigned? -- How Are Deaf Interpreters Positioned in Various Interpreting Settings? -- CONCLUSIONS -- ACKNOWLEDGMENTS -- REFERENCES -- DI(2) = Team Interpreting -- DEAF INTERPRETERS -- TEAM INTERPRETING -- THE PARTICIPANTS -- PROCEDURE -- FINDINGS -- "Off," or Nonrendering Interpreter Strategies -- "On," or Rendering Interpreter Strategies -- DISCUSSION -- NOTES -- REFERENCES -- Deaf Interpreters: The Dynamics of Their Interpreting Processes -- THE BEGINNINGS OF DEAF PERSONS WORKING AS INTERPRETERS -- THE EVOLUTION OF DEAF INTERPRETING AS A PROFESSION -- METHODOLOGY -- RESULTS -- Deaf Interpreter-Hearing Interpreter Team Processes -- Power Issues between Team Members -- Strategies and Resources -- Mainstream Model vs. Community Model -- Silence -- Referential Context from the Deaf Consumer -- CONCLUSIONS -- RECOMMENDATIONS -- REFERENCES -- Testing Times: Toward the Professionalization of Deaf Interpreters in Australia -- Project Rationale and Purpose -- IDENTIFYING DI COMPETENCIES -- DI Work Contexts -- Standardized Nomenclature for a Complex Client Category -- TEST FORMAT AND ELIGIBILITY -- Monologic vs. Dialogic Test Construction -- Live vs. Video Format.

Cover -- Title page -- Copyright page -- Contents -- Foreword -- Contributors -- MA to BA: A Quest for Distinguishing Between Undergraduate and Graduate Interpreter Education, Bachelor of Arts in Interpretation Curriculum at Gallaudet University -- Designing Curriculum for Healthcare Interpreting Education: A Principles Approach -- Researching Curriculum Innovation in Interpreter Education: The Case of Initial Training for Novice Interpreters in Languages of Limited Diffusion -- Educating Signed Language Interpreters in Australia: A Blended Approach -- Interpreter Training in Less Frequently Taught Language Combinations: Models, Materials, and Methods -- Putting Theory into Practice: Creating Video Resources for Discourse-Based Approaches to Interpreter Education -- Changing the Curriculum Paradigm to Multilingual and Multicultural as Applied to Interpreter Education Programs -- Index

Intro -- Half Title Page -- Series List -- Full Title Page -- Copyright Page -- Table of Contents -- Preface -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- References -- Index.

The purpose of this study was to explore the quality of the educational experience of deaf students when they communicate with hearing teachers through interpreters and to determine the implications of that experience for the students' classroom behavior. Qualitative methods were used to collect data from the academic staff and the 28 profoundly to severely deaf adolescents who participated in four-week experientially based workshops in marine science in the summers of 1988 and 1989. Three salient issues emerged: the teacher's knowledge of deafness, the role of the interpreter, and behavior management Several of the issues that emerged support previous research, such as physical arrangement of students in the classroom, use of notetakers, student attention span, quality of interpreting, and a tendency toward lenient discipline standards. The implications of the study are discussed in terms of teachers and interpreters working together to improve the deaf adolescent's educational experience.

"Interpreting and the Politics of Recognition investigates the historical, ethical and professional dimensions of this, arguably, most widespread form of intercultural communication. Covering key topics from colonialism to representation, ethics and power, it looks at the different linguistic modalities (signed and spoken) used within communities to investigate equality of citizens. The contributors include leading authorities in their fields and use a wide spread of examples from a variety of disparate cultures - including deaf and ethnic minority groups. With eight chapters presented in three thematic sections and a foreword by Michael Cronin setting the book in its wider context, this volume will be of interest to practicing interpreters, researchers and advanced students in the areas of Interpreting Studies, Translation Studies, Linguistics and Communication Studies"--