Cover

pdf iconDownload PDF

pp. 1-1

Title Page, Copyright

pdf iconDownload PDF

pp. iv-v

Contents

pdf iconDownload PDF

pp. vii-vii

read more

Acknowledgments

pdf iconDownload PDF

pp. viii-ix

I am grateful to the many people who made this work possible. I especially want to thank the interpreters, teachers, and Deaf and hard of hearing students and their parents who welcomed me into their classrooms (with three video cameras, no less). Your courage and commitment are admirable. I hope that my telling of your stories honors your experiences ...

Figures

pdf iconDownload PDF

pp. ix-ix

Tables

pdf iconDownload PDF

pp. x-x

read more

Chapter 1. At First Glance: Taking a Look at Deaf Education and Interpreting in K–12 Classrooms

pdf iconDownload PDF

pp. 1-12

Sign language interpreters are the channel through which many Deaf and hard of hearing students access and participate in academic and social interactions in public schools.1 Yet, “educating children with the use of an interpreter is an educational experiment” (Schick, 2004). To complicate matters further, research has shown that interpreters perform multiple roles in the ...

read more

Chapter 2. As Previously Seen: Interpreting in Schools

pdf iconDownload PDF

pp. 13-25

The context and framework of my research on interpreting in public school settings focused on three areas: the accessibility of an interpreted education, the qualifi cations and roles of K–12 interpreters, and interpreters and decision making. ...

read more

Chapter 3. Examining the Work of Interpreters Through Multiple Lenses

pdf iconDownload PDF

pp. 26-48

In order to discover what interpreters do and what factors influence their decisions, I investigated the practices and decisions of interpreters working in K–12 settings, including their roles and responsibilities, the strategies they employed, their rationale for choosing particular courses of action, and the ways in which they responded to the complexities of ...

read more

Chapter 4. Scenes and Subjects

pdf iconDownload PDF

pp. 49-62

Via Portal Elementary is a large urban school near the U.S.–Mexico border in which more than half of students come from primarily Spanishspeaking families and speak Spanish profi ciently. At the time of the study, Via Portal served almost 700 students, including 35 Deaf and hard of hearing students. Two of these students were mainstreamed and attended ...

read more

Chapter 5. Opening Our Eyes:Discovering What Interpreters Do and Why

pdf iconDownload PDF

pp. 63-163

My investigation revealed that the range and scope of what K–12 interpreters do are multifaceted and variable. I present the results in five main sections. In Section 1, I provide a broad overview of the scope of what interpreters do and the factors that influence their decisions. In Section 2, I describe in detail what interpreters do in light of ...

read more

Chapter 6. What Remains to Be Seen

pdf iconDownload PDF

pp. 164-174

Although many Deaf and hard of hearing children access education through interpreters, research on educational interpreters is scant and has focused on revealing inadequacies of underqualifi ed interpreters rather than examining exactly what it is that qualifi ed interpreters do. This volume provides the most thorough description to date of what K–12 interpreters ...

Appendix A

pdf iconDownload PDF

pp. 175-177

Appendix B

pdf iconDownload PDF

pp. 178-182

Appendix C

pdf iconDownload PDF

pp. 183-186

References

pdf iconDownload PDF

pp. 187-195

Index

pdf iconDownload PDF

pp. 197-204