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More Than Meets the Eye

Revealing the Complexities of an Interpreted Education

Melissa B. Smith

Publication Year: 2013

This volume describes a doctoral study designed to identify the skills and knowledge educational interpreters need. Three K-12 interpreters were videotaped and interviewed to explore what interpreters do and illuminate the factors that inform their decisions. The study reveals five primary tasks that interpreters perform; furthermore, data indicate that what interpreters do at any given moment is affected by their ongoing assessments of a constellation of contextual factors. Findings highlight the need for further research and serve as a call to action to prepare interpreters to more effectively meet the needs of Deaf and hard of hearing mainstreamed students.

Published by: Gallaudet University Press

Title Page, Copyright

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pp. iv-v


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p. vii-vii

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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 ...


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p. ix-ix


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p. x-x

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

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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 ...

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Chapter 2. As Previously Seen: Interpreting in Schools

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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. ...

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Chapter 3. Examining the Work of Interpreters Through Multiple Lenses

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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 ...

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Chapter 4. Scenes and Subjects

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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 ...

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

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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 ...

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Chapter 6. What Remains to Be Seen

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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

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pp. 175-177

Appendix B

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pp. 178-182

Appendix C

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pp. 183-186


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pp. 187-195


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pp. 197-204

E-ISBN-13: 9781563685804
E-ISBN-10: 1563685809
Print-ISBN-13: 9781563685798
Print-ISBN-10: 1563685795

Page Count: 296
Illustrations: 17 figures, 10 tables
Publication Year: 2013