Educational Interpreting: How It Can Succeed

Index

Index 229 accessibility academic language acquisition and, 139, 148–53, 151 classroom assessment of, 147–65 as complex issue, 10 discourse styles and, 139–40, 153–54 of group discussions, 138, 142, 145–46 as illusionary, 4, 132–34 interpreter skill level and, 56–57, 83–84, 122, 124, 216–18 lag time and, 136–37 linguistic accessibility, 146–47 mediated information and, 134–36, 152–53 multiple channels of input and, 137 pacing and, 139–40, 154–57, 155, 162–64 redundancy and, 157–60, 158, 162–64 of social interactions, 24, 28–29, 75 turn-taking and, 160–62, 161 visual accessibility, 137–38, 142–46, 147–65 administrators, 33–36, 103–4 adult-to-child register, 187–88 advocacy by interpreter, for student, 28, 102 by parents, 39 Affonso, C., 119 Alabama, 197 Alaska, 197 Albertini, J. A., 55 American Sign Language. See ASL anthropology, 94–95, 97–98 argumentation skills, 80–81 Arizona, 197 Arkansas, 197 ASL (American Sign Language) interpreter use, 120 L1 acquisition and, 52, 59n8 L2 acquisition issues, 50–51 structure of, 63–65, 68 audism, 132, 134 Babbidge Report, 114 Barnes, S., 92, 95, 109 Bolster, L., 82, 123, 133 Bowen-Bailey, D., 119 Brown Kurz, K., 133 Burch, D. D., 126 Bureau of Indian Affairs, 197 Caldwell Langer, E., 9–40, 45–47, 133 California, 197 Cartwright, B., 121 Cazden, C.B., 55, 135, 137, 139, 143, 209 Page numbers in italics denote tables or figures. certification, 58n2, 116–18, 123, 126, 186–88, 196–97 Clark, G. M., 117, 119, 133 class participation interpreted education impact, 75 interpreter skill level and, 22–23, 216–18 lag time and, 19, 31, 136–37 cloze tests, 51, 59n6 cognitive development argumentation skills, 80–81 interpreter skill level impact, 77–78, 81–83, 83–85 language development interdependency, 52, 73–75, 77 peer interaction and, 78–81, 83–84 scaffolding, 81–82 Theory of Mind development, 75–78, 80, 83 Cole, M., 210, 219–20, 222, 223n1, 224n8 Cole, S., 210 Colorado, 82, 118, 197, 202 confidentiality, 106 conflict resolution, 80–81 contact signing, 59n8, 221 Convertino, C., 132 cultural-historical psychology, 210–12, 219–20, 222–23 discipline in classrooms, 25, 27, 99, 174 discourse styles, 139–40, 153–54 Educational Interpreter Certificate Program (EICP), 199 Education for All Handicapped Children Act (1975), 58n3 EIPA (Educational Interpreter Performance Assessment), 123–24, 126, 186–204, 191–92, 197–98 Eisenhart, M., 95 Elliott, R., 94 English sign systems interpreter use, 57–58, 120, 188 phonology/grammar disconnect, 61, 63–72 ethical issues, 43, 107, 121–22 expectations academic performance, 14 interpreter skill levels, 119–20 parental, 39, 41 eye contact, 29, 46, 75 facial expression, 29 fingerspelling, 29, 149, 152–53 first language acquisition. See L1 acquisition Fleetwood, E., 171–77 footing, 210, 216 Foster, S., 216 Frishberg, N., 116 Goffman, E., 209 Goldin-Meadow, S., 220 Gospodinoff, K., 97–98 Grasha, A., 153–54 Greaves, S., 122 group discussions accessibility of, 138, 142, 145–46 interpretability of, 31 students’ perspectives, 18–19, 32 Gustason, G., 63, 123 Hartup, W. W., 79 Hawaii, 197 hiring practices, 34, 36, 181–82, 200–1, 217 Hotto, S. A., 114 Hymes, D., 208 Idaho, 197 Illinois, 197 incidental learning, 55–56, 58 Individuals with Disabilities Education Act (IDEA) (1990), 114, 132–33, 188 injuries, 120, 184 in-service training, 127, 193 Internet discussion groups, 92–93, 104–10 interpreted education parental decisions about, 12–13, 41–42 research needs, 6, 45, 136, 222 statistics, 114 students’ perspectives on, 13–17 See also accessibility interpreter coordinators, 33–36, 103–4 interpreters advice to fellow interpreters, 101–2 advice to teachers, 102–3 assessment of, 123–24, 126, 178–84, 186–204, 191–92, 197–98 certification, 58n2, 116–18, 123, 126, 186–88, 196–97 communication breakdowns, 97–98 comprehension of, 21–23, 57 230 Index decision-making, 24, 173, 183–84 definitions, 115–16 as disciplinarians, 25, 27, 99, 174 hiring practices, 34, 36, 181–82, 200–1, 217 Internet discussion groups, 92–93, 104–10 L2 acquisition issues, 50–51 as language models, 56–58 peer interaction effects, 79–80 preparation for class, 28, 172 qualifications, 116–21, 122–27, 133–34, 174–76 reluctance to use, by students, 37, 45–46 roles and responsibilities, 32, 93–97, 121–22, 172–74, 181 space issues, 28...