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Index
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197 Index academic performance, 3–5, 20–21. See also schools; students adjusting timing of interpretations, 86, 99–103 aide duties of interpreters, 83 AJ (Via Portal interpreter) ASL–English connections, 122–23, 124, 126–28, 145–46 background and qualifications, 37–38, 37n8, 58–60, 58n15, 59t on deliberately omitting information, 78, 79 on independence of students, 77, 78 interpreting and transliterating methods used by, 65 language and learning needs considered by, 116–17, 122–23, 124, 126–28, 128f on participation in classroom, 128, 129f, 131, 132–41, 133f printed text interpretation challenges, 151–53, 155 on redirecting student attention, 78–79, 161 reinforcement and praise provided by, 79–80 on re-interpreting answers to maintain efficiency, 74 resource utilization demonstrated by, 65–67 student interactions, 71 teacher interactions, 68–70, 95–96, 161 American Sign Language (ASL) English language connections, 121–23, 124–25, 126–28, 146–48 interpreter efforts to support student development of, 123–28 as natural language, 19n5 school policies regarding use of, 5, 19 visual nature of, 1–2 American Sign Language Teachers Association (ASLTA), 59 Angelina (Via Portal student) conversations with interpreter, 71 demographic characteristics, 49, 53, 54t, 55 independent task completion by, 77, 78 language and learning needs of, 116–17, 122–23, 126–28, 145–46 participation in class, 80, 131, 132–38, 139–41 Annual Survey of Deaf and Hard of Hearing Children and Youth (Gallaudet Research Institute), 2–3 ASL. See American Sign Language ASLTA (American Sign Language Teachers Association), 59 axial coding, 36 Azalea Elementary data collection at, 30, 31t, 32, 33, 34 demographic characteristics of, 29, 52 hearing student interactions with interpreters at, 81 interpreters, 52. See also Marina (Azalea interpreter) students. See Kristie (Azalea student); Miguel (Azalea student) teachers, 52, 53, 54t. See also Kendall, Mrs. Figures and tables are indicated by f and t following the page numbers. 198 : index back-channeling cues, 32 beyond interpreting designation, 40, 41 Bourdieu, P., 21 California Department of Education (CDE). See also research study on practices and decisions of K–12 interpreters on failure of schools to meet needs of Deaf students, 165–66 integration of hearing and Deaf students in, 3 on interpreter qualifications, 16, 17, 57–58 on program standards for Deaf students, 170 Camie (Meadowbrook interpreter) aide duties performed by, 83 ASL and English, making connections between, 124–25, 146–48 background and qualifications, 58, 58n15, 59t, 60 competing visual demands, methods used in response to, 87–94, 89–90f, 94–95f, 96–107, 97–98f, 105f, 142–43 on deliberately omitting information, 79 health concerns expressed by, 107, 143–44, 149, 150 hearing student interactions, 81–82 on interpreting challenging subject matter, 143–44 language and learning needs considered by, 115, 117, 118–21, 124–25 parent interactions, 80–81 on participation in classroom, 130–31, 141 printed text and read-aloud session challenges, 149–50, 154 on redirecting student attention, 76, 78, 79, 161–62 student interactions, 72, 113–14 teacher interactions, 70, 96, 160–61 tutoring process used by, 118–20, 124–25, 155–56 Cazden, C., 156 CDE. See California Department of Education certification requirements, 9, 9n4, 16 children. See students class participation. See inclusion and participation in classroom activities classroom interpreters. See interpreters cochlear implants, 53, 53n12 coding practices, 36, 37, 39, 43–44, 44f, 175–77 collaboration between interpreters and teachers, 22, 68–70, 80–81, 95–96 communication gestures and facial expressions used to communicate with hearing students, 55, 57 recognizing intent of, 138–39 school policies of, 4–5 communities of practice, 6n2 competing visual demands, 42–47, 84–108 classroom scenario involving, 87–92 coding practices for identification of, 43–44, 44f common sources of, 84, 84t defined, 43, 45, 84 frequency and duration of, 43, 45–46t, 45–47, 85 interpreter challenges in managing, 142–43 student challenges in managing, 14–15, 85 techniques for responding to presence of, 85–108 adjusting timing of interpretation, 86, 99–103 directing student attention, 86, 96–99 [44.200.179.138] Project MUSE (2024-03-28 13:33 GMT) Index : 199 modifying the interpretation, 47–48, 77–78, 79, 86–87, 103–8 physical position adjustments, 86, 92–96 conversations with interpreters, 70–74, 113–14 Cuculick, J. A., 166 cultural capital theory, 21 Decalage, 13 decision-making practices, 20, 22, 23–25, 160–63. See also research study on practices and decisions of k–12 interpreters demographic characteristics of study participants. See individual schools Department of...