The reading habits of professional signed and spoken language interpreters

2021 ◽  
Author(s):  
Brenda Nicodemus ◽  
Minhua Liu ◽  
Sandra McClure
Keyword(s):  
Professional Practice ◽  
Online Survey ◽  
Spoken Language ◽  
Professional Lives ◽  
Reading Habits ◽  
Research Topics ◽  
Reading Research ◽  
Signed Language ◽  
Critical Process ◽  
Research Studies

Abstract Reading is a critical process for conscious learning and enhancing knowledge; however, little is known about reading in interpreters’ professional lives. We used an online survey to collect information about the reading habits of signed language interpreters (n = 1,382) and spoken language interpreters (n = 601) to examine overall patterns, as well as variations, between the groups. The interpreters responded to questions regarding (a) engagement with reading types, (b) hours spent reading, (c) motivations for reading, (d) factors that reduce engagement in reading, (e) reading in which interpreters should engage, (f) relevance of reading to professional practice, and (g) priority of research topics for reading. Similarities were found between the groups, with divergence in three areas – reading preparation materials, reading research studies, and the types of research studies the participants wish to read. The results provide insights into professional interpreters’ engagement with reading and its application to their professional practice.

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Research on Reading: What SLPs Want (or Need) to Know

2009 ◽  
Vol 10 (2) ◽  
pp. 65-68 ◽  
Author(s):  
Judy Montgomery
Keyword(s):  
Spoken Language ◽  
Cognitive Skill ◽  
Language Intervention ◽  
Reading Teachers ◽  
Successful Therapy ◽  
Speech Language Pathologists ◽  
Reading Research ◽  
Reading And Writing ◽  
Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

scholarly journals Implementation research training for learners in low- and middle-income countries: Evaluating behavior change after participating in a massive online open course

2020 ◽  
Author(s):  
Pascal Launois ◽  
Dermot Maher ◽  
Edith Certain ◽  
Bella Ross ◽  
Michael J. Penkunas
Keyword(s):  
Professional Practice ◽  
Implementation Research ◽  
Online Survey ◽  
Training Programs ◽  
Research Training ◽  
Critical Role ◽  
World Health ◽  
Middle Income ◽  
Middle Income Countries ◽  
Low And Middle Income

Abstract Background Implementation research (IR) can play a critical role in the delivery of disease control interventions, particularly in low- and middle-income countries (LMICs). The growing demand for IR training has led to the development of a range of training programs and university courses, the majority of which can not be accessed by learners in LMICs. This article reports on the evaluation of a massive open online course (MOOC) developed by the Special Programme for Research and Training in Tropical Diseases hosted by the World Health Organization on the topic of IR with a focus on infectious diseases of poverty. This study followed Kirkpatrick’s Model to evaluate training programs with a specific focus on post-training changes in behavior. Methods MOOC participants were invited to take part in an anonymous online survey examining their IR knowledge and how they applied it in their professional practice approximately 1-1.5 years after completing the MOOC. The survey contained 43 open-ended, multiple choice and Likert-type questions. Descriptive statistics were calculated for the quantitative data and responses to the open-ended questions were thematically coded. Results A total of 748 MOOC participants responded to the survey. The demographic profile of the survey respondents aligned with that of the MOOC participants, with nearly 70% of respondents originating from Africa. Responses to the quantitative and open-ended survey questions revealed that respondents’ IR knowledge had improved to a large extent as a result of the MOOC, and that they used the knowledge and skills gained in their professional lives frequently. Respondents most often cited changes in their conceptual understanding of IR and understanding of the research process as substantial areas of change influenced by participating in the MOOC. Conclusions These findings indicate that the MOOC was successful in targeting learners from LMICs, in strengthening their IR knowledge and in contributing to their ability to apply it in their professional practice. The utility of MOOCs for providing IR training to learners in LMICs, where implementation challenges are encountered often, makes this platform an ideal standalone learning tool or one that could be combined with other training formats.

Language teacher research engagement

2010 ◽  
Vol 43 (4) ◽  
pp. 391-429 ◽  
Author(s):  
Simon Borg
Keyword(s):  
Professional Practice ◽  
Teacher Research ◽  
Language Teaching ◽  
Language Teachers ◽  
Research Knowledge ◽  
Language Teacher ◽  
Reading Research ◽  
Professional Activities ◽  
Research Engagement ◽  
Educational Literature

The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

The Handbook of Language Assessment Across Modalities

2021 ◽  
Keyword(s):  
Second Language ◽  
Language Assessment ◽  
Spoken Language ◽  
Assessment Literacy ◽  
Signed Language ◽  
Key Issues ◽  
Relevant Field ◽  
The Common ◽  
New Perspective ◽  
First Time

In Language Assessment Across Modalities: Paired-Papers on Signed and Spoken Language Assessment, volume editors Tobias Haug, Wolfgang Mann, and Ute Knoch bring together—for the first time—researchers, clinicians, and practitioners from two different fields: signed language and spoken language. The volume examines theoretical and practical issues related to 12 topics ranging from test development and language assessment of bi-/multilingual learners to construct issues of second-language assessment (including the Common European Framework of Reference [CEFR]) and language assessment literacy in second-language assessment contexts. Each topic is addressed separately for spoken and signed language by experts from the relevant field. This is followed by a joint discussion in which the chapter authors highlight key issues in each field and their possible implications for the other field. What makes this volume unique is that it is the first of its kind to bring experts from signed and spoken language assessment to the same table. The dialogues that result from this collaboration not only help to establish a shared appreciation and understanding of challenges experienced in the new field of signed language assessment but also breathes new life into and provides a new perspective on some of the issues that have occupied the field of spoken language assessment for decades. It is hoped that this will open the door to new and exciting cross-disciplinary collaborations.

Part 2: exploring views from fathers and perinatal practitioners on the inclusion of fathers by perinatal services

2021 ◽  
Vol 29 (5) ◽  
pp. 267-277
Author(s):  
SK Fenton ◽  
T Joscelyne ◽  
S Higgins
Keyword(s):  
Professional Practice ◽  
Delphi Method ◽  
Father Involvement ◽  
Online Survey ◽  
Family System ◽  
Perinatal Period ◽  
Group Consensus ◽  
Psychological Change ◽  
Paternal Support ◽  
Perinatal Services

Background This is the second of a two-part series exploring father's inclusion in the perinatal years. The first paper was published in volume 29, issue 4 of the British Journal of Midwifery. This paper explores the results of the study and discussion in relation to previous literature and to professional practice. Positive father involvement during the perinatal period has important implications for families. However, previous research suggests that fathers experience marginalisation, while staff report a lack of training and time for engaging fathers. Aims This study explored fathers' and perinatal professionals' experiences of fathers' involvement during the perinatal period, and ideas for paternal support. Method A Delphi method was employed. Thematic analysis from focus groups informed an online survey which was completed by 24 fathers and 22 professionals. A third-round survey finalised group consensus. Results Both groups agreed on the importance of fathers. Participants suggested improvement ideas, such as supporting fathers with psychological change. Groups disagreed on some ideas, such as fathers receiving a session alone to discuss concerns. Discussion The findings support the inclusion of fathers in perinatal services and a focus on the whole family system. Limitations of this study include low participant diversity and possible selection bias. Implications for further research are discussed.

Leadership and Gender in Postsecondary Dance

2017 ◽  
Author(s):  
Doug Risner ◽  
Pamela S. Musil
Keyword(s):  
United States ◽  
Mixed Method ◽  
Online Survey ◽  
The United States ◽  
Status Report ◽  
Administrative Leadership ◽  
Professional Lives ◽  
Data Services ◽  
Administrative Leaders ◽  
And Gender

Chapter 9 presents data from a larger mixed method empirical study that investigated the professional lives of administrative leaders in postsecondary dance programs in the United States, with the purpose of developing a status report on administrative leadership, with particular attention to gender. The study employed reviews of literature in postsecondary dance leadership and administration, analysis of data assembled annually by Higher Education Arts Data Services (HEADS) in conjunction with the National Association of Schools of Dance (NASD) from 1994–2014, and findings from the authors’ mixed method study of dance administrators (n=75) in postsecondary institutions, including an extensive online survey that generated quantitative and qualitative data from participants across the United States. Survey data included information about demographics, workload, responsibilities and salary; support and work satisfaction; administrator purpose, strengths and challenges; influential experiences and people; quality of professional lives, and work-life balance. Narrative comments based on open-ended questions are presented. When appropriate, gender asymmetries and divergences are discussed.

Discussion of Issues Related to Assessment of Signed or Spoken Language Development in Children with Autism Spectrum Disorder

2021 ◽  
pp. 145-152
Author(s):  
Amy Kissel Frisbie ◽  
Aaron Shield ◽  
Deborah Mood ◽  
Nicole Salamy ◽  
Jonathan Henner
Keyword(s):  
Language Development ◽  
Developmental Disorders ◽  
Language Assessment ◽  
Spoken Language ◽  
Autism Spectrum ◽  
Pragmatic Language ◽  
Signed Language ◽  
Pragmatic Language Skills ◽  
Language Assessments ◽  
Hearing Children

This chapter is a joint discussion of key items presented in Chapters 4.1 and 4.2 related to the assessment of deaf and hearing children on the autism spectrum . From these chapters it becomes apparent that a number of aspects associated with signed language assessment are relevant to spoken language assessment. For example, there are several precautions to bear in mind about language assessments obtained via an interpreter. Some of these precautions apply solely to D/HH children, while others are applicable to assessments with hearing children in multilingual contexts. Equally, there are some aspects of spoken language assessment that can be applied to signed language assessment. These include the importance of assessing pragmatic language skills, assessing multiple areas of language development, differentiating between ASD and other developmental disorders, and completing the language evaluation within a developmental framework. The authors conclude with suggestions for both spoken and signed language assessment.

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