scholarly journals Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters

2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Laura E. Ott ◽  
Linda C. Hodges ◽  
William R. LaCourse
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Undergraduate Research ◽  
American Sign ◽  
Deaf Students ◽  
Sign Language Interpreters ◽  
Research Experiences ◽  
Undergraduate Research Experiences

scholarly journals Occupational Health and Safety For Sign Language Interpreters

2021 ◽  
Author(s):  
Kathryn Woodcock ◽  
Steven L. Fischer
Keyword(s):  
Health Education ◽  
Occupational Health ◽  
American Sign Language ◽  
Sign Language ◽  
Health And Safety ◽  
American Sign ◽  
Health Issues ◽  
Sign Languages ◽  
Sign Language Interpreters ◽  
Sign Language Interpreting

<div>"This Guide is intended for working interpreters, interpreting students and educators, and those who employ or purchase the services of interpreters. Occupational health education is essential for professionals in training, to avoid early attrition from practice. "Sign language interpreting" is considered to include interpretation between American Sign Language (ASL) and English, other spoken languages and corresponding sign languages, and between sign languages (e.g., Deaf Interpreters). Some of the occupational health issues may also apply equally to Communication Access Realtime Translation (CART) reporters, oral interpreters, and intervenors. The reader is encouraged to make as much use as possible of the information provided here". -- Introduction.</div><div><br></div>

scholarly journals Reading Between the Signs: Intercultural Communication for Sign Language Interpreters

2014 ◽  
Vol 4 (1) ◽  
pp. 106-108
Author(s):  
Rolf Holtz
Keyword(s):  
American Sign Language ◽  
Intercultural Communication ◽  
Sign Language ◽  
American Sign ◽  
Sign Language Interpreters ◽  
Real Language ◽  
Linguistic Challenges ◽  
Interpersonal Situations

This book presents the subtleties of a most remarkable human attribute: The ability to understand and communicate language. The focus of the book does examine the basic elements of interpreting and translating for the deaf. However, it takes the reader far beyond the linguistic challenges of American Sign Language (ASL) into the realm of interpreting for world cultures. The book presupposes a well-developed understanding of ASL and readers are expected to already be convinced that ASL is a real language. Deaf and hearing individuals will unquestionably profit from the analyses of culture that are always present in the medical, business, educational, and interpersonal situations in which deaf interpreters are active. 

What is learnable in manually coded English sign systems?

1992 ◽  
Vol 13 (3) ◽  
pp. 313-340 ◽  
Author(s):  
Brenda Schick ◽  
Mary Pat Moeller
Keyword(s):  
Reading Achievement ◽  
American Sign Language ◽  
Sign Language ◽  
Control Group ◽  
American Sign ◽  
Deaf Students ◽  
Natural Languages ◽  
Sign Systems ◽  
Sign System ◽  
Linguistic Structures

AbstractIt has been suggested that manual sign systems designed to represent English are unlearnable because they are not natural languages. In order to examine this premise, the present study examines reading achievement and expressive English skills of 13 profoundly deaf students, aged 7;1 to 14;8, who were educated using only a manually coded English (MCE) sign system. Linguistic structures selected for analysis were designed to reflect unique characteristics of English, as well as those common to English and American Sign Language, and to obtain a broad picture of English skills. Results showed that the deaf students had expressive English skills comparable to a hearing control group for some features of English that reflected syntactic and lexical skills. They showed substantial deficits in inflectional morphological skills that were not predictive of the complexity of their language. The results reveal which aspects of MCE appear to be learnable and which appear problematic for deaf students.

scholarly journals Occupational Health and Safety For Sign Language Interpreters

2021 ◽  
Author(s):  
Kathryn Woodcock ◽  
Steven L. Fischer
Keyword(s):  
Health Education ◽  
Occupational Health ◽  
American Sign Language ◽  
Sign Language ◽  
Health And Safety ◽  
American Sign ◽  
Health Issues ◽  
Sign Languages ◽  
Sign Language Interpreters ◽  
Sign Language Interpreting

<div>"This Guide is intended for working interpreters, interpreting students and educators, and those who employ or purchase the services of interpreters. Occupational health education is essential for professionals in training, to avoid early attrition from practice. "Sign language interpreting" is considered to include interpretation between American Sign Language (ASL) and English, other spoken languages and corresponding sign languages, and between sign languages (e.g., Deaf Interpreters). Some of the occupational health issues may also apply equally to Communication Access Realtime Translation (CART) reporters, oral interpreters, and intervenors. The reader is encouraged to make as much use as possible of the information provided here". -- Introduction.</div><div><br></div>

scholarly journals Process and Product: Creating Stories With Deaf Students

2007 ◽  
Vol 25 (1) ◽  
pp. 1 ◽  
Author(s):  
Charlotte Enns ◽  
Ricki Hall ◽  
Becky Isaac ◽  
Patricia MacDonald
Keyword(s):  
Language Arts ◽  
American Sign Language ◽  
Sign Language ◽  
Visual Processing ◽  
First Language ◽  
Learning Needs ◽  
American Sign ◽  
Deaf Students ◽  
Arts Curriculum ◽  
Metalinguistic Skills

This article describes the implementation of one element of an adapted language arts curriculum for Deaf students in a bilingual (American Sign Language and English) educational setting. It examines the implementation of writing workshops in three elementary classrooms in a school for Deaf students. The typical steps of preparing/planning, drafting, revising, editing, and publishing were carried out by all students in both languages to create stories and produce final products in both videotaped American Sign Language and written English. The effective practice of writing workshop was adapted to meet the learning needs of Deaf students by including visual processing, meaning-based teaching strategies, and bilingual methods. By having opportunities to create and revise stories in their first language (ASL), students experienced an increased sense of ownership of their work and developed some of the metalinguistic skills that are essential to becoming effective writers.

Mainstreamed Deaf/HH Students' Online Learning in K-12

2021 ◽  
pp. 69-89
Author(s):  
Millicent Malinda Musyoka ◽  
Zanthia Yvette Smith
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Online Teaching ◽  
American Sign ◽  
Deaf Students ◽  
Teaching Online ◽  
The Us ◽  
Changing Roles ◽  
K 12

The population of deaf/hard of hearing students attending mainstream K-12 programs continues to increase in both the US and UK, with almost 85% reported in mainstreams. With COVID-19, schools shut-down, and social distancing efforts, K-12 programs turned to online teaching. Online teaching changes both the role of the teacher and the parents. A case that is unique in the new changing roles of online teaching is that of deaf students. Education of D/HH students involves the use of English and American Sign Language (ASL). Most families with D/HH students do lack ASL competency and cannot communicate with D/HH students. This chapter gives into cognizance language barriers and academic performance when discussing mainstreamed D/HH students' online teaching. The author discusses the challenges and proposes possible solutions to improve online teaching for this population.

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