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TEDS 101: A Deaf Student and 2 Interpreters Walk Into a Classroom...
 

TEDS 101: A Deaf Student and 2 Interpreters Walk Into a Classroom...

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This is one of 3 presentations given as parts of the TEDS 101 session on Thursday morning from 10:00-12:45.

This is one of 3 presentations given as parts of the TEDS 101 session on Thursday morning from 10:00-12:45.

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    TEDS 101: A Deaf Student and 2 Interpreters Walk Into a Classroom... TEDS 101: A Deaf Student and 2 Interpreters Walk Into a Classroom... Presentation Transcript

    • A Deaf Student and TwoInterpreters Walk into a Classroom… and that classroom is YOURS! TESOL 2011 TEDS 101 March 17, 2001 Jennifer Kaika
    • Can you tell which student is deaf?
    • Can you tell which student is deaf? Can you now?
    • Things an interpreter may consider:•  Is the student fluent in ASL? •  Are they from the US? •  If they’re from abroad, how long have they been in the US?•  Can I understand the hearing students? •  Waiting longer than usual before starting to interpret may help•  Should I sign in a literal manner? •  Linguistic differences in word order, pronouns, prepositions, etc. •  No one-to-one correspondence of vocabulary•  What do I do when classroom activities don t translate well? •  spelling quizzes •  reading aloud •  pronunciation practice •  music
    • Things a teacher may consider:•  How can I gauge my student s communication abilities? •  Does hearing the interpreter affect my perception of the student? •  What are the differences between speech and writing? •  How does that affect deaf students’ expressive abilities?•  How can I meet the needs of my student? •  Simultaneous demands on sight and sound create different experiences for deaf and hearing students •  Notetaking: Breaking eye contact means missing information •  Side conversations: Incidental learning occurs from accessing others’ conversations•  Where do your deaf students use English? •  How? •  With whom?•  Your thoughts?
    • Working Together•  Both teacher and interpreter are experts in language and communication.•  Work as partners to capitalize on the strengths of both professionals “The message that is ultimately transmitted to the [student] is the creation of two people, not one.” (Seleskovitch, 1998, p.99) Seleskovitch, D. (1998). Interpreting for International Conferences: Problems of Language and Commmunication (3rd ed., p. 99). Arlington, VA: Pen and Booth.
    • Overall Considerations•  Teachers accustomed to working alone •  Working with another person takes time! •  May feel strange having another adult in the class•  Preparation = better interpretations = better quality of instruction •  Share books, syllabus, and any other materials with interpreters •  Interpreters may want prep materials but teachers may prepare the day of or day before classes•  Consistency is key to quality •  Emphasize to your disability support office the need for ongoing, consistent interpreters •  Take time to talk with substitute interpreters
    • Suggestions These are my plans for the day Looking at a display and listening to yourMake time to talk to the instruction at the same time doesn t work as interpreter(s) before well when the instruction is being signed. To and/or after class remind yourself of this, make eye contact with students when giving instructions.
    • SuggestionsThink through the steps Think through the purposeof a given activity- will of a given activity- can the opportunity for the activity be altered andparticipation be fair for achieve the same goal? all students?
    • Take-aways Every deaf student is an individual.A deaf student in your classroom is still your student.Remember that you are teaching through someone s interpretation of your instruction.The more the interpreters know, the better they can interpret your instruction. The better an interpretation is, the better the instructional & learning experience can be.
    • Thank you! Jennifer KaikaJenKaika@gmail.com