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

1. A Deaf Student and Two
Interpreters Walk into a
Classroom…
and that
classroom
is YOURS!
TESOL 2011
TEDS 101
March 17, 2001
Jennifer Kaika

2. Can you tell which
student is deaf?

3. Can you tell which
student is deaf?
Can
you
now?

4. 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

5. 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?

6. 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.

7. 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

8. Suggestions
These are my
plans for the
day
Looking at a display and listening to your
Make 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.

9. Suggestions
Think through the steps Think through the purpose
of a given activity- will of a given activity- can
the opportunity for the activity be altered and
participation be fair for achieve the same goal?
all students?

10. 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.

11. Thank you!
Jennifer Kaika
JenKaika@gmail.com