Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · date | New search

You searched for +publisher:"Western Oregon University" +contributor:("Julie Armstrong"). Showing records 1 – 2 of 2 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters

1. Ruiz, Marisa J. Professional project curriculum development: experiential learning in interpreter education programs.

Degree: MA, 2013, Western Oregon University

Signed and spoken language interpretation involves many intricate components. A signed language interpreter who is working simultaneously must hear and comprehend a spoken language while producing the equivalent message with his/her hands in the appropriate signed language. While there are many factors that affect the interpreter, experience and education are two key qualities of successful interpreters. Both interpreter education and the experience of putting that education into practice are vital for future interpreters while they are still students. Experiential learning activities provide this opportunity for interpreting students. According to educational theorist David A. Kolb, “Knowledge results from the combination of grasping and transforming experience"(1984, p. 41). This type of learning involves exercises where students participate in authentic working situations in a safe environment while allowing them the opportunity to openly reflect on those experiences. Experiential learning in the field of signed language interpreting education may include role-playing scenarios, mock interpreting exercises, one-on-one mentorships, and internship participation. These learning activities can provide interpreting students with vital practice and experience before they enter the work force. The goal of this professional project is to design a course in signed language interpreter education based on Kolb's Experiential Learning Theory. This course incorporates experience, reflection and application on critical components of the interpreting profession while gradually exposing students to various problems that they may face in their professional career. The proposed course titled “Experience Interpreting” will allow students to fully experience a variety of interpreting scenarios and equip them with resources for their future work in the interpreting field. Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Julie Armstrong.

Subjects/Keywords: experiential learning; sign language interpreter; Curriculum and Instruction; Special Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ruiz, M. J. (2013). Professional project curriculum development: experiential learning in interpreter education programs. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/9

Chicago Manual of Style (16th Edition):

Ruiz, Marisa J. “Professional project curriculum development: experiential learning in interpreter education programs.” 2013. Masters Thesis, Western Oregon University. Accessed March 25, 2019. https://digitalcommons.wou.edu/theses/9.

MLA Handbook (7th Edition):

Ruiz, Marisa J. “Professional project curriculum development: experiential learning in interpreter education programs.” 2013. Web. 25 Mar 2019.

Vancouver:

Ruiz MJ. Professional project curriculum development: experiential learning in interpreter education programs. [Internet] [Masters thesis]. Western Oregon University; 2013. [cited 2019 Mar 25]. Available from: https://digitalcommons.wou.edu/theses/9.

Council of Science Editors:

Ruiz MJ. Professional project curriculum development: experiential learning in interpreter education programs. [Masters Thesis]. Western Oregon University; 2013. Available from: https://digitalcommons.wou.edu/theses/9

2. Ott, Emily K. Do we eat our young and one another? Horizontal violence among signed language interpreters.

Degree: MA, 2012, Western Oregon University

The aim of this study is to research whether signed language interpreters in Ohio experience intergenerational communication conflict. The initial hypothesis was that interpreters do experience such conflict. The first phase of research was a survey of interpreters in the state of Ohio to determine whether preliminary evidence existed to suggest that new interpreters and more experienced interpreters do experience communication conflict. Such evidence was found. The second phase of research was a process of interviews with two new interpreters and two more experienced interpreters. The data revealed that while there is evidence to support that there is conflict between new and more experienced interpreters, the evidence is perhaps indicative of a larger problem in the field: horizontal violence. Both the survey data and the interview data support the idea that horizontal violence may take place in the interpreting field. Literature from the fields of education and nursing were consulted, since no research has been done about horizontal violence in the field of signed language interpreting. Information from the literature, as well as survey and interview data suggest that while new interpreters and more experienced interpreters do seem to experience conflict, such conflict is indicative of the larger problem of horizontal violence. Further research about horizontal violence in the field of signed language interpreting is recommended. Advisors/Committee Members: Amanda R. Smith, Elisa Maroney, Julie Armstrong.

Subjects/Keywords: horizontal violence; signed language interpreters; intergenerational communication; interpersonal communication; conflict; oppression; Interpersonal and Small Group Communication

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ott, E. K. (2012). Do we eat our young and one another? Horizontal violence among signed language interpreters. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/1

Chicago Manual of Style (16th Edition):

Ott, Emily K. “Do we eat our young and one another? Horizontal violence among signed language interpreters.” 2012. Masters Thesis, Western Oregon University. Accessed March 25, 2019. https://digitalcommons.wou.edu/theses/1.

MLA Handbook (7th Edition):

Ott, Emily K. “Do we eat our young and one another? Horizontal violence among signed language interpreters.” 2012. Web. 25 Mar 2019.

Vancouver:

Ott EK. Do we eat our young and one another? Horizontal violence among signed language interpreters. [Internet] [Masters thesis]. Western Oregon University; 2012. [cited 2019 Mar 25]. Available from: https://digitalcommons.wou.edu/theses/1.

Council of Science Editors:

Ott EK. Do we eat our young and one another? Horizontal violence among signed language interpreters. [Masters Thesis]. Western Oregon University; 2012. Available from: https://digitalcommons.wou.edu/theses/1

.