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1.
Lachney, Sheridan K.
Quality of Life For DeafBlind Individuals: Comparing the Effect of Living With and Without Support Service Providers.
Degree: MA, 2018, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/47 
► In this paper, the quality of life for DeafBlind individuals who have Support Service Providers (SSP) available will be compared to DeafBlind individuals who…
(more)
▼ In this paper, the quality of life for DeafBlind individuals who have Support Service Providers (SSP) available will be compared to DeafBlind individuals who do not. SSPs are trained individuals who assist the DeafBlind population with tasks such as a communication support, environmental information, and mobility support; in addition, they typically possess at least some fluency in American Sign Language. The availability of SSP services varies between DeafBlind individuals depending on a variety of factors. This study explores possible differences in quality of life reported by DeafBlind individuals who currently have SSP services available and those who do not. In consideration to the responses provided by the DeafBlind community, a new discussion emerges attempting to identify ways to achieve an accessible world for these community members.
The 56 participants in this study are comprised of female and male individuals, 18 years or older, from a variety of ethnic and social groups across the United States who have a combination of hearing and visual loss. The methodology for this research is a quantitative survey. This study used KIDSCREEN Group’s (2004) pre-existing survey. The survey respondents are divided into two groups: those with SSPs and those without SSPs. Each group had 28 respondents who filled out a similar survey. The group that had the higher percentage of positive responses was identified as possessing a higher quality of life. It was concluded that DeafBlind individuals with SSPs consistently had higher positive responses than the other group, DeafBlind individuals without SSPs.
Advisors/Committee Members: Elisa Maroney, Jaime Wilson, CM Hall.
Subjects/Keywords: DeafBlind; SSP; independence; isolation; depression.; Other Languages, Societies, and Cultures
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APA (6th Edition):
Lachney, S. K. (2018). Quality of Life For DeafBlind Individuals: Comparing the Effect of Living With and Without Support Service Providers. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/47
Chicago Manual of Style (16th Edition):
Lachney, Sheridan K. “Quality of Life For DeafBlind Individuals: Comparing the Effect of Living With and Without Support Service Providers.” 2018. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/47.
MLA Handbook (7th Edition):
Lachney, Sheridan K. “Quality of Life For DeafBlind Individuals: Comparing the Effect of Living With and Without Support Service Providers.” 2018. Web. 15 Feb 2019.
Vancouver:
Lachney SK. Quality of Life For DeafBlind Individuals: Comparing the Effect of Living With and Without Support Service Providers. [Internet] [Masters thesis]. Western Oregon University; 2018. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/47.
Council of Science Editors:
Lachney SK. Quality of Life For DeafBlind Individuals: Comparing the Effect of Living With and Without Support Service Providers. [Masters Thesis]. Western Oregon University; 2018. Available from: https://digitalcommons.wou.edu/theses/47
2.
Fisher, Cyndi.
Communicative Equality: Needs Assessment of Sign Language Interpreters in South Dakota.
Degree: MA, Education, 2018, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/48
► Data compiled for this research will be used as a pilot study to support further research needed to consider an interpreter education program in…
(more)
▼ Data compiled for this research will be used as a pilot study to support further research needed to consider an interpreter education program in West River region of South Dakota. Surveys were distributed to businesses, individuals in the Deaf community, and interpreters who are registered in the state of South Dakota. Face-to-face interviews were scheduled with two owners of two interpreting agencies that schedule interpreter requests throughout South Dakota. Data collection hinted at the need for qualified interpreters in the state, with a more enhanced focus on the
western region of the state. Survey results suggest that interpreters are needed; however, flaws occurred during the study, creating recommendations for further research to offer clarity and more detailed conclusions. The participants who responded to the interpreter surveys offered information on their educational backgrounds and ideas on what they wish had been part of their own interpreter education training. Interviews supported information gathered in surveys, offering their perspectives on the need for interpreters. With research compiled and data analyzed, data suggests a possible need for interpreters, a suggestion for further studies to develop a fuller understanding of the concept of a qualified interpreter, and how their quality is measured is applied in the recommendations. In addition, future studies are suggested that may lead to a more comprehensive proposal for an interpreter education program in the West River region of South Dakota.
Advisors/Committee Members: Amanda R. Smith, Erine Trine, Marlee Dyce.
Subjects/Keywords: South Dakota; needs assessment; rural; needs vs quality; certification readiness; Adult and Continuing Education; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Community College Leadership; Education; Educational Assessment, Evaluation, and Research; Educational Leadership; Higher Education; Higher Education and Teaching; Online and Distance Education; Other Languages, Societies, and Cultures; Teacher Education and Professional Development
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APA (6th Edition):
Fisher, C. (2018). Communicative Equality: Needs Assessment of Sign Language Interpreters in South Dakota. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/48
Chicago Manual of Style (16th Edition):
Fisher, Cyndi. “Communicative Equality: Needs Assessment of Sign Language Interpreters in South Dakota.” 2018. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/48.
MLA Handbook (7th Edition):
Fisher, Cyndi. “Communicative Equality: Needs Assessment of Sign Language Interpreters in South Dakota.” 2018. Web. 15 Feb 2019.
Vancouver:
Fisher C. Communicative Equality: Needs Assessment of Sign Language Interpreters in South Dakota. [Internet] [Masters thesis]. Western Oregon University; 2018. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/48.
Council of Science Editors:
Fisher C. Communicative Equality: Needs Assessment of Sign Language Interpreters in South Dakota. [Masters Thesis]. Western Oregon University; 2018. Available from: https://digitalcommons.wou.edu/theses/48
3.
Kinnamon, Jennifer.
Called to Service and Finding a Purpose: A Mixed-Method Study of Signed Language Interpreters Volunteering in Church and Religious Settings.
Degree: MA, Deaf Studies/Professional Studies, 2018, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/49
► Many non-professional interpreters volunteer their services in church and religious settings to give Deaf congregants access to the message. Church interpreting has been a…
(more)
▼ Many non-professional interpreters volunteer their services in church and religious settings to give Deaf congregants access to the message. Church interpreting has been a unique way many interpreters have gained interest into the profession and entered the interpreting field. Although they continue to volunteer in religious settings on a regular basis out of a sense of calling and act of service (Berg, Grant, & Johnson, 2010; Hokkanen, 2014), according to the literature, interpreters in their first 10 years of work choose benevolence as their number one value for entering the interpreting field (Ramirez-Loudenback, 2015). Often that desire to help and provide a service precedes the knowledge and skills to provide the services of interpreting, which leads to a problem of “church interpreters” having a negative stigma within professional certified interpreting circles (James, 1998). There is interpreting work to be done in religious environments; this need creates a setting in which novice interpreters can gain practice. In this study, I collected quantitative and qualitative data to provide an accurate depiction of the professional interpreters who are working in these settings, their church environments, their stories of pursuing professionalism, the reasons for their pursuit, their experiences with professional interpreters, and their motivation for continuing to work in religious settings. These data could help the interpreting profession develop a greater awareness of the connection and mentorship gap between certified interpreters and volunteer interpreters working in religious settings and discover ways to partner in creating a cohesive environment to facilitate professional development.
Advisors/Committee Members: Amanda R. Smith, Elisa Maroney, Vicki Darden.
Subjects/Keywords: Church Interpreting; Religious Interpreting; Deaf Ministry; Non-professional Interpreting; Professional Interpreter; Signed Language Interpreter; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Kinnamon, J. (2018). Called to Service and Finding a Purpose: A Mixed-Method Study of Signed Language Interpreters Volunteering in Church and Religious Settings. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/49
Chicago Manual of Style (16th Edition):
Kinnamon, Jennifer. “Called to Service and Finding a Purpose: A Mixed-Method Study of Signed Language Interpreters Volunteering in Church and Religious Settings.” 2018. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/49.
MLA Handbook (7th Edition):
Kinnamon, Jennifer. “Called to Service and Finding a Purpose: A Mixed-Method Study of Signed Language Interpreters Volunteering in Church and Religious Settings.” 2018. Web. 15 Feb 2019.
Vancouver:
Kinnamon J. Called to Service and Finding a Purpose: A Mixed-Method Study of Signed Language Interpreters Volunteering in Church and Religious Settings. [Internet] [Masters thesis]. Western Oregon University; 2018. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/49.
Council of Science Editors:
Kinnamon J. Called to Service and Finding a Purpose: A Mixed-Method Study of Signed Language Interpreters Volunteering in Church and Religious Settings. [Masters Thesis]. Western Oregon University; 2018. Available from: https://digitalcommons.wou.edu/theses/49
4.
Hill, Sarah.
Safe/Unsafe: The Impact of Horizontal Violence, Microaggressions, and Decision Making Control on ASL/English Interpreters.
Degree: MA, Deaf Studies/Professional Studies, 2018, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/52
► The purpose of this study was to start collecting the narratives and definitions for the word “safety” as it is used within the American…
(more)
▼ The purpose of this study was to start collecting the narratives and definitions for the word “safety” as it is used within the American Sign Language/ English interpreting community. I had both heard in spoken English and seen signed in American Sign Language the term “safety” being used by interpreters when they discussed different settings in which they had worked. The way “safety” was described indicated that these interpreters were not referring to their physical safety but, rather, to their emotional or psychological safety. There are no formal recorded narratives that are explicitly focused on the concept of emotional “safety” and what it means to interpreters in the sign language interpreting community. In this study, interviews were conducted to record the narratives of six interpreters who work as American Sign Language/English interpreters. The six participants interviewed have diverse backgrounds and identity demographics. Face-to-face interviews, conducted in person or through video conferencing, with six experienced American Sign Language/ English interpreters from diverse backgrounds, were used to collect the narrative data. <a>[JSO1]</a> Analysis of the data leads to the conclusion that the interpreters interviewed have had experiences of working in a setting where they felt they were not “safe.” While each participant’s reasoning for not feeling safe differed in detail, all had common themes that aligned with the initial literature review. Three themes were found in the data: psychological safety, microaggressions, and limited control in decision making. For all themes, the interpreters reported resulting feelings of shame and unworthiness. This was expressed in negative self-talk regarding the interpreter’s worth as a professional. Several of the interpreters questioned their ability to do this work and questioned whether or not they should leave the profession. Several of the interpreters reported they had a hard time separating the identity they hold as a professional from themselves as a person; therefore, if they were unworthy as an interpreter, they were also unworthy as a person. Findings from this study can help professionals in the field move toward finding remedies for these occurrences. Hopefully, this research will help others reflect on how interpreters work with one another in a supportive and successful way, rather than emotionally threatening those who do this work and, potentially, degrading the work that interpreters do.
Advisors/Committee Members: Elisa Maroney, Audrey Ramirez-Loudenback, Amanda Smith.
Subjects/Keywords: safety; microaggressions; horizontal violence; DC-S; Coda; CDI; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Hill, S. (2018). Safe/Unsafe: The Impact of Horizontal Violence, Microaggressions, and Decision Making Control on ASL/English Interpreters. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/52
Chicago Manual of Style (16th Edition):
Hill, Sarah. “Safe/Unsafe: The Impact of Horizontal Violence, Microaggressions, and Decision Making Control on ASL/English Interpreters.” 2018. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/52.
MLA Handbook (7th Edition):
Hill, Sarah. “Safe/Unsafe: The Impact of Horizontal Violence, Microaggressions, and Decision Making Control on ASL/English Interpreters.” 2018. Web. 15 Feb 2019.
Vancouver:
Hill S. Safe/Unsafe: The Impact of Horizontal Violence, Microaggressions, and Decision Making Control on ASL/English Interpreters. [Internet] [Masters thesis]. Western Oregon University; 2018. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/52.
Council of Science Editors:
Hill S. Safe/Unsafe: The Impact of Horizontal Violence, Microaggressions, and Decision Making Control on ASL/English Interpreters. [Masters Thesis]. Western Oregon University; 2018. Available from: https://digitalcommons.wou.edu/theses/52
5.
Green, Tiffany.
What is available for Potential Deaf Interpreting Students? Obtaining a Snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies.
Degree: MA, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/36
► In this thesis, the history of interpreter education pertaining to the education and training of Deaf Interpreters will be reviewed and summarized. While some…
(more)
▼ In this thesis, the history of interpreter education pertaining to the education and training of Deaf Interpreters will be reviewed and summarized. While some research and examination of current training programs and curriculum for hearing interpreting students exists, there is little or no research on the educational or training needs of and opportunities for the deaf students who enroll in a college offering a Bachelor’s degree in interpretation and major in interpreting studies. The goal of this research is to gather information about existing colleges that offer a degree in interpreting studies by examining the course offerings required to graduate with a degree in interpreting.
For this study, the information was gathered from colleges identified as offering an undergraduate degree in Interpreting Studies and also accredited by the Commission on Collegiate Interpreter Education (CCIE), an accreditation board for interpreter education programs that certifies programs meeting the educational standard requirements for interpreting studies degrees. In addition, Gallaudet
University and California State
University, Northridge, two universities with long histories of serving individuals who are Deaf and hard of hearing, were added to the research pool. The charts and diagrams in this study provide a snapshot of current options for deaf students interested in earning a degree in interpreting studies. The conclusions and results from examining the data and course offerings show that there are many more possible research avenues, including the need for additional research on curriculum design and development and research on the educational needs of interpreting students, especially deaf interpreting students’ needs.
Advisors/Committee Members: Amanda R. Smith, Elisa Maroney, Marie LeJeune.
Subjects/Keywords: Interpreting; Interpreter; Interpreter Education; Deaf Interpreter; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Green, T. (2017). What is available for Potential Deaf Interpreting Students? Obtaining a Snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/36
Chicago Manual of Style (16th Edition):
Green, Tiffany. “What is available for Potential Deaf Interpreting Students? Obtaining a Snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/36.
MLA Handbook (7th Edition):
Green, Tiffany. “What is available for Potential Deaf Interpreting Students? Obtaining a Snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies.” 2017. Web. 15 Feb 2019.
Vancouver:
Green T. What is available for Potential Deaf Interpreting Students? Obtaining a Snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/36.
Council of Science Editors:
Green T. What is available for Potential Deaf Interpreting Students? Obtaining a Snapshot of colleges that offer a B.A. or B.S. in Interpreting Studies. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/36
6.
Wilbeck, Darlene K.
An Investigation of Student Perception How to Better Prepare Signed Language/English Interpreters for the Real World.
Degree: MA, Teacher Education, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/39
► This investigation of current and former interpreting students was conducted to explore students’ experiences of the interpreter education program. Discourse analysis of surveys revealed…
(more)
▼ This investigation of current and former interpreting students was conducted to explore students’ experiences of the interpreter education program. Discourse analysis of surveys revealed four areas of improvement: practicum/internship, mentorship, curriculum, and peer/community support. The study was based on Dean and Pollard’s demand control schema (2013), social-constructivist education (Kiraly, 2000), and phenomenology (Smith, 2013).
A survey was created and disseminated via email and social media. A total of 102 participants responded to the survey. The participants were diverse, and the survey was designed with yes/no, multiple choice, and open-ended questions with no word or character limit.
The project was limited to students and graduates of interpreter education/training programs. The results demonstrated that the respondents were dissatisfied with their curriculum, the number of practicum/internship hours, the lack of mentorship, and they expressed a desire for additional peer and community support.
This study showed that while participants completed 100 to 200 hours of internship/practicum hours they would have preferred up to 400. Ninety-five percent of participants did not have access to post-graduation mentorship, and 90% reported that they could have benefited from it.
Determining best practices, entrance and exit requirements, along with in-program mentorship are all areas for additional research.
Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Vicki Darden.
Subjects/Keywords: Curriculum; Gap; Internship; Mentorship; Practicum; Support; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Wilbeck, D. K. (2017). An Investigation of Student Perception How to Better Prepare Signed Language/English Interpreters for the Real World. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/39
Chicago Manual of Style (16th Edition):
Wilbeck, Darlene K. “An Investigation of Student Perception How to Better Prepare Signed Language/English Interpreters for the Real World.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/39.
MLA Handbook (7th Edition):
Wilbeck, Darlene K. “An Investigation of Student Perception How to Better Prepare Signed Language/English Interpreters for the Real World.” 2017. Web. 15 Feb 2019.
Vancouver:
Wilbeck DK. An Investigation of Student Perception How to Better Prepare Signed Language/English Interpreters for the Real World. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/39.
Council of Science Editors:
Wilbeck DK. An Investigation of Student Perception How to Better Prepare Signed Language/English Interpreters for the Real World. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/39
7.
Olopade, Taiwo A.
African Americans Interpreters in the Video Relay Service Setting.
Degree: MA, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/38
► This study focuses on African American Sign Language video interpreters (VIs) working in the video relay service (VRS) setting in the United States. No…
(more)
▼ This study focuses on African American Sign Language video interpreters (VIs) working in the video relay service (VRS) setting in the United States. No study has been carried out to date that explores the experiences African Americans have when interpreting in VRS settings, where there is little or no autonomy due to policies governing the VRS companies by the Federal Communication Commission (FCC). Coupled with the rules and regulations from VRS companies and the FCC, African American interpreters also experience racism and racial microaggressions from VRS users and from their colleagues. This study was carried out using qualitative methods. Three African American female VIs were interviewed about their experiences working in the VRS setting. Their stories show that racism and racial microaggressions are a part of their working landscape. Their narratives also disclosed that there is a lack of diversity in the workplace and in the interpreting profession as a whole. The African American VIs interviewed reported that their interpreting programs failed to discuss issues of multiculturalism in the field, and their access to mentors from similar cultural backgrounds was limited. These participants suggested that courses in cultural awareness be offered in interpreter education programs and to their colleagues at work. Likewise, they believed African Americans could benefit from training that helps them cope with the systems of racism and racial microaggressions they face in the workplace.
Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Erica West Oyedele.
Subjects/Keywords: Racial mircroaggressions; Racism; Video relay service setting; African American interpreters; Burnout; Video interpreters; Qualitative research; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Olopade, T. A. (2017). African Americans Interpreters in the Video Relay Service Setting. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/38
Chicago Manual of Style (16th Edition):
Olopade, Taiwo A. “African Americans Interpreters in the Video Relay Service Setting.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/38.
MLA Handbook (7th Edition):
Olopade, Taiwo A. “African Americans Interpreters in the Video Relay Service Setting.” 2017. Web. 15 Feb 2019.
Vancouver:
Olopade TA. African Americans Interpreters in the Video Relay Service Setting. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/38.
Council of Science Editors:
Olopade TA. African Americans Interpreters in the Video Relay Service Setting. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/38
8.
Maloney, Sandra L.
Interpreter Educators in the United States: Teaching, Research, and Practice.
Degree: MA, Teacher Education, 2018, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/45
► In this thesis, the teaching, research, and practice of signed language interpreter educators in the United States is examined through a Critical Social Theory…
(more)
▼ In this thesis, the teaching, research, and practice of signed language interpreter educators in the United States is examined through a Critical Social Theory framework.
While there is literature on interpreter educators from the perspective of program directors, very little research has been done that gathers data directly from interpreter educators. The research available leads to recommendations for instructor credentials and qualifications; however, no data exists regarding current signed language interpreter educators and whether they possess the recommended criteria.
An exploratory survey was disseminated to interpreter educators in the United States to elicit information regarding their experience as signed language interpreters, as teachers, and regarding their engagement in research. Demographic information was collected to better understand how a participant’s social identity may affect program outcomes. The charts and diagrams in this study provide a broad overview of current interpreter educators, curriculum utilization, professional development, and research. The data from the survey was compared with the existing literature to assess for alignment, incongruences, and gaps.
The conclusion and results from critiquing the research and the findings show there are many additional areas for research regarding interpreter educators. The results also show the need for established hiring requirements for interpreter educators, peer-reviewed course materials, effective professional development for current instructors, and an increased engagement in conducting and disseminating research. It is the recommendation that educators and researchers engage in a critical self-assessment to understand the impact of interpreter educators on program outcomes.
Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Dawn Whitcher.
Subjects/Keywords: signed language; interpreter educator; critical social theory; research; teaching; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Higher Education and Teaching; Other Languages, Societies, and Cultures; Other Teacher Education and Professional Development
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APA (6th Edition):
Maloney, S. L. (2018). Interpreter Educators in the United States: Teaching, Research, and Practice. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/45
Chicago Manual of Style (16th Edition):
Maloney, Sandra L. “Interpreter Educators in the United States: Teaching, Research, and Practice.” 2018. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/45.
MLA Handbook (7th Edition):
Maloney, Sandra L. “Interpreter Educators in the United States: Teaching, Research, and Practice.” 2018. Web. 15 Feb 2019.
Vancouver:
Maloney SL. Interpreter Educators in the United States: Teaching, Research, and Practice. [Internet] [Masters thesis]. Western Oregon University; 2018. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/45.
Council of Science Editors:
Maloney SL. Interpreter Educators in the United States: Teaching, Research, and Practice. [Masters Thesis]. Western Oregon University; 2018. Available from: https://digitalcommons.wou.edu/theses/45
9.
Humphrey, Carrie.
Job Satisfaction, Role Strain, Burnout, and Self-Care Among American Sign Language/English Interpreters.
Degree: MA, 2015, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/24
► This study is an analysis of various factors relating to job satisfaction, role strain, physical injury and/or mental/emotional hardship, and burnout in the American…
(more)
▼ This study is an analysis of various factors relating to job satisfaction, role strain, physical injury and/or mental/emotional hardship, and burnout in the American Sign Language (ASL)/English interpreting profession in the United States. It includes 81 responses by interpreters using an online survey that collected data on individual interpreter background and demographics, role strain components, burnout, self-care, and job satisfaction. The responses were analyzed through a multiple linear regression focusing on job satisfaction as the dependent variable. They were also analyzed in a bivariate correlation to identify potential relationships among the 60 variables. The results of this study show a high level of job satisfaction despite frequent injuries and hardships, and high demands and/or controls within specific settings of the ASL/English interpreting profession. The results also contain many correlations among the variables of the categories of job satisfaction, background, burnout, and self-care. These correlations may aid novice and experienced interpreters in forming a map by which they can guide their professional practice to maximize their job satisfaction, reduce injury, and minimize potential burnout. The background information collected by this survey provides information that can be used to educate the general population about ASL/English interpreters as well as educate interpreting students in their preparation for the profession.
Advisors/Committee Members: Vicki Darden, Sarah Hewlett, Sabrina Smith.
Subjects/Keywords: Job Satisfaction; Burnout; Role Conflict; Self-Care; American Sign Language Interpreter; Bilingual, Multilingual, and Multicultural Education; Critical and Cultural Studies; Interpersonal and Small Group Communication; Other Arts and Humanities; Other Business; Other Languages, Societies, and Cultures
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APA ·
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APA (6th Edition):
Humphrey, C. (2015). Job Satisfaction, Role Strain, Burnout, and Self-Care Among American Sign Language/English Interpreters. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/24
Chicago Manual of Style (16th Edition):
Humphrey, Carrie. “Job Satisfaction, Role Strain, Burnout, and Self-Care Among American Sign Language/English Interpreters.” 2015. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/24.
MLA Handbook (7th Edition):
Humphrey, Carrie. “Job Satisfaction, Role Strain, Burnout, and Self-Care Among American Sign Language/English Interpreters.” 2015. Web. 15 Feb 2019.
Vancouver:
Humphrey C. Job Satisfaction, Role Strain, Burnout, and Self-Care Among American Sign Language/English Interpreters. [Internet] [Masters thesis]. Western Oregon University; 2015. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/24.
Council of Science Editors:
Humphrey C. Job Satisfaction, Role Strain, Burnout, and Self-Care Among American Sign Language/English Interpreters. [Masters Thesis]. Western Oregon University; 2015. Available from: https://digitalcommons.wou.edu/theses/24
10.
Jones, Colleen.
Perception in American Sign Language Interpreted Interactions: Gender Bias and Consumer Orientation.
Degree: MA, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/41
► Research has shown that both women and Deaf people experience oppression, limiting their access to power and their workplace success, as well as coloring…
(more)
▼ Research has shown that both women and Deaf people experience oppression, limiting their access to power and their workplace success, as well as coloring their experiences in the world (e,g,, Baxter, 2012; Eckert & Rowley, 2013; Hancock & Rubin; Ladd, 2005; Punch, 2016; Williams & Tiedens, 2015). There has been little research, however, examining how gender bias toward the interpreter impacts perception of the Deaf consumer. In a survey of hearing people who do not know sign language, participants described their perception of a male Deaf presenter and rated him in 10 soft skill categories. Responses from participants who listened to a female interpreter were compared with responses from participants who listened to a male interpreter. Some patterns emerged that may be substantiated by future research, but definitive evidence of gender bias was not present.
This survey did result in an unexpected finding that emerged from participants’ open-ended responses. Forty-four percent of participants were confused and/or distracted by the presenter’s use of American Sign Language or by the process of watching the presenter and listening to the interpreter. Furthermore, participants who indicated confusion or distraction in their open-ended comments gave the presenter lower-than-average ratings in the soft skill categories. A review of the literature and of current practice standards revealed that there is very little written on
orientation to the interpreted interaction, wherein consumers are educated about what to expect during the interpreted interaction, how the interpreter will function, and how they can participate in ensuring that communication is accessible and inclusive.
Recommendations from this study include further research on the topics of gender bias and orientation to the interpreted interaction. Interpreters and consumers would also benefit from discussions within their Communities of Practice.
Advisors/Committee Members: Amanda R. Smith, Elisa Maroney, Ellie Savidge.
Subjects/Keywords: American Sign Language interpreting; gender bias; orientation to the interpreted interaction; consumer orientation; gender discrimination; feminist framework; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Jones, C. (2017). Perception in American Sign Language Interpreted Interactions: Gender Bias and Consumer Orientation. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/41
Chicago Manual of Style (16th Edition):
Jones, Colleen. “Perception in American Sign Language Interpreted Interactions: Gender Bias and Consumer Orientation.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/41.
MLA Handbook (7th Edition):
Jones, Colleen. “Perception in American Sign Language Interpreted Interactions: Gender Bias and Consumer Orientation.” 2017. Web. 15 Feb 2019.
Vancouver:
Jones C. Perception in American Sign Language Interpreted Interactions: Gender Bias and Consumer Orientation. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/41.
Council of Science Editors:
Jones C. Perception in American Sign Language Interpreted Interactions: Gender Bias and Consumer Orientation. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/41
11.
Smietanski, Rhoda.
Secondary Educational Interpreters: Role Ambiguity and Role Strain.
Degree: MA, 2016, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/33
► This research is a response to discrepancies between directives from interpreting credentialing bodies regarding dual roles and actual practices in schools. The goals of…
(more)
▼ This research is a response to discrepancies between directives from interpreting credentialing bodies regarding dual roles and actual practices in schools. The goals of the study are to explore the causes of interpreters tutoring while interpreting and role strain. The study focused on signed language interpreters who work in secondary educational settings and those who have left secondary educational interpreting.
The makeup of the subpopulations of this study—those who report tutoring while interpreting and those who report not tutoring while interpreting—have similar demographic profiles, and driving forces behind their work. The participants who report tutoring while interpreting are not necessarily required to do so. Participants who report not tutoring while interpreting were more likely to consult with the code of ethics of their certifying body when making decisions about tutoring, and they were less likely to feel their role is misunderstood by consumers and colleagues than participants who report tutoring while interpreting. Participants who report tutoring while interpreting were more likely to feel stress from the demands of tutoring and interpreting and more likely to need more resources and options to approach their work than participants who report not tutoring while interpreting. Factors contributing to role strain were identified in participants’ responses. The causes of secondary educational interpreters tutoring while interpreting may be interpreter dependent, and may be based on their perceptions of the contexts in which they work and how they define their work. There is an urgent need to further research effects of these practices so secondary educational interpreters can function in an evidence based practice of secondary educational interpreting.
Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Jill R. Baker.
Subjects/Keywords: Educational Interpreting; Dual Roles; Tutoring; Role Strain; Sign language; Deaf; Accessibility; Disability and Equity in Education; Education; Other Languages, Societies, and Cultures; Special Education and Teaching
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APA (6th Edition):
Smietanski, R. (2016). Secondary Educational Interpreters: Role Ambiguity and Role Strain. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/33
Chicago Manual of Style (16th Edition):
Smietanski, Rhoda. “Secondary Educational Interpreters: Role Ambiguity and Role Strain.” 2016. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/33.
MLA Handbook (7th Edition):
Smietanski, Rhoda. “Secondary Educational Interpreters: Role Ambiguity and Role Strain.” 2016. Web. 15 Feb 2019.
Vancouver:
Smietanski R. Secondary Educational Interpreters: Role Ambiguity and Role Strain. [Internet] [Masters thesis]. Western Oregon University; 2016. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/33.
Council of Science Editors:
Smietanski R. Secondary Educational Interpreters: Role Ambiguity and Role Strain. [Masters Thesis]. Western Oregon University; 2016. Available from: https://digitalcommons.wou.edu/theses/33
12.
Curtis, Jenna.
Supervision in Signed Language Interpreting: Benefits for the Field and Practitioners.
Degree: MA, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/42
► The fields of medicine and mental health have a long history of conducting and researching case conferencing and supervision; however, to date, there has…
(more)
▼ The fields of medicine and mental health have a long history of conducting and researching case conferencing and supervision; however, to date, there has been no research into how or if signed language interpreters are participating in supervision and what benefits they experience as a result. For the purposes of this research, supervision is defined as an intentional interaction between two or more practitioners, the goal of which is to engage in reflective practice, ensure quality services for consumers, and support the wellbeing of the practitioner. The study included survey responses from 113 signed language interpreters about their experiences attending supervision sessions that use the demand control schema (DC-S) framework. Results revealed a profile for the type of practitioner who has participated in supervision. The majority of respondents of the survey had been involved in an ongoing supervision group that was facilitated in a participatory or co-operative manner. Benefits of supervision revealed from this research can be categorized as enriched learning (formative), increased professional standards and accountability (normative), and support for the wellbeing of the practitioner (restorative). Some of the most frequently cited benefits in these categories included: relationships with colleagues, new perspectives, professional development, more options for responding to work demands, a better understanding of decision-making, and support. These findings indicate that current issues in the areas of education, standards and ethics, and work-related stress for practitioners within the signed language interpreting field may be addressed through the use of professional peer supervision groups. Recommendations include establishing an infrastructure for the provision of professional peer supervision, a requirement of supervision as a component of credentialing interpreters, and further research on supervision.
Advisors/Committee Members: Amanda R. Smith, Elisa Maroney, Robyn Dean.
Subjects/Keywords: supervision; case conferencing; demand control schema; interpreting; sign language; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Curtis, J. (2017). Supervision in Signed Language Interpreting: Benefits for the Field and Practitioners. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/42
Chicago Manual of Style (16th Edition):
Curtis, Jenna. “Supervision in Signed Language Interpreting: Benefits for the Field and Practitioners.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/42.
MLA Handbook (7th Edition):
Curtis, Jenna. “Supervision in Signed Language Interpreting: Benefits for the Field and Practitioners.” 2017. Web. 15 Feb 2019.
Vancouver:
Curtis J. Supervision in Signed Language Interpreting: Benefits for the Field and Practitioners. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/42.
Council of Science Editors:
Curtis J. Supervision in Signed Language Interpreting: Benefits for the Field and Practitioners. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/42
13.
Puhlman, Brenda.
The Role of Emotional Intelligence in Signed Language Interpreting.
Degree: MA, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/40
► The focus of this research is on the role of emotional intelligence in the profession of signed language interpreting The impact of Goleman’s (1995)…
(more)
▼ The focus of this research is on the role of emotional intelligence in the profession of signed language interpreting The impact of Goleman’s (1995) five attributes of emotional intelligence: self-awareness, self-regulation, motivation, empathy, and social skills and how those attributes impact the way interpreters reflect on and discuss their work will be explored.
An online survey was administered and two focus groups were convened. A total of 177 participants met the criteria and completed the online survey. The results showed evidence that interpreters with higher emotional intelligence levels tended to reflect on their work more frequently when compared to those with lower emotional intelligence levels.
A total of five interpreters participated in the focus groups. The findings of the focus groups indicated that interpreters who were more emotionally intelligent demonstrated through discussion of their work Goleman’s (1995) five attributes of emotional intelligence. These attributes were less evident in individuals who had lower levels of emotional intelligence. Reflection and discussion of interpreting work allows professionals to be more aware of additional options that can be employed in their work and better prepare them for their future work (Dean & Pollard, 2001, 2013).
Advisors/Committee Members: Elisa Maroney, Vicki Darden, Sarah Hewlett.
Subjects/Keywords: Emotional Intelligence; Signed Language; Interpreting; Supervision; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Puhlman, B. (2017). The Role of Emotional Intelligence in Signed Language Interpreting. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/40
Chicago Manual of Style (16th Edition):
Puhlman, Brenda. “The Role of Emotional Intelligence in Signed Language Interpreting.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/40.
MLA Handbook (7th Edition):
Puhlman, Brenda. “The Role of Emotional Intelligence in Signed Language Interpreting.” 2017. Web. 15 Feb 2019.
Vancouver:
Puhlman B. The Role of Emotional Intelligence in Signed Language Interpreting. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/40.
Council of Science Editors:
Puhlman B. The Role of Emotional Intelligence in Signed Language Interpreting. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/40
14.
Martinez, Kristeena.
Inclusive Approach for Marginalized Groups in the Interpreting Field.
Degree: MA, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/35
► There is little research on the marginalized groups in the interpreting profession. There is the need to gather data to discuss how we, marginalized…
(more)
▼ There is little research on the marginalized groups in the interpreting profession. There is the need to gather data to discuss how we, marginalized groups, maintain our role boundaries through conflicts and stay adhered to ethics in our assignments. There is the need to assess whether ethnicity have impact on the work. There is little research on triggers of the marginalized groups and how we can maintain self care from vicarious trauma in the interpreting field.
In order to assess the unique position of Deaf interpreters of color and other marginalized groups in the interpreting profession to find the best approach to identify, describe, and examine the ethical decision making by the marginalized groups and how they are impacted by these decisions.
To provide a better understanding of Deaf interpreters of color and other marginalized groups and their approach to the interpreting field. Identifying ethical decisions makings to understand how we remain true to the Code of Professional Conduct that is established by Registry of Interpreters for the Deaf, Inc and how we remain professional when we face conflicts in our role boundaries.
Advisors/Committee Members: Amanda R. Smith, Erica West Oyedele, Rosemary Wanis.
Subjects/Keywords: deaf interpreters; marginalized groups; people of color; cultural brokering; intersectionality; ethics; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Martinez, K. (2017). Inclusive Approach for Marginalized Groups in the Interpreting Field. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/35
Chicago Manual of Style (16th Edition):
Martinez, Kristeena. “Inclusive Approach for Marginalized Groups in the Interpreting Field.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/35.
MLA Handbook (7th Edition):
Martinez, Kristeena. “Inclusive Approach for Marginalized Groups in the Interpreting Field.” 2017. Web. 15 Feb 2019.
Vancouver:
Martinez K. Inclusive Approach for Marginalized Groups in the Interpreting Field. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/35.
Council of Science Editors:
Martinez K. Inclusive Approach for Marginalized Groups in the Interpreting Field. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/35
15.
Adamiak, Ann.
The Good, the Bad, and the Ugly: Students Report on Experiences with Instructors in Interpreter Education Programs.
Degree: MA, Deaf Studies/Professional Studies, 2018, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/46
► This research study was exploratory in nature, seeking to gather and document the experiences and perceptions of current and former students in interpreter education…
(more)
▼ This research study was exploratory in nature, seeking to gather and document the experiences and perceptions of current and former students in interpreter education programs with the focus of interpreting between signed language and spoken language in the United States. Data was collected through an online survey for a three-week period, resulting in 514 consenting respondents from 40 states and 126 distinct interpreter education programs. The mixed methods study included quantitative and qualitative questions. The qualitative responses were coded, and emergent themes were identified in a grounded theory approach (Corbin & Strauss, 1990; McMilan & Schumacher, 2009; Strauss & Corbin, 1994, 1998). In this study, the data-driven themes have been limited to two top 10 lists for the most prevalent categories of positive and negative experiences with instructors. The findings show that the top 10 negative categories of student-reported experiences with faculty are: Personality; Feedback/Grading; Classroom Management; Intolerance for Others; Lack of Current Knowledge and Skills; Unclear or Unreasonable Expectations; Turnover or Institution Incompatibility; “Told Me I Couldn’t Do It”; Playing Favorites; and Too Busy Elsewhere. The top 10 positive categories of student-reported experiences with faculty are: Supportive and Encouraging; Teaching Techniques; Kind, Caring, “Wonderful”; Sharing Real Work Experiences; One-on-One Time; Community Connections and Resources; Content of Class/Curriculum; Desirable Outcome of Education; Passionate and Invested; and Available and Willing to Answer Questions. Each of the categories in the two top 10 lists can be shown to either strengthen or weaken the four motivational conditions of Wlodkowski and Ginsberg’s (1995) Motivational Framework for Culturally Responsive Teaching: establishing inclusion, developing attitude, enhancing meaning, and engendering competence. The data collected from the instrument, as well as the literature reviewed, suggest that faculty play a crucial role in student motivation. With the emergent themes from the data, ASL and interpreting instructors are given the opportunity to consider the national perspective and use it to improve their individual and systemic practice to work with and motivate adult learners. The findings in this research study can be used to formalize and optimize interpreter education.
Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Catherine Calen.
Subjects/Keywords: motivation theory; interpreter education program; ASL; Student instructor interactions; positive; negative; Adult and Continuing Education; American Sign Language; Curriculum and Instruction; Education; Educational Methods; Higher Education; Higher Education and Teaching; Interpersonal and Small Group Communication; Other Languages, Societies, and Cultures
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APA (6th Edition):
Adamiak, A. (2018). The Good, the Bad, and the Ugly: Students Report on Experiences with Instructors in Interpreter Education Programs. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/46
Chicago Manual of Style (16th Edition):
Adamiak, Ann. “The Good, the Bad, and the Ugly: Students Report on Experiences with Instructors in Interpreter Education Programs.” 2018. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/46.
MLA Handbook (7th Edition):
Adamiak, Ann. “The Good, the Bad, and the Ugly: Students Report on Experiences with Instructors in Interpreter Education Programs.” 2018. Web. 15 Feb 2019.
Vancouver:
Adamiak A. The Good, the Bad, and the Ugly: Students Report on Experiences with Instructors in Interpreter Education Programs. [Internet] [Masters thesis]. Western Oregon University; 2018. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/46.
Council of Science Editors:
Adamiak A. The Good, the Bad, and the Ugly: Students Report on Experiences with Instructors in Interpreter Education Programs. [Masters Thesis]. Western Oregon University; 2018. Available from: https://digitalcommons.wou.edu/theses/46
16.
Carpenter, Royce M.
Let’s Bridge the Gap! Cross-Cultural Mentoring.
Degree: MA, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/43
► Few Black students graduate from signed language interpreting programs across the United States and even fewer continue practicing in the signed language interpreting field.…
(more)
▼ Few Black students graduate from signed language interpreting programs across the United States and even fewer continue practicing in the signed language interpreting field. Black Deaf consumers are often left with White interpreters who know little of Black cultural norms, and the complexity of cultural information is sometimes mishandled while messages are relayed (Shambourger, 2015). The longevity and numbers of Black interpreters in the field of signed language interpreting needs to increase, and Interpreter Training Programs should be trailblazers in this effort (West-Oyedele, 2015). In addition, many White interpreters in the field need to learn about the cultural norms, and linguistic features of Black Deaf and Black hearing consumers (Shambourger, 2015). Such learning could take place in cross-cultural mentoring relationships with Black interpreters. Black interpreters are already mentoring, but as the numbers of Black students entering the field grows, the need for seasoned interpreter mentors also grows. In some areas of the country, especially rural areas, there may be no experienced Black interpreters. Through conversations and interactions with Black mentees, White mentors could gain knowledge of Black cultural norms and linguistic features, thereby enhancing their interpreting for the Black Deaf and Black hearing communities they serve. At the same time, Black interpreters may be encouraged to continue in the interpreting field from cross-cultural relationships with White interpreters who support skills development and introduction to professional norms and to other interpreters. In this study the findings indicated that there is much ground to be covered before cross-cultural mentoring can become routine.
Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Leandra Williams.
Subjects/Keywords: Cross-Cultural; Mentoring; Interpreter; Black; White; Deaf; Hearing; Education; Gap; Racism; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Education
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APA (6th Edition):
Carpenter, R. M. (2017). Let’s Bridge the Gap! Cross-Cultural Mentoring. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/43
Chicago Manual of Style (16th Edition):
Carpenter, Royce M. “Let’s Bridge the Gap! Cross-Cultural Mentoring.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/43.
MLA Handbook (7th Edition):
Carpenter, Royce M. “Let’s Bridge the Gap! Cross-Cultural Mentoring.” 2017. Web. 15 Feb 2019.
Vancouver:
Carpenter RM. Let’s Bridge the Gap! Cross-Cultural Mentoring. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/43.
Council of Science Editors:
Carpenter RM. Let’s Bridge the Gap! Cross-Cultural Mentoring. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/43
17.
Harwood, Nicole.
Exploring Professional Identity: A Study of American Sign Language/English Interpreters.
Degree: MA, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/37
► Professional identity is a complex and multi-faceted concept that encompasses definitions pertaining to the professional identity of the collective, the professional identity of the…
(more)
▼ Professional identity is a complex and multi-faceted concept that encompasses definitions pertaining to the professional identity of the collective, the professional identity of the individual practitioner, and the process of developing a professional identity. Individuals start with a fundamental concept of self and then layer on a variety of identities, including a professional identity, thereby forming the answer to the question: who are you? Utilizing the Registry of Interpreters for the Deaf (RID) directories and online social media resources to survey interpreters, this study attempts to explore the professional identity for ASL/English interpreters. In order to explore the collective identity of ASL/English interpreters, the Professional Identity Scale in Counseling developed by Woo (2013) was adapted to fit the interpreting profession. This adapted scale is an instrument intended to measure the professional identity of ASL/English interpreters. Survey participants also took the Campbell et al. (1996) Self-Concept Clarity scale to assess the individual interpreter professional identity and impact of self-concept clarity on professional identity. Finally, survey participants answered optional open-ended questions to evaluate the process of professional identity development for ASL/English interpreters. The mixed-methods approach allowed this research study to begin the exploration of the broad and intricate topic, and the resulting data is a foundation for future research. While credentials alone may not hold the key to understanding the professional identity of ASL/English interpreters, the experiences of the collective profession and individual professionals present a glimpse into the possible connections between professional identity, self-concept clarity, professional confidence, and ultimately, professional competence.
Advisors/Committee Members: Vicki Darden, Erin Trine, Ruhama Freeman.
Subjects/Keywords: professional identity; self-concept clarity; ASL/English interpreters; Adult and Continuing Education; Bilingual, Multilingual, and Multicultural Education; Education; Educational Leadership; Educational Psychology; Leadership Studies; Other Education; Other Languages, Societies, and Cultures; Psychology; Sociology; Teacher Education and Professional Development
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APA ·
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APA (6th Edition):
Harwood, N. (2017). Exploring Professional Identity: A Study of American Sign Language/English Interpreters. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/37
Chicago Manual of Style (16th Edition):
Harwood, Nicole. “Exploring Professional Identity: A Study of American Sign Language/English Interpreters.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/37.
MLA Handbook (7th Edition):
Harwood, Nicole. “Exploring Professional Identity: A Study of American Sign Language/English Interpreters.” 2017. Web. 15 Feb 2019.
Vancouver:
Harwood N. Exploring Professional Identity: A Study of American Sign Language/English Interpreters. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/37.
Council of Science Editors:
Harwood N. Exploring Professional Identity: A Study of American Sign Language/English Interpreters. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/37
18.
Rivera, Katia Y.
General Overview of the Puerto Rican Signed Language Interpreter.
Degree: MA, 2017, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/34
► The aim of this research is to explore the research question: What is the general profile of the Puerto Rican signed language interpreter? The…
(more)
▼ The aim of this research is to explore the research question: What is the general profile of the Puerto Rican signed language interpreter? The purpose of this study was to identify the overall characteristics of the Puerto Rican signed language interpreter, including the demographics, their training in interpreting, and their work settings, experiences, needs, and challenges. This study used a mixed methods approach; the data was collected from a survey and three interviews. According to the data, the signed language interpreting field in Puerto Rico is behind compared to the field in the United States, due to lack of research and limited educational opportunities for continuing education. The data revealed that the signed language interpreting field in Puerto Rico is still young; it is dominated by females and a majority of interpreters work in educational and VRS settings. Most Puerto Rican signed language interpreters feel that they need more educational support.
Advisors/Committee Members: Elisa Maroney, Erin Trine, Amanda R. Smith.
Subjects/Keywords: Puerto Rico; interpreter; interpreting; general; overview; Puerto Rican; signed language; sign language; profile; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Rivera, K. Y. (2017). General Overview of the Puerto Rican Signed Language Interpreter. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/34
Chicago Manual of Style (16th Edition):
Rivera, Katia Y. “General Overview of the Puerto Rican Signed Language Interpreter.” 2017. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/34.
MLA Handbook (7th Edition):
Rivera, Katia Y. “General Overview of the Puerto Rican Signed Language Interpreter.” 2017. Web. 15 Feb 2019.
Vancouver:
Rivera KY. General Overview of the Puerto Rican Signed Language Interpreter. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/34.
Council of Science Editors:
Rivera KY. General Overview of the Puerto Rican Signed Language Interpreter. [Masters Thesis]. Western Oregon University; 2017. Available from: https://digitalcommons.wou.edu/theses/34
19.
Fichera-Lening, Roselia M.
When There Are No Words: ASL/English Interpreter Practices with Alingual and Semi-lingual deaf Immigrant Children.
Degree: MA, 2016, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/32
► The purpose of this study was to extend the current research on alingual deaf immigrant studies to include the American Sign Language (ASL)/ English…
(more)
▼ The purpose of this study was to extend the current research on alingual deaf immigrant studies to include the American Sign Language (ASL)/ English interpreters who work with them. The investigation included questions: How does working with alingual deaf immigrant children affect the work practices of ASL/English interpreters? How does the documentation status of alingual deaf immigrant children affect the work practices of ASL/English interpreters? In what ways do collaborative practices with other interpreters or peer professionals impact the work practices of ASL/English interpreters working with alingual deaf immigrant children?
Nineteen participants from across the United States completed a mixed method survey. Participants were ASL/English interpreters over the age of 18, all of whom had experience with alingual or semi-lingual immigrant deaf children. The online questionnaire was administered through interpreting social-media websites and collected data from working ASL/English interpreters who have experience with alingual and semi-lingual deaf immigrant children. The survey further gathered data on peer professional collaboration and if the rights of the alingual deaf immigrant child appeared to be influenced by documentation status.
The main results support the following perceptions: that when ASL/English interpreters use their preparation time and are well prepared they perceive interprofessional collaboration as more useful. The data also support the conclusion that when ASL/English interpreters perceive that they are well prepared they perceive a higher level of collaboration (as ranked on Table 4), with other professionals as best when working with alingual or semi-lingual deaf immigrant children. There is a relationship between ASL/English interpreters’ perceptions of how useful it is to be well prepared for an interpreting assignment and perceptions of the usefulness of collaborations with peer interpreters. Data also support that when ASL/English interpreters collaborate they perceive that they are seen as useful to their peers when working with alingual or semilingual deaf immigrant children.
Advisors/Committee Members: Vicki Darden, Erin Trine, Patrick Graham.
Subjects/Keywords: Alingual; children; immigrants; interpreting; semilingual; deaf; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Fichera-Lening, R. M. (2016). When There Are No Words: ASL/English Interpreter Practices with Alingual and Semi-lingual deaf Immigrant Children. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/32
Chicago Manual of Style (16th Edition):
Fichera-Lening, Roselia M. “When There Are No Words: ASL/English Interpreter Practices with Alingual and Semi-lingual deaf Immigrant Children.” 2016. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/32.
MLA Handbook (7th Edition):
Fichera-Lening, Roselia M. “When There Are No Words: ASL/English Interpreter Practices with Alingual and Semi-lingual deaf Immigrant Children.” 2016. Web. 15 Feb 2019.
Vancouver:
Fichera-Lening RM. When There Are No Words: ASL/English Interpreter Practices with Alingual and Semi-lingual deaf Immigrant Children. [Internet] [Masters thesis]. Western Oregon University; 2016. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/32.
Council of Science Editors:
Fichera-Lening RM. When There Are No Words: ASL/English Interpreter Practices with Alingual and Semi-lingual deaf Immigrant Children. [Masters Thesis]. Western Oregon University; 2016. Available from: https://digitalcommons.wou.edu/theses/32
20.
Bowdell, Amelia.
Developing Bilingualism in Interpreting Students.
Degree: MA, Deaf Studies/Professional Studies, 2018, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/44
► American Sign Language (ASL)/English interpreters have a responsibility to the communities and consumers with whom they work to be ethical and effective interpreters. Being…
(more)
▼ American Sign Language (ASL)/English interpreters have a responsibility to the communities and consumers with whom they work to be ethical and effective interpreters. Being bilingual is part of being an effective interpreter. A student’s level of bilingualism at the point of graduation from an interpreter education program is influenced, in part, by the coursework they are required to take while in college. With this in mind, students’ fluency in both ASL and English should be an essential part of the coursework. This also suggests that faculty should assess their students’ levels of fluency in both languages to insure that true bilingualism has been achieved. The purpose of this thesis is to look at the curriculum of the bachelor’s degrees accredited by the Commission on Collegiate Interpreter Education (CCIE) as of February 2018 and to review their curriculum related to developing and assessing students’ level of bilingualism. The focus is on the number and types of ASL, English, and linguistic courses, as well as how various programs are assessing their students’ level of bilingualism. This thesis also outlines ways to apply second language acquisition theories and research to ASL and interpreting programs.
Advisors/Committee Members: Elisa Maroney, Erin Trine, Earl Smith.
Subjects/Keywords: American Sign Language; ASL; Bilingualism; Second Language Acquisition; Interpreter; Commission on Collegiate Interpreter Education; CCIE; Assessment; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; Language Interpretation and Translation
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APA (6th Edition):
Bowdell, A. (2018). Developing Bilingualism in Interpreting Students. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/44
Chicago Manual of Style (16th Edition):
Bowdell, Amelia. “Developing Bilingualism in Interpreting Students.” 2018. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/44.
MLA Handbook (7th Edition):
Bowdell, Amelia. “Developing Bilingualism in Interpreting Students.” 2018. Web. 15 Feb 2019.
Vancouver:
Bowdell A. Developing Bilingualism in Interpreting Students. [Internet] [Masters thesis]. Western Oregon University; 2018. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/44.
Council of Science Editors:
Bowdell A. Developing Bilingualism in Interpreting Students. [Masters Thesis]. Western Oregon University; 2018. Available from: https://digitalcommons.wou.edu/theses/44
21.
Boeh, Kimberly A.
Mentoring: Fostering the Profession While Mitigating the Gap.
Degree: MA, Teacher Education, 2016, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/26
► Literature suggests that mentoring in the field of interpreting will help novice interpreters overcome the steep learning curve that exists between graduation from college…
(more)
▼ Literature suggests that mentoring in the field of interpreting will help novice interpreters overcome the steep learning curve that exists between graduation from college preparation programs (or through other entry-level avenues) and work readiness. This study investigated the perceived benefits of mentoring for the signed language interpreting profession by practitioners in the field. A total of 443 respondents varying in age, sex, ethnic backgrounds, work experience and certification levels from the United States and Canada were included in this study.
The purpose was to clarify the attitudes, beliefs, and perspectives of current practitioners and students in the field of signed language interpreting related to mentoring. Four constructs were investigated regarding mentoring in relation to work readiness for entry-level interpreters: knowing how to present qualifications as well as how to present one’s roles and responsibilities, working in specific settings, mentoring in relation to increasing professional acumen related to interpreting, and feelings of readiness to handle ethical decision making as an entry-level interpreter.
Results from this investigation indicated that the majority of respondents perceivedmentoring to be beneficial in the majority of the work settings investigated and other topics included in this research. There was however, a higher importance placed upon linguistic skill-based settings over non-skill-based topics in relation to mentoring for entry-level interpreters (e.g., knowing how to present qualifications, knowing how to present their role and responsibilities, freelance business knowledge, general business knowledge). Respondents also reported a feeling of readiness to handle ethical dilemmas during their first year of interpreting.
Advisors/Committee Members: Vicki Darden, Alicia Wenzel, Barb Dunaway and Adrianne Johnson.
Subjects/Keywords: mentoring; gap; practitioners; interpreter programs; work ready; entry-level; Bilingual, Multilingual, and Multicultural Education; First and Second Language Acquisition; Other Teacher Education and Professional Development
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APA (6th Edition):
Boeh, K. A. (2016). Mentoring: Fostering the Profession While Mitigating the Gap. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/26
Chicago Manual of Style (16th Edition):
Boeh, Kimberly A. “Mentoring: Fostering the Profession While Mitigating the Gap.” 2016. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/26.
MLA Handbook (7th Edition):
Boeh, Kimberly A. “Mentoring: Fostering the Profession While Mitigating the Gap.” 2016. Web. 15 Feb 2019.
Vancouver:
Boeh KA. Mentoring: Fostering the Profession While Mitigating the Gap. [Internet] [Masters thesis]. Western Oregon University; 2016. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/26.
Council of Science Editors:
Boeh KA. Mentoring: Fostering the Profession While Mitigating the Gap. [Masters Thesis]. Western Oregon University; 2016. Available from: https://digitalcommons.wou.edu/theses/26
22.
Isakson, Su K.
Heritage Signers: Language Profile Questionnaire.
Degree: MA, 2016, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/27
► The instruction of American Sign Language historically has employed a foreign language pedagogy; however, research has shown foreign language teaching methods do not address…
(more)
▼ The instruction of American Sign Language historically has employed a foreign language pedagogy; however, research has shown foreign language teaching methods do not address the distinct pedagogical needs of heritage language learners. Framing deaf-parented individuals as heritage language learners capitalizes on the wealth of research on heritage speakers, particularly of Spanish. This study seeks to address three issues. First, it seeks to ascertain whether the assessment instrument developed successfully elicits pedagogically relevant data from deaf-parented individuals that frames them as heritage language learners of ASL. Second, it seeks to draw similarities between the experiences of deaf-parented individuals in the United States and heritage speakers of spoken languages such as Spanish. Third, after considering the first two, it addresses the question of whether deaf-parented individuals may therefore benefit from the pedagogical theory of heritage language learners. Using quantitative and qualitative methodologies, an assessment instrument was distributed to individuals over 18 years of age, who were raised by at least one deaf parent and had used and or understood signed language to any degree of fluency. This study seeks to test the soundness of the instrument’s design for use with the deaf-parented population. A review of participant responses and the literature highlights similarities in the experiences of heritage speakers and deaf-parented individuals, gesturing toward the strong possibility that deaf-parented individuals should be considered heritage language learners where ASL is concerned. The pedagogy used with deaf-parented individuals therefore should adapt the theories and practices used with heritage speakers.
Advisors/Committee Members: Amanda R. Smith, Kara Gournaris, Maribel Gárate.
Subjects/Keywords: American Sign Language; Heritage Sign Language Learner; Deaf-Parented Interpreter; Ethnolinguistic Identity; Social and Linguistic Security; Assessment; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; First and Second Language Acquisition
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APA (6th Edition):
Isakson, S. K. (2016). Heritage Signers: Language Profile Questionnaire. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/27
Chicago Manual of Style (16th Edition):
Isakson, Su K. “Heritage Signers: Language Profile Questionnaire.” 2016. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/27.
MLA Handbook (7th Edition):
Isakson, Su K. “Heritage Signers: Language Profile Questionnaire.” 2016. Web. 15 Feb 2019.
Vancouver:
Isakson SK. Heritage Signers: Language Profile Questionnaire. [Internet] [Masters thesis]. Western Oregon University; 2016. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/27.
Council of Science Editors:
Isakson SK. Heritage Signers: Language Profile Questionnaire. [Masters Thesis]. Western Oregon University; 2016. Available from: https://digitalcommons.wou.edu/theses/27
23.
Minges, Jessica.
Moving Toward Allyship: A Current Climate of Agent Skill Sets of Hearing ASL-English Interpreters.
Degree: MA, 2016, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/28
► In all societies, there exists a rank system that provides some with advantages and privileges, and others with disadvantages which result in oppression. In…
(more)
▼ In all societies, there exists a rank system that provides some with advantages and privileges, and others with disadvantages which result in oppression. In the United States, those who are considered disabled, like the Deaf community, are systematically marginalized and are considered Targets, whereas those who are not considered disabled receive advantages and are thus Agents (Hays, 2001, 2008; Nieto et al., 2010). Hearing ASL-English interpreters inherently hold advantages and are Agents based on their ability to hear (Baker-Shenk, 1991; Nieto et al., 2010). ASL-English interpreters are in a unique position to recognize the oppression of the Deaf community and the social imbalances the Deaf community may face, and these interpreters are afforded the opportunity to work with the Deaf community toward social justice and equity as allies (Witter-Merithew, 1999). Nieto et al. (2010) developed an Agent Skills Model to provide a means to describe the skill sets that those who are advantaged can develop in order to work with Target group members toward equity and move from Agent-centric skills to Agent-relative skill sets, potentially resulting in Allyship. Edwards (2006) discusses the idea that there are multiple types of allyship based on the privileged person’s motivations. This study intends to assess the current climate of ASL-English interpreter Agent skill sets based on Nieto et al.’s (2010) model and determine ASL-English interpreter ally identification and their definition of allyship behaviors and beliefs. Using Likert scale and open-ended question data, the study assessed 270 responses, and data indicated that ASL-English interpreters strongly identify with Agent-relative skill sets, yet do not always cite the behaviors and beliefs associated with those skill sets when defining their own allyship. Additionally, it was determined that each type of allyship defined by Edwards (2006) was supported among collected responses. The results from this study provide a foundation for further research into types of allyship ASL-English interpreters identify, expanded understanding of the Agent skill sets ASL-English interpreters demonstrate, and additional discussion around how ASL-English interpreters can use their privilege to work toward anti-oppressive consciousness and equity with the Deaf community.
Advisors/Committee Members: Amanda R. Smith, Marie LeJeune, Dave J. Coyne.
Subjects/Keywords: allyship; sign language interpreter; Agent; Target; social justice; skill sets; Education; Other Languages, Societies, and Cultures
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APA (6th Edition):
Minges, J. (2016). Moving Toward Allyship: A Current Climate of Agent Skill Sets of Hearing ASL-English Interpreters. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/28
Chicago Manual of Style (16th Edition):
Minges, Jessica. “Moving Toward Allyship: A Current Climate of Agent Skill Sets of Hearing ASL-English Interpreters.” 2016. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/28.
MLA Handbook (7th Edition):
Minges, Jessica. “Moving Toward Allyship: A Current Climate of Agent Skill Sets of Hearing ASL-English Interpreters.” 2016. Web. 15 Feb 2019.
Vancouver:
Minges J. Moving Toward Allyship: A Current Climate of Agent Skill Sets of Hearing ASL-English Interpreters. [Internet] [Masters thesis]. Western Oregon University; 2016. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/28.
Council of Science Editors:
Minges J. Moving Toward Allyship: A Current Climate of Agent Skill Sets of Hearing ASL-English Interpreters. [Masters Thesis]. Western Oregon University; 2016. Available from: https://digitalcommons.wou.edu/theses/28
24.
Rogers, Jeremy.
Deaf Interpreter Education: Stories and Insights Shared by Working Deaf Interpreters and Deaf Interpreting Students.
Degree: MA, 2016, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/31
► The purpose of this research study was to identify existing practices in interpreter preparation as it relates to Deaf interpreting students and working Deaf…
(more)
▼ The purpose of this research study was to identify existing practices in interpreter preparation as it relates to Deaf interpreting students and working Deaf interpreters. In an effort to identify patterns in curricula, instructional approach, and formative experiences, the researcher aimed to distinguish effective instructional approaches for Deaf interpreting students. Working Deaf interpreters were interviewed to offer their perspective on existing preparation practices, both in formal academic settings and formative training. Secondly, Deaf interpreting students currently enrolled in Interpreter Preparation Programs (IPPs) were asked to reflect on their academic experiences and identify the most effective practices employed in their training programs, as well as the least effective practices. It was discovered that there are several inconsistencies in IPPs across the nation related to modifying skill development exercises for Deaf students, including but not limited to: lack of Deaf presence in the classroom, limited access to Certified Deaf Interpreters (CDIs) for mentoring partnerships, lack of appropriate resources for students, and instructors’ unpreparedness for effectively training Deaf interpreters. It was concluded that existing IPP curricula need revisions to incorporate a stronger presence of Deaf professionals as interpreter educators in the classroom and that programs need to work toward increasing the numbers of enrolled Deaf interpreting students. Additionally, it was found that it might be more effective for Deaf interpreting students’ development if certain courses and skill development exercises were completed independently of hearing classmates.
Advisors/Committee Members: Amanda R. Smith, Carole Lazorisak, Melanie Landon-Hays.
Subjects/Keywords: Deaf interpreter education; Deaf interpreting student; Interpreter preparation; Deaf interpreter; Certified Deaf Interpreter; Curriculum; Curriculum and Instruction; Disability and Equity in Education; Educational Methods; Other Education; Teacher Education and Professional Development
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APA (6th Edition):
Rogers, J. (2016). Deaf Interpreter Education: Stories and Insights Shared by Working Deaf Interpreters and Deaf Interpreting Students. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/31
Chicago Manual of Style (16th Edition):
Rogers, Jeremy. “Deaf Interpreter Education: Stories and Insights Shared by Working Deaf Interpreters and Deaf Interpreting Students.” 2016. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/31.
MLA Handbook (7th Edition):
Rogers, Jeremy. “Deaf Interpreter Education: Stories and Insights Shared by Working Deaf Interpreters and Deaf Interpreting Students.” 2016. Web. 15 Feb 2019.
Vancouver:
Rogers J. Deaf Interpreter Education: Stories and Insights Shared by Working Deaf Interpreters and Deaf Interpreting Students. [Internet] [Masters thesis]. Western Oregon University; 2016. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/31.
Council of Science Editors:
Rogers J. Deaf Interpreter Education: Stories and Insights Shared by Working Deaf Interpreters and Deaf Interpreting Students. [Masters Thesis]. Western Oregon University; 2016. Available from: https://digitalcommons.wou.edu/theses/31
25.
Smith, Sonja W.
Roles, Conflicts, and Disclosures: American Sign Language/English Interpreters’ Adherence to Best Practices in Legal Settings.
Degree: MA, 2016, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/29
► Interpreting in legal settings is a complex task in which multifaceted factors such as the setting, individuals involved, roles of those participating individuals, expanded…
(more)
▼ Interpreting in legal settings is a complex task in which multifaceted factors such as the setting, individuals involved, roles of those participating individuals, expanded ethical considerations, and the language of the legal system require specialization from the interpreter practitioner (Berk-Seligson, 2002; Mathers, 2007; Russell, 2000; Simon, 1993). There are many texts, workshops, and resources that promote best practices; however, only one study has been done related to the demographics of the interpreters who do legal interpreting work and their use of proposed best practices in the legal setting (Roberson, Russell, & Shaw, 2011). This research is designed to collect information about who is currently doing the work of legal interpreting and discover what their daily practice entails. An online survey was designed and disseminated to current signed language interpreters working in legal settings to ascertain demographic information and the frequency of certain circumstances arising in the course of their work. Using a combination of quantitative and qualitative analysis, this research discusses the demographics of the practitioners, including education, training, and background, as well explores inconsistencies in the way best practices are applied in daily practice, specifically conflicts and disclosures, interpreter roles, and the definition of legal interpreting. The results of this study provide a glimpse of the legal interpreting specialization as it currently stands and potential implications for future practice and study.
Advisors/Committee Members: Amanda R. Smith, Amber D. Farrelly, Esq., Amber Deets.
Subjects/Keywords: American Sign Language; legal; interpreting; conflicts; disclosures; roles; current practices; Education; Other Languages, Societies, and Cultures
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APA ·
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APA (6th Edition):
Smith, S. W. (2016). Roles, Conflicts, and Disclosures: American Sign Language/English Interpreters’ Adherence to Best Practices in Legal Settings. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/29
Chicago Manual of Style (16th Edition):
Smith, Sonja W. “Roles, Conflicts, and Disclosures: American Sign Language/English Interpreters’ Adherence to Best Practices in Legal Settings.” 2016. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/29.
MLA Handbook (7th Edition):
Smith, Sonja W. “Roles, Conflicts, and Disclosures: American Sign Language/English Interpreters’ Adherence to Best Practices in Legal Settings.” 2016. Web. 15 Feb 2019.
Vancouver:
Smith SW. Roles, Conflicts, and Disclosures: American Sign Language/English Interpreters’ Adherence to Best Practices in Legal Settings. [Internet] [Masters thesis]. Western Oregon University; 2016. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/29.
Council of Science Editors:
Smith SW. Roles, Conflicts, and Disclosures: American Sign Language/English Interpreters’ Adherence to Best Practices in Legal Settings. [Masters Thesis]. Western Oregon University; 2016. Available from: https://digitalcommons.wou.edu/theses/29
26.
Ramirez-Loudenback, Audrey.
Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters.
Degree: MA, 2015, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/25
► The goal of this research is to begin a discussion in the ASL/English interpreting field about how personally held motivations and values impact the…
(more)
▼ The goal of this research is to begin a discussion in the ASL/English interpreting field about how personally held motivations and values impact the decision making process. From the decision to enter this field to the decisions an interpreter makes on a daily basis, values are central to understanding that process. The first step in this analysis was to collect data from current interpreters and interpreting students to see what motivational values are prioritized within professional communities. This data was collected through an online questionnaire made available through multiple social media websites that support various ASL/English interpreting communities. Through statistical analysis of the results of this questionnaire and the coding of one short answer question the following questions are addressed: What motivational values do ASL/English interpreters prioritize? How are these values expressed when interpreters are asked to articulate the reasons for pursuing a career in this field? Do participant’s demographic characteristics (e.g., native language(s), educational background, ethnic identity, and specialized work settings) relate with prioritization of motivational value types?
The results showed that the sample prioritized the motivational types of
self-
direction,
benevolence, and
universalism most highly. Some possible reasons for this value prioritization will be explored as well as sub-populations with the sample that diverged from this motivational value system.
The hope is that by examining the findings of this data, practicing interpreters and interpreting students can begin to explore their own individually held values and how conflicting and congruent values are expressed and assessed within their practice.
Advisors/Committee Members: Amanda R. Smith, Hamid Behmard, Amber Feist.
Subjects/Keywords: interpreter; motivation; values; schwartz; PVQ; ASL; Bilingual, Multilingual, and Multicultural Education; Disability and Equity in Education; Higher Education; Special Education and Teaching; Theory and Philosophy
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APA (6th Edition):
Ramirez-Loudenback, A. (2015). Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/25
Chicago Manual of Style (16th Edition):
Ramirez-Loudenback, Audrey. “Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters.” 2015. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/25.
MLA Handbook (7th Edition):
Ramirez-Loudenback, Audrey. “Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters.” 2015. Web. 15 Feb 2019.
Vancouver:
Ramirez-Loudenback A. Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters. [Internet] [Masters thesis]. Western Oregon University; 2015. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/25.
Council of Science Editors:
Ramirez-Loudenback A. Are we here for the same reason? Exploring the motivational values that shape the professional decision making of signed language interpreters. [Masters Thesis]. Western Oregon University; 2015. Available from: https://digitalcommons.wou.edu/theses/25
27.
Darden, Vicki.
Changes in Community Contact Characteristics in Interpreter Education.
Degree: MA, 2013, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/4
► In this study, changes in the amount and type of student contact with the Deaf community outside of classroom hours were examined at three…
(more)
▼ In this study, changes in the amount and type of student contact with the Deaf community outside of classroom hours were examined at three bachelor-level degree programs for American Sign Language (ASL)/English interpreting. Research was conducted in three phases: by survey, examination of program syllabi, and interviews. Institutional demographics from a sample comprising 40% of the 40 bachelor-level ASL/English interpreter programs in the United States were gathered by survey in the first phase. From that initial sample, a smaller sample of three institutions (7.5% of the total initial population of 40) was established for the next two phases of research. Requirements for both virtual and in-person contact with the Deaf community were documented in course syllabi from three programs for the academic years 2002/2003 – 2011/2012 and examined for evidence of change. Interviews with program faculty expanded on data found in syllabi. Findings show that requirements for students’ association with the Deaf community, in person, at Deaf events, have declined over a ten-year period. An increase in virtual modes of contact between programs and Deaf community, as well as an increasing use of technology in programs generally, was documented. Indications of fewer opportunities for in-person community contact and a change in approach by programs for facilitating community contact and opportunities to gain cultural competence for their students were identified. Findings are presented to encourage further research and to inform ASL/English interpreter educators seeking to promote cultural and communicative competence among their students.
Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Joan Paluzzi.
Subjects/Keywords: cultural competence; ASL; Deaf space; Deaf community; acculturation; Special Education and Teaching
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APA (6th Edition):
Darden, V. (2013). Changes in Community Contact Characteristics in Interpreter Education. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/4
Chicago Manual of Style (16th Edition):
Darden, Vicki. “Changes in Community Contact Characteristics in Interpreter Education.” 2013. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/4.
MLA Handbook (7th Edition):
Darden, Vicki. “Changes in Community Contact Characteristics in Interpreter Education.” 2013. Web. 15 Feb 2019.
Vancouver:
Darden V. Changes in Community Contact Characteristics in Interpreter Education. [Internet] [Masters thesis]. Western Oregon University; 2013. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/4.
Council of Science Editors:
Darden V. Changes in Community Contact Characteristics in Interpreter Education. [Masters Thesis]. Western Oregon University; 2013. Available from: https://digitalcommons.wou.edu/theses/4
28.
Flora, Peter.
The Stories Interpreters Tell.
Degree: MA, 2013, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/5
► The purpose of this study was to start a collection of folklore of the American Sign Language interpreting community and to initiate a conversation…
(more)
▼ The purpose of this study was to start a collection of folklore of the American Sign Language interpreting community and to initiate a conversation about the role these stories play within the community. The initial hypothesis was that there are folklore stories which circulate among the members of the interpreter occupational folk group. Since there had been no other study of this kind done in the ASL interpreting community, a single story was chosen as a starting point for research on the topic. The chosen tale for the focus of this research was about the students/new interpreter told by the seasoned interpreter. The working hypothesis was that these stories reinforced a specific structure within the field and represent unease toward perceived changes to the field. No research into the folklore of the American Signed Language interpreting community had been done at the time of this research, therefore the majority of literature reviewed was on the topic of folklore studies to provide a foundation for inquiry. Face- to-face interviews, conducted with three experienced interpreters, were used to collect the stories and gather the impressions. The data revealed that seasoned interpreters do indeed circulate stories about the students/new interpreters living and working in the Pacific Northwest. The informants’ perceptions of how the stories function differed, however all agreed the stories exist and influence the field. Further research on the American Signed Language interpreting community’s folklore, as well as further expansion on the specific stories investigated for this research, is recommended.
Advisors/Committee Members: Amanda R. Smith, Curtis Yehnert, Elisa Maroney.
Subjects/Keywords: Interpreting; Folklore; Occupational Folklore; Industrial and Organizational Psychology; Interpersonal and Small Group Communication; Organizational Communication; Social Psychology
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APA (6th Edition):
Flora, P. (2013). The Stories Interpreters Tell. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/5
Chicago Manual of Style (16th Edition):
Flora, Peter. “The Stories Interpreters Tell.” 2013. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/5.
MLA Handbook (7th Edition):
Flora, Peter. “The Stories Interpreters Tell.” 2013. Web. 15 Feb 2019.
Vancouver:
Flora P. The Stories Interpreters Tell. [Internet] [Masters thesis]. Western Oregon University; 2013. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/5.
Council of Science Editors:
Flora P. The Stories Interpreters Tell. [Masters Thesis]. Western Oregon University; 2013. Available from: https://digitalcommons.wou.edu/theses/5
29.
Greene, Daniel J.
Keeping it Vague: A Study of Vague Language in an American Sign Language Corpus and Implications for Interpreting between American Sign Language and English.
Degree: MA, 2013, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/2
► Vague Language (VL) seems to be a universal feature of language, and American Sign Language (ASL) has been shown to have all the properties…
(more)
▼ Vague Language (VL) seems to be a universal feature of language, and American Sign Language (ASL) has been shown to have all the properties of language; therefore, it is natural that VL would appear in ASL. This thesis is the first study of VL in ASL, and provides evidence that VL occurs in ASL and is used to express meanings equivalent to those of VL in English. The findings of this study document yet another property that ASL shares with other languages, and contribute yet another language to the body of languages that have been studied for VL.
The investigator of this study analyzed the National Center for Sign Language and Gesture Resources (NCSLGR) Corpus for vagueness and found that the corpus contained vagueness in signs, gestures, and non-manual markers (NMMs). Hedging, approximation, and lack of specificity were the predominant types of vagueness found in the NCSLGR Corpus. The findings of this study, in addition to the literature reviewed, have implications for ASL teachers, ASL-English interpreters, and interpreter trainers. Previous literature has shown a need for explicit metalinguistic instruction about VL to second language (L2) learners, interpreters and translators. The ability to be vague has been shown in previous research to be a form of pragmalinguistic competence. This study contributes to the knowledge of the forms and functions of VL in English and ASL so that ASL students may improve their pragmalinguistic competence in ASL, and ASL-English interpreters may improve the pragmalinguistic equivalence of their interpretations.
Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Miako Rankin.
Subjects/Keywords: ASL; American Sign Language; VL; vagueness; interpreting; Applied Linguistics; Special Education and Teaching
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APA ·
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APA (6th Edition):
Greene, D. J. (2013). Keeping it Vague: A Study of Vague Language in an American Sign Language Corpus and Implications for Interpreting between American Sign Language and English. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/2
Chicago Manual of Style (16th Edition):
Greene, Daniel J. “Keeping it Vague: A Study of Vague Language in an American Sign Language Corpus and Implications for Interpreting between American Sign Language and English.” 2013. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/2.
MLA Handbook (7th Edition):
Greene, Daniel J. “Keeping it Vague: A Study of Vague Language in an American Sign Language Corpus and Implications for Interpreting between American Sign Language and English.” 2013. Web. 15 Feb 2019.
Vancouver:
Greene DJ. Keeping it Vague: A Study of Vague Language in an American Sign Language Corpus and Implications for Interpreting between American Sign Language and English. [Internet] [Masters thesis]. Western Oregon University; 2013. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/2.
Council of Science Editors:
Greene DJ. Keeping it Vague: A Study of Vague Language in an American Sign Language Corpus and Implications for Interpreting between American Sign Language and English. [Masters Thesis]. Western Oregon University; 2013. Available from: https://digitalcommons.wou.edu/theses/2
30.
Hewlett, Sarah L.
Do We Play Well with Others? Personalities and Interpersonal Interactions Among Signed Language Interpreters.
Degree: MA, 2013, Western Oregon University
URL: https://digitalcommons.wou.edu/theses/7
► The aim of this study was to collect information from spoken/signed language interpreters about their own personalities and what personality traits they appreciate and…
(more)
▼ The aim of this study was to collect information from spoken/signed language interpreters about their own personalities and what personality traits they appreciate and do not appreciate in other professionals. By asking respondents about their feelings toward working with others, this research will take a pulse of the current morale in the field. Initially, the hypothesis was that the morale of the profession is negatively affected by the interpersonal communication conflicts interpreters experience as a result of different personality styles not meshing well. Data was collected through a questionnaire in which 127 responses were obtained from all over the United States, as well as a few respondents from two other countries. Research revealed that interpreters dislike common traits in peers, but because there is no standard approach to deal with tension between colleagues as it is a sensitive subject, the morale of the field is at a tipping point. Since there is very little research about interpersonal relationships between team members in the signed/spoken language interpreting and spoken language interpreting professions, literature was reviewed that focused on personality characteristics that make for good interpreters, interpersonal communication, and tension. The data collected from the questionnaire, as well as the literature reviewed, suggest that while there is a diverse range of personalities and preferences within the signed/spoken language interpreting field, and some of the diversity is appreciated, some is detrimental to work and esteem. Also, the results of this study suggest that interpreters may not be self-aware in regard to how we come across to others.
Advisors/Committee Members: Elisa Maroney, Amanda R. Smith, Cindy Volk.
Subjects/Keywords: Signed Language interpreters; Interpersonal interactions; rogue; personality; Interpersonal and Small Group Communication; Personality and Social Contexts
Record Details
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Record Details
Similar Records
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hewlett, S. L. (2013). Do We Play Well with Others? Personalities and Interpersonal Interactions Among Signed Language Interpreters. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/7
Chicago Manual of Style (16th Edition):
Hewlett, Sarah L. “Do We Play Well with Others? Personalities and Interpersonal Interactions Among Signed Language Interpreters.” 2013. Masters Thesis, Western Oregon University. Accessed February 15, 2019.
https://digitalcommons.wou.edu/theses/7.
MLA Handbook (7th Edition):
Hewlett, Sarah L. “Do We Play Well with Others? Personalities and Interpersonal Interactions Among Signed Language Interpreters.” 2013. Web. 15 Feb 2019.
Vancouver:
Hewlett SL. Do We Play Well with Others? Personalities and Interpersonal Interactions Among Signed Language Interpreters. [Internet] [Masters thesis]. Western Oregon University; 2013. [cited 2019 Feb 15].
Available from: https://digitalcommons.wou.edu/theses/7.
Council of Science Editors:
Hewlett SL. Do We Play Well with Others? Personalities and Interpersonal Interactions Among Signed Language Interpreters. [Masters Thesis]. Western Oregon University; 2013. Available from: https://digitalcommons.wou.edu/theses/7
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