subject:(Sign language interpreter)

Rochester Institute of Technology

1. Tucker, Morgan L. Communication Considerations and Relational Dialectical Tensions Experienced by University Sign Language Interpreters.

Degree: MS, Department of Communication (CLA), 2015, Rochester Institute of Technology

URL: https://scholarworks.rit.edu/theses/8662

► The sign language interpreter/student relationship is unique. The interpreter is present in the educational environment to facilitate communication between deaf/hard of hearing students and… (more)

Subjects/Keywords: Deaf; Interpreter; Relational dialectics; Sign language; University

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

APA (6^th Edition):

Tucker, M. L. (2015). Communication Considerations and Relational Dialectical Tensions Experienced by University Sign Language Interpreters. (Masters Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/8662

Chicago Manual of Style (16^th Edition):

Tucker, Morgan L. “Communication Considerations and Relational Dialectical Tensions Experienced by University Sign Language Interpreters.” 2015. Masters Thesis, Rochester Institute of Technology. Accessed January 19, 2021. https://scholarworks.rit.edu/theses/8662.

MLA Handbook (7^th Edition):

Tucker, Morgan L. “Communication Considerations and Relational Dialectical Tensions Experienced by University Sign Language Interpreters.” 2015. Web. 19 Jan 2021.

Vancouver:

Tucker ML. Communication Considerations and Relational Dialectical Tensions Experienced by University Sign Language Interpreters. [Internet] [Masters thesis]. Rochester Institute of Technology; 2015. [cited 2021 Jan 19]. Available from: https://scholarworks.rit.edu/theses/8662.

Council of Science Editors:

Tucker ML. Communication Considerations and Relational Dialectical Tensions Experienced by University Sign Language Interpreters. [Masters Thesis]. Rochester Institute of Technology; 2015. Available from: https://scholarworks.rit.edu/theses/8662

University of the Western Cape

2. Parker, Mariam B. Pharmacy perspectives in the design and implementation of a mobile cellular phone application as a communication aid for dispensing medicines to deaf people in the South African context .

Degree: 2015, University of the Western Cape

URL: http://hdl.handle.net/11394/5188

► South Africa's White Paper for the transformation of the health care system in South Africa (DOH, 2007) acknowledges major disparities and inequalities as a result… (more)

▼ South Africa's White Paper for the transformation of the health care system in South Africa (DOH, 2007) acknowledges major disparities and inequalities as a result of an imprint by apartheid policies. In its transition to democracy, health promotion strategies have been initiated to address these disparities. However, such strategies have been narrowed and "favoured target audiences that are literate, urban-based and who have easy access to print and audio-visual media" (DOH, 1997). This implies that many vulnerable and marginalised groupings in South Africa, including the Deaf community are excluded from health promotion endeavours. Deaf people in South Africa communicate using South African Sign Language (SASL) and majority of the Deaf community exhibit poor literacy levels. Deafness is a significant communication barrier which limits a Deaf person's prospect to attain the best possible health care (Barnett, et al 2011). Various means of communication including spoken language, written instructions and the use of pictograms are used by healthcare workers to communicate health-related information. For many members of the Deaf community who communicate primarily in sign language, these methods are a sub-standard and prevent the attainment of optimum therapeutic outcomes. With regard to pharmaco-therapeutic services, Deaf people cannot hear the spoken language used by pharmacists during patient counselling, and their compromised functional literacy hinders the ability to read instructions on medicine labels. With both the spoken and written means of communication compromised, the Deaf patient's ability to comprehend instruction by pharmacists on how to use their medicines is inadequate and as a result, a Deaf patient may leave the pharmacy with medicine, but a poor understanding of how to use the medicine safely and effectively. Previous researchers have worked on building a technology base, including industrial design and computer science expertise to conceptualize the groundwork of a mobile phone application called SignSupport to facilitate communication between medical doctors and Deaf individuals. The particulars of the pharmacy scenario however, require a pharmacy-specific device to be of use in the dispensing of medicines to a Deaf patient in a pharmacy. The over-arching goal of this thesis is to design and evaluate a mobile phone application to facilitate the communication of medicine instructions between a Deaf patient and a pharmacist. Qualitative, participatory action research and community-based co-design strategies were directed toward Deaf participants, senior pharmacy students and pharmacists to create a prototype of the afore-mentioned mobile phone application. Preliminary results indicated that the application was suitable to pharmacists and Deaf community. Furthermore, both sets of users approved the overall design and were receptive to and keen on the practical uses of the application. Inadequacies pointed out by the Deaf community and pharmacists were addressed as an iterative modification to the… Advisors/Committee Members: Bheekie, Angeni (advisor), Tucker, William D (advisor).

Subjects/Keywords: Deafness; Deaf culture; South African Sign Language (SASL); Sign language interpreter; Pharmacists; Medicine instructions

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

APA (6^th Edition):

Parker, M. B. (2015). Pharmacy perspectives in the design and implementation of a mobile cellular phone application as a communication aid for dispensing medicines to deaf people in the South African context . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5188

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Parker, Mariam B. “Pharmacy perspectives in the design and implementation of a mobile cellular phone application as a communication aid for dispensing medicines to deaf people in the South African context .” 2015. Thesis, University of the Western Cape. Accessed January 19, 2021. http://hdl.handle.net/11394/5188.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Parker, Mariam B. “Pharmacy perspectives in the design and implementation of a mobile cellular phone application as a communication aid for dispensing medicines to deaf people in the South African context .” 2015. Web. 19 Jan 2021.

Vancouver:

Parker MB. Pharmacy perspectives in the design and implementation of a mobile cellular phone application as a communication aid for dispensing medicines to deaf people in the South African context . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/11394/5188.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parker MB. Pharmacy perspectives in the design and implementation of a mobile cellular phone application as a communication aid for dispensing medicines to deaf people in the South African context . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5188

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Missouri – Columbia

3. McCray, Carrie M. A phenomenological study of the relationship between deaf students in higher education and their sign language interpreters.

Degree: 2013, University of Missouri – Columbia

URL: https://doi.org/10.32469/10355/37795

► This research focuses on the relationship between deaf students in higher education who use sign language and need an interpreter to access course content. A… (more)

Subjects/Keywords: sign language interpreter; deaf student; higher education; power balance

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

APA (6^th Edition):

McCray, C. M. (2013). A phenomenological study of the relationship between deaf students in higher education and their sign language interpreters. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McCray, Carrie M. “A phenomenological study of the relationship between deaf students in higher education and their sign language interpreters.” 2013. Thesis, University of Missouri – Columbia. Accessed January 19, 2021. https://doi.org/10.32469/10355/37795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McCray, Carrie M. “A phenomenological study of the relationship between deaf students in higher education and their sign language interpreters.” 2013. Web. 19 Jan 2021.

Vancouver:

McCray CM. A phenomenological study of the relationship between deaf students in higher education and their sign language interpreters. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2021 Jan 19]. Available from: https://doi.org/10.32469/10355/37795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCray CM. A phenomenological study of the relationship between deaf students in higher education and their sign language interpreters. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Champagne, Monique. A qualitative exploration of work values and job satisfaction among sign language interpreters.

Degree: 2017, Texas Woman's University

URL: http://hdl.handle.net/11274/9322

► The aim of this study was to explore the impact of work values on job satisfaction among sign language interpreters due to an increased risk… (more)

Subjects/Keywords: Language, literature and linguistics; Psychology; Deaf; Interpreter; Job satisfaction; Sign language; Work values

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APA (6^th Edition):

Champagne, M. (2017). A qualitative exploration of work values and job satisfaction among sign language interpreters. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/9322

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Champagne, Monique. “A qualitative exploration of work values and job satisfaction among sign language interpreters.” 2017. Thesis, Texas Woman's University. Accessed January 19, 2021. http://hdl.handle.net/11274/9322.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Champagne, Monique. “A qualitative exploration of work values and job satisfaction among sign language interpreters.” 2017. Web. 19 Jan 2021.

Vancouver:

Champagne M. A qualitative exploration of work values and job satisfaction among sign language interpreters. [Internet] [Thesis]. Texas Woman's University; 2017. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/11274/9322.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Champagne M. A qualitative exploration of work values and job satisfaction among sign language interpreters. [Thesis]. Texas Woman's University; 2017. Available from: http://hdl.handle.net/11274/9322

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade de Brasília

5. Patrícia Tuxi. A atuação do intérprete educacional no ensino fundamental.

Degree: 2009, Universidade de Brasília

URL: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5137

► A inclusão escolar de alunos surdos não depende apenas de acessibilidade do espaço físico ou adequação dos recursos pedagógicos. É preciso criar uma forma de… (more)

▼ A inclusão escolar de alunos surdos não depende apenas de acessibilidade do espaço físico ou adequação dos recursos pedagógicos. É preciso criar uma forma de expressar uma linguagem acessível como meio de comunicação entre o surdo e todos que participam deste processo. O profissional que faz a mediação entre a língua de sinais e a língua portuguesa é o intérprete de língua de sinais. Quando esse profissional atua no meio educacional é denominado como intérprete educacional - aquele que interpreta / traduz o conteúdo apresentado por um discente. Este trabalho tem como objetivo analisar a atuação do intérprete educacional que atua no ensino fundamental bem como investigar como o processo de inclusão é entendido nestes estabelecimentos de ensino, a forma de interação entre o intérprete educacional e demais profissionais que fazem parte do sistema escolar e como a figura do intérprete educacional é entendida pelas pessoas que fazem parte do meio escolar. Para atingir esses objetivos a pesquisa utilizou uma metodologia qualitativa, com enfoque na análise microgenética. Os dados foram obtidos por meio de observações e entrevistas realizadas em três escolas inclusivas - duas turmas de 3 série e uma de 8 série. Como resultado quatro categorias foram encontradas a partir das observações: co-docência, atuações do intérprete educacional, expansão e insuficiência lexical e, por último, descompasso entre as atuações profissionais. Com base nas entrevistas sete categorias foram criadas: entendendo a inclusão, importância e reconhecimento da função do intérprete educacional, intérprete além da interpretação, língua de sinais, co-docência, linguagem geral e específica e políticas públicas. Após a análise destes dados foi possível concluir: a atuação do intérprete educacional diversifica de acordo com o nível educacional em que ele está inserido; o intérprete educacional e o professor regente quando atuam como co-docentes beneficiam o processo de ensino-aprendizagem da turma; para que o processo de inclusão do aluno surdo obtenha êxito, é preciso que toda a escola participe de formações contínuas; o intérprete educacional de áreas específicas necessita de cursos de formação diferenciados e, por fim, a urgência de políticas públicas que atentem para as peculiaridades de atuação do intérprete que atua no meio educacional. Advisors/Committee Members: Cristina Broglia Feitosa de Lacerda, Celeste Azulay Kelman, Cristina Massot Madeira Coelho, Heloisa Maria Moreira Lima de Almeida Salles.

Subjects/Keywords: intérprete de língua brasileira sinais; EDUCACAO; sign language interpreter, educational interpreter; co-teacher; co-docência.; intérprete educacional

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

APA (6^th Edition):

Tuxi, P. (2009). A atuação do intérprete educacional no ensino fundamental. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5137

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tuxi, Patrícia. “A atuação do intérprete educacional no ensino fundamental.” 2009. Thesis, Universidade de Brasília. Accessed January 19, 2021. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5137.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tuxi, Patrícia. “A atuação do intérprete educacional no ensino fundamental.” 2009. Web. 19 Jan 2021.

Vancouver:

Tuxi P. A atuação do intérprete educacional no ensino fundamental. [Internet] [Thesis]. Universidade de Brasília; 2009. [cited 2021 Jan 19]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5137.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tuxi P. A atuação do intérprete educacional no ensino fundamental. [Thesis]. Universidade de Brasília; 2009. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5137

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade de Brasília

6. Bianca Carrijo Cordova. Concepções de intérpretes de língua de sinais acerca de sua atuação em contextos educacionais.

Degree: 2009, Universidade de Brasília

URL: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6049

►

Esta pesquisa visa conhecer como a ação pedagógica é compreendida pelos intérpretes educacionais de Língua de Sinais em sua atuação profissional. Para tanto, 5 (cinco)… (more)

▼

Esta pesquisa visa conhecer como a ação pedagógica é compreendida pelos intérpretes educacionais de Língua de Sinais em sua atuação profissional. Para tanto, 5 (cinco) profissionais intérpretes foram entrevistados e observados no exercício de sua atuação, nos diferentes níveis de ensino, a fim de que pudéssemos identificar elementos que nos permitissem compreender se esses intérpretes atuavam em uma perspectiva pedagógica. Por meio de análises qualitativas, pudemos constatar que as grandes preocupações na atuação desses intérpretes giravam em torno de questões pedagógicas como, por exemplo, a aprendizagem dos sujeitos surdos com os quais trabalhavam e a inclusão deles no espaço escolar. Além disso, eles, em sua atuação, buscavam alternativas, como oferecer exemplos para que os alunos compreendessem a proposta do professor regente, de forma a dar suporte ao pensar dos alunos surdos, demonstrando-nos, assim, que tanto atuavam quanto concebiam sua atuação na perspectiva da ação pedagógica.

This research seeks to know how a pedagogic action is understood by educational interpreters of sign languages in your professional performance. For both, 5 (five) interpreter professionals was interviewed and observed executing their tasks, in different levels of education, in order that we could identify some elements that could allow us understand if this interpreters did works in a pedagogic perspective. By analyses, we could observe that the huge preoccupations in the performance of these interpreters turn around of pedagogic questions, for examples, the learning of deaf people which their worked and the inclusion of this people in the school space. Also, the interpreters in his/her action, they searched by alternatives to offer samples to the students could understand the proposal of the conductor professor, to give support to deaf students, showing us, them, they both acted as well as designed their action in the perspective pedagogic of action.

Advisors/Committee Members: Maria Carmen Villela Rosa Tacca, Celeste Azulay Kelman, Cristina Massot Madeira Coelho, Heloisa Maria Moreira Lima de Almeida Salles.

Subjects/Keywords: língua de sinais; ação pedagógica; EDUCACAO; educational interpreter; sign language; pedagogic action; intérprete educacional

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

APA (6^th Edition):

Cordova, B. C. (2009). Concepções de intérpretes de língua de sinais acerca de sua atuação em contextos educacionais. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6049

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Cordova, Bianca Carrijo. “Concepções de intérpretes de língua de sinais acerca de sua atuação em contextos educacionais.” 2009. Thesis, Universidade de Brasília. Accessed January 19, 2021. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6049.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Cordova, Bianca Carrijo. “Concepções de intérpretes de língua de sinais acerca de sua atuação em contextos educacionais.” 2009. Web. 19 Jan 2021.

Vancouver:

Cordova BC. Concepções de intérpretes de língua de sinais acerca de sua atuação em contextos educacionais. [Internet] [Thesis]. Universidade de Brasília; 2009. [cited 2021 Jan 19]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6049.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cordova BC. Concepções de intérpretes de língua de sinais acerca de sua atuação em contextos educacionais. [Thesis]. Universidade de Brasília; 2009. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6049

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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

Degree: MA, 2013, Western Oregon University

URL: https://digitalcommons.wou.edu/theses/9

► Signed and spoken language interpretation involves many intricate components. A signed language interpreter who is working simultaneously must hear and comprehend a spoken language… (more)

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

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

APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Ruiz, Marisa J. “Professional project curriculum development: experiential learning in interpreter education programs.” 2013. Masters Thesis, Western Oregon University. Accessed January 19, 2021. https://digitalcommons.wou.edu/theses/9.

MLA Handbook (7^th Edition):

Ruiz, Marisa J. “Professional project curriculum development: experiential learning in interpreter education programs.” 2013. Web. 19 Jan 2021.

Vancouver:

Ruiz MJ. Professional project curriculum development: experiential learning in interpreter education programs. [Internet] [Masters thesis]. Western Oregon University; 2013. [cited 2021 Jan 19]. Available from: https://digitalcommons.wou.edu/theses/9.

Council of Science Editors:

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

University of Tennessee – Knoxville

8. Lawson, Heather Rebecca. Impact of Interpreters Filling Multiple Roles in Mainstream Classrooms on Communication Access for Deaf Students.

Degree: MS, Teacher Education, 2012, University of Tennessee – Knoxville

URL: https://trace.tennessee.edu/utk_gradthes/1274

► Educational interpreters nationwide fill a variety of roles in their schools, including interpreter, tutor, assistant, consultant, and others, and the impact of these roles… (more)

Subjects/Keywords: American Sign Language; Educational Interpreter; Inclusion; Tutor; Naturalistic Observation; Disability and Equity in Education

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

APA (6^th Edition):

Lawson, H. R. (2012). Impact of Interpreters Filling Multiple Roles in Mainstream Classrooms on Communication Access for Deaf Students. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/1274

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lawson, Heather Rebecca. “Impact of Interpreters Filling Multiple Roles in Mainstream Classrooms on Communication Access for Deaf Students.” 2012. Thesis, University of Tennessee – Knoxville. Accessed January 19, 2021. https://trace.tennessee.edu/utk_gradthes/1274.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lawson, Heather Rebecca. “Impact of Interpreters Filling Multiple Roles in Mainstream Classrooms on Communication Access for Deaf Students.” 2012. Web. 19 Jan 2021.

Vancouver:

Lawson HR. Impact of Interpreters Filling Multiple Roles in Mainstream Classrooms on Communication Access for Deaf Students. [Internet] [Thesis]. University of Tennessee – Knoxville; 2012. [cited 2021 Jan 19]. Available from: https://trace.tennessee.edu/utk_gradthes/1274.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lawson HR. Impact of Interpreters Filling Multiple Roles in Mainstream Classrooms on Communication Access for Deaf Students. [Thesis]. University of Tennessee – Knoxville; 2012. Available from: https://trace.tennessee.edu/utk_gradthes/1274

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Carolina

9. Foster, Madison. Knowledge and Experience With Genetics and Genetic Counseling Among Sign Language Interpreters.

Degree: MS, Genetic Counseling, 2011, University of South Carolina

URL: https://scholarcommons.sc.edu/etd/1255

► Professional sign language interpreters are an integral part of genetic counseling with deaf patients whose preferred mode of communication is sign language. The purpose… (more)

▼ Professional sign language interpreters are an integral part of genetic counseling with deaf patients whose preferred mode of communication is sign language. The purpose of this study was to assess the extent of understanding of genetics and genetic counseling possessed by sign language interpreters, as well as to elicit the views of interpreters who have interpreted for genetic counseling. One hundred certified sign language interpreters recruited through the Registry of Interpreters for the Deaf completed an online survey assessing knowledge and experience with genetics and genetic counseling. Follow-up telephone interviews were subsequently conducted with eight interpreters who had completed the online survey and who had prior experience interpreting for genetic counseling. Eighty-two percent of respondents had heard of genetic counseling before, and 14% had prior experience interpreting for genetic counseling. Participants correctly answered an average of 89% of the factual knowledge questions, suggesting that sign language interpreters in this study have a basic understanding of genetics and genetic counseling. Although the majority of participants did not appear to have inaccurate assumptions about the field of genetic counseling, potential misconceptions and gaps in knowledge were identified regarding the elimination of disability in society and the psychosocial aspect of genetic counseling. Recommendations provided by sign language interpreters highlight what genetic counselors can do to promote effective communication with deaf patients and to facilitate positive professional relationships with sign language interpreters. Suggestions include: providing the interpreter with the indication for the appointment ahead of time, arranging the room appropriately for sign language interpreting, speaking directly to the patient in first person, providing simple and clear explanations, using visual aids when appropriate, and being sensitive to Deaf Culture. The implementation of such guidelines in genetic counseling practice will not only help ensure that the deaf patient gains adequate understanding and quality care but will also integrate sign language interpreters as part of the professional team. Advisors/Committee Members: Andrea Sellers.

Subjects/Keywords: Genetics and Genomics; Life Sciences; deaf; genetic counseling; interpreter; knowledge; sign language

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

APA (6^th Edition):

Foster, M. (2011). Knowledge and Experience With Genetics and Genetic Counseling Among Sign Language Interpreters. (Masters Thesis). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1255

Chicago Manual of Style (16^th Edition):

Foster, Madison. “Knowledge and Experience With Genetics and Genetic Counseling Among Sign Language Interpreters.” 2011. Masters Thesis, University of South Carolina. Accessed January 19, 2021. https://scholarcommons.sc.edu/etd/1255.

MLA Handbook (7^th Edition):

Foster, Madison. “Knowledge and Experience With Genetics and Genetic Counseling Among Sign Language Interpreters.” 2011. Web. 19 Jan 2021.

Vancouver:

Foster M. Knowledge and Experience With Genetics and Genetic Counseling Among Sign Language Interpreters. [Internet] [Masters thesis]. University of South Carolina; 2011. [cited 2021 Jan 19]. Available from: https://scholarcommons.sc.edu/etd/1255.

Council of Science Editors:

Foster M. Knowledge and Experience With Genetics and Genetic Counseling Among Sign Language Interpreters. [Masters Thesis]. University of South Carolina; 2011. Available from: https://scholarcommons.sc.edu/etd/1255

10. Cox, Tom R. EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM.

Degree: 2013

URL: http://hdl.handle.net/2249.1/62772

Subjects/Keywords: ASL; American Sign Language Interpreter; Interpreter Training; Interpreter Education; Adult Education; Learner-centered

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

APA (6^th Edition):

Cox, T. R. (2013). EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM. (Thesis). [No school.] Retrieved from http://hdl.handle.net/2249.1/62772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Chicago Manual of Style (16^th Edition):

Cox, Tom R. “EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM.” 2013. Thesis, [No school]. Accessed January 19, 2021. http://hdl.handle.net/2249.1/62772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

MLA Handbook (7^th Edition):

Cox, Tom R. “EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM.” 2013. Web. 19 Jan 2021.

Vancouver:

Cox TR. EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM. [Internet] [Thesis]. [No school]; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2249.1/62772.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Council of Science Editors:

Cox TR. EXPLORING LEARNER-CENTEREDNESS WITHIN AN AMERICAN SIGN LANGUAGE/ENGLISH INTERPRETER TRAINING PROGRAM. [Thesis]. [No school]; 2013. Available from: http://hdl.handle.net/2249.1/62772

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

11. 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)

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

APA (6^th 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 (16^th Edition):

Bowdell, Amelia. “Developing bilingualism in interpreting students.” 2018. Masters Thesis, Western Oregon University. Accessed January 19, 2021. https://digitalcommons.wou.edu/theses/44.

MLA Handbook (7^th Edition):

Bowdell, Amelia. “Developing bilingualism in interpreting students.” 2018. Web. 19 Jan 2021.

Vancouver:

Bowdell A. Developing bilingualism in interpreting students. [Internet] [Masters thesis]. Western Oregon University; 2018. [cited 2021 Jan 19]. 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

University of South Africa

12. Wehrmeyer, Jennifer Ella. A critical investigation of deaf comprehension of signed tv news interpretation .

Degree: 2013, University of South Africa

URL: http://hdl.handle.net/10500/13321

► This study investigates factors hampering comprehension of sign language interpretations rendered on South African TV news bulletins in terms of Deaf viewers’ expectancy norms and… (more)

▼ This study investigates factors hampering comprehension of sign language interpretations rendered on South African TV news bulletins in terms of Deaf viewers’ expectancy norms and corpus analysis of authentic interpretations. The research fills a gap in the emerging discipline of Sign Language Interpreting Studies, specifically with reference to corpus studies. The study presents a new model for translation/interpretation evaluation based on the introduction of Grounded Theory (GT) into a reception-oriented model. The research question is addressed holistically in terms of target audience competencies and expectations, aspects of the physical setting, interpreters’ use of language and interpreting choices. The South African Deaf community are incorporated as experts into the assessment process, thereby empirically grounding the research within the socio-dynamic context of the target audience. Triangulation in data collection and analysis was provided by applying multiple mixed data collection methods, namely questionnaires, interviews, eye-tracking and corpus tools. The primary variables identified by the study are the small picture size and use of dialect. Secondary variables identified include inconsistent or inadequate use of non-manual features, incoherent or non-simultaneous mouthing, careless or incorrect sign execution, too fast signing, loss of visibility against skin or clothing, omission of vital elements of sentence structure, adherence to source language structures, meaningless additions, incorrect referencing, oversimplification and violations of Deaf norms of restructuring, information transfer, gatekeeping and third person interpreting. The identification of these factors allows the construction of a series of testable hypotheses, thereby providing a broad platform for further research. Apart from pioneering corpus-driven sign language interpreting research, the study makes significant contributions to present knowledge of evaluative models, interpreting strategies and norms and systems of transcription and annotation. Advisors/Committee Members: Wallmach, Kim (advisor).

Subjects/Keywords: Interpreting studies; Grounded theory; Descriptive translation studies; Reception-oriented translation evaluation; Tertium comparationis; Qualitative analysis; Sign language interpreting; Comprehension of sign language; South African Sign Language; Sign language interpreting studies; Language variation; Mouthing; Interpreter signing skills; Interpreter visibility; Corpus-driven research; Interpreting strategies; Corpus design; Corpus annotation; Sign language transcription; Deaf studies; Questionnaire research; Triangulation; Eye-tracking; Norms

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

APA (6^th Edition):

Wehrmeyer, J. E. (2013). A critical investigation of deaf comprehension of signed tv news interpretation . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13321

Chicago Manual of Style (16^th Edition):

Wehrmeyer, Jennifer Ella. “A critical investigation of deaf comprehension of signed tv news interpretation .” 2013. Doctoral Dissertation, University of South Africa. Accessed January 19, 2021. http://hdl.handle.net/10500/13321.

MLA Handbook (7^th Edition):

Wehrmeyer, Jennifer Ella. “A critical investigation of deaf comprehension of signed tv news interpretation .” 2013. Web. 19 Jan 2021.

Vancouver:

Wehrmeyer JE. A critical investigation of deaf comprehension of signed tv news interpretation . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10500/13321.

Council of Science Editors:

Wehrmeyer JE. A critical investigation of deaf comprehension of signed tv news interpretation . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13321

13. Maria Cristina Pires Pereira. Testes de proficiência lingüística em lingua de sinais: as possibilidades para os intérpretes de libras.

Degree: 2008, Universidade do Vale do Rio do Sinos

URL: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=573

►

Esta dissertação de mestrado investiga testagens de proficiência lingüística em língua de sinais que são aplicadas a pessoas ouvintes, intérpretes de língua de sinais, no… (more)

▼

Esta dissertação de mestrado investiga testagens de proficiência lingüística em língua de sinais que são aplicadas a pessoas ouvintes, intérpretes de língua de sinais, no início de sua vida profissional. Devido à diversidade de instrumentos, procedimentos e concepções do que deve ser avaliado em intérpretes de língua de sinais ILS, faz-se necessária uma investigação sobre a testagem de proficiência lingüística e a distinção entre proficiência tradutória e certificação profissional, bem como qual o momento adequado de suas aplicações nas diferentes etapas da formação e do exercício profissional dos ILS. O embasamento teórico consta da distinção entre proficiência e fluência lingüísticas; a evolução do conceito de proficiência lingüística; testagem lingüística; e de um panorama geral sobre tradução e interpretação de língua de sinais. A testagem lingüística de língua de sinais abordada neste estudo inclui aquelas explicitamente denominadas de proficiência e as provas de habilitação ou de seleção que contenham em si elementos que caracterizem uma avaliação de proficiência lingüística de língua de sinais, mesmo que não sejam explicitamente nomeadas como tais. Com esse objetivo, foram analisadas duas seleções para cursos de formação de ILS, aplicadas no Rio Grande do Sul, nos anos de 1997 e 2000; o Exame Nacional de Proficiência em Libras do MEC Prolibras de 2006 e o Sign Language Proficiency Interview SLPI dos Estados Unidos da América EUA. Para refletir sobre quais as reais competências que deveriam ser testadas em intérpretes de língua de sinais, do ponto de vista dos avaliadores, foi feita uma simulação de seleção de ILS por potenciais avaliadores de bancas, surdos e ouvintes, que assinalaram os atributos que consideraram relevantes, na sinalização, como marcos de proficiência em Libras adequada ao início da vida profissional de um intérprete de língua de sinais e quais os fatores que desqualificam o desempenho lingüístico dos candidatos. A partir dos dados obtidos, são propostas reflexões sobre as possibilidades de aperfeiçoamento dos testes de língua de sinais aplicados atualmente

This is a dissertation on language proficiency testing as applied to hearing people, sign language interpreters, in the beginning of their professional lives. Due to the diversity of instruments, proceedings and conceptions of what has to be assessed in sign language interpreters SLI, an investigation on language proficiency testing and the distinction between translation proficiency and professional certification is needed, as well as when is the most adequate moment to apply different kind of testing in different phases of interpreters training and professional practice. The theoretical basis of this work includes the distinction between language proficiency and fluency, the evolution of the proficiency concept, language testing, and a general view about sign language translation and interpreting. The sign language testing that is approached in this study comprises those explicitly named as proficiency tests and professional or…

Advisors/Committee Members: Cátia de Azevedo Fronza.

Subjects/Keywords: língua de sinais brasileira; libras; testagem lingüística; intérprete; proficiência lingüística; brazilian sign language; language testing; language proficiency; sign language interpreter; LINGUISTICA APLICADA

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

APA (6^th Edition):

Pereira, M. C. P. (2008). Testes de proficiência lingüística em lingua de sinais: as possibilidades para os intérpretes de libras. (Thesis). Universidade do Vale do Rio do Sinos. Retrieved from http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pereira, Maria Cristina Pires. “Testes de proficiência lingüística em lingua de sinais: as possibilidades para os intérpretes de libras.” 2008. Thesis, Universidade do Vale do Rio do Sinos. Accessed January 19, 2021. http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pereira, Maria Cristina Pires. “Testes de proficiência lingüística em lingua de sinais: as possibilidades para os intérpretes de libras.” 2008. Web. 19 Jan 2021.

Vancouver:

Pereira MCP. Testes de proficiência lingüística em lingua de sinais: as possibilidades para os intérpretes de libras. [Internet] [Thesis]. Universidade do Vale do Rio do Sinos; 2008. [cited 2021 Jan 19]. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=573.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pereira MCP. Testes de proficiência lingüística em lingua de sinais: as possibilidades para os intérpretes de libras. [Thesis]. Universidade do Vale do Rio do Sinos; 2008. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=573

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. 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)

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

APA (6^th 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 (16^th Edition):

Rivera, Katia Y. “General overview of the Puerto Rican signed language interpreter.” 2017. Masters Thesis, Western Oregon University. Accessed January 19, 2021. https://digitalcommons.wou.edu/theses/34.

MLA Handbook (7^th Edition):

Rivera, Katia Y. “General overview of the Puerto Rican signed language interpreter.” 2017. Web. 19 Jan 2021.

Vancouver:

Rivera KY. General overview of the Puerto Rican signed language interpreter. [Internet] [Masters thesis]. Western Oregon University; 2017. [cited 2021 Jan 19]. 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

Universidade do Rio Grande do Sul

15. Fonseca, Sandro Rodrigues. Bilinguismo bimodal : um estudo sobre o acesso lexical em intérpretes de libras-português.

Degree: 2015, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/132680

► Esta dissertação tem como objetivo geral investigar o efeito de interferência semântica no acesso lexical bilíngue bimodal em um grupo de ouvintes bilíngues bimodais adultos… (more)

▼ Esta dissertação tem como objetivo geral investigar o efeito de interferência semântica no acesso lexical bilíngue bimodal em um grupo de ouvintes bilíngues bimodais adultos que atuam como TILS - tradutores e intérpretes de LIBRAS – Língua Portuguesa por meio de uma Tarefa de Reconhecimento de Tradução. Quatro objetivos específicos nortearam a pesquisa: (a) verificar o efeito de interferência semântica durante o acesso lexical bilíngue bimodal; (b) avaliar o papel da certificação de proficiência em interpretação PROLIBRAS no desempenho dos participantes na tarefa experimental; (c) avaliar o papel da experiência tradutória, considerando o número de horas de trabalho por semana, no desempenho dos participantes na Tarefa de Reconhecimento de Tradução; e (d) avaliar o papel da experiência como intérpretes de Libras, considerando o número de anos de experiência de trabalho, na Tarefa de Reconhecimento de Tradução. Para a realização da pesquisa foram utilizados dois instrumentos, um Questionário de Histórico da Linguagem e Autoavaliação da Proficiência, e um Teste de Reconhecimento de Tradução desenvolvido especificamente para este estudo, no qual os participantes foram solicitados a observar sequências de sinais em um vídeo seguido de uma palavra em Língua Portuguesa e a responder se a palavra correspondia à tradução correta do sinal. A palavra em Língua Portuguesa poderia se enquadrar em uma das seguintes condições experimentais: tradução correta, tradução incorreta semanticamente relacionada, tradução incorreta semanticamente não relacionada. As hipóteses previam que (a) os participantes seriam mais rápidos em identificar itens na condição de tradução correta do que nas duas outras condições; (b) os intérpretes demonstrariam um menor percentual de erros ao identificar itens na condição de tradução correta do que nas duas outras condições, exibindo percentual de erros ainda maior na condição de tradução incorreta semanticamente relacionada; (c) os participantes que declarassem possuir o certificado de proficiência em interpretação PROLIBRAS teriam um desempenho mais rápido e menor percentual de erros na tarefa; (d) os intérpretes que declarassem atuar mais horas por semana teriam um desempenho mais rápido e menor percentual de erros; por fim, (e) que os participantes que declarassem ter mais anos de experiência seriam mais rápidos e obteriam um menor percentual de erros na tarefa. Os resultados confirmam o efeito de interferência semântica em bilíngues bimodais, embora a análise do papel da experiência linguística tenha revelado que não houve diferença de resultados entre os que possuem a certificação PROLIBRAS e os que não a possuem, sendo que o mesmo foi constatado entre os que trabalham mais ou menos anos como intérpretes. A análise dos resultados da experiência em termos de horas por semana, no entanto, revelou que a comparação entre o grupo que trabalha vinte horas com o que trabalha quarenta horas indicou que os que trabalham menos horas responderam mais rapidamente aos itens de todas as condições de tradução da… Advisors/Committee Members: Finger, Ingrid.

Subjects/Keywords: Lexical access; Bilingüismo; Semantic interference; Língua Brasileira de Sinais; Língua portuguesa; Bimodal bilingualism; Acesso lexical; Sign language interpreter

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

APA (6^th Edition):

Fonseca, S. R. (2015). Bilinguismo bimodal : um estudo sobre o acesso lexical em intérpretes de libras-português. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/132680

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fonseca, Sandro Rodrigues. “Bilinguismo bimodal : um estudo sobre o acesso lexical em intérpretes de libras-português.” 2015. Thesis, Universidade do Rio Grande do Sul. Accessed January 19, 2021. http://hdl.handle.net/10183/132680.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fonseca, Sandro Rodrigues. “Bilinguismo bimodal : um estudo sobre o acesso lexical em intérpretes de libras-português.” 2015. Web. 19 Jan 2021.

Vancouver:

Fonseca SR. Bilinguismo bimodal : um estudo sobre o acesso lexical em intérpretes de libras-português. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2015. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10183/132680.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fonseca SR. Bilinguismo bimodal : um estudo sobre o acesso lexical em intérpretes de libras-português. [Thesis]. Universidade do Rio Grande do Sul; 2015. Available from: http://hdl.handle.net/10183/132680

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Rio Grande do Sul

16. Russo, Angela. Intérprete de língua brasileira de sinais : uma posição discursiva em construção.

Degree: 2010, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/21851

►

A pesquisa que aqui se apresenta parte das reflexões de minha prática como formadora do Intérprete de Língua de Sinais (ILS), como ministrante do módulo… (more)

▼

A pesquisa que aqui se apresenta parte das reflexões de minha prática como formadora do Intérprete de Língua de Sinais (ILS), como ministrante do módulo prático dos cursos onde atuei. Desse modo, estabeleci o corpus para a análise do discurso do ILS que efetivei, com base nas auto-avaliações elaboradas pelos alunos de um curso realizado no Estado do Rio Grande do Sul, em 2004, bem como nas suas narrativas de experiências de interpretação, já como profissionais da área. Com base no referencial teórico-analítico da Análise de Discurso liderada por Michel Pêcheux, o objetivo foi identificar efeitos de sentidos discursivos produzidos pelos ILS durante os referidos percursos de formação e como profissionais atuantes, implicando os modos de constituição da posição discursiva do sujeito ILS nessa área. Foram ressaltadas no estudo as noções de sujeito, discurso, língua, interpretação e memória discursiva, buscando também situar a discussão numa articulação com a área dos Estudos da Tradução e da Interpretação. A perspectiva histórica da área foi apresentada, com o propósito de situar, nos contextos internacional e nacional, os sentidos vinculados à consolidação da área. Os resultados da análise apontam para os seguintes efeitos de sentidos, nos quais se configura a posição do ILS analisada e a área profissional na qual se inscreve: a importância do desenvolvimento da proficiência nas línguas envolvidas no processo de interpretação; a necessidade da apropriação de um saber fazer a interpretação; as especificidades técnicas e práticas que os diversos campos de atuação do intérprete de língua de sinais requerem; a importância do sentir, como sentido singularizado de cada profissional na sua interpretação; o pertencimento à comunidade surda; a exposição pública do profissional no ato cênico de interpretar; constatação da diversidade de saberes. Destaca-se ainda, finalizando, a contribuição da pesquisa para reflexões que apontem caminhos para a concretização de propostas curriculares de cursos de graduação de tradutorintérprete, com ênfase na formação de ILS, em resposta à crescente demanda atual da educação.

The present research originates within reflections of my practice as Sign Language Interpreter (SLI) trainer, as a ministering teacher on the courses where I have worked, teaching the practice. As such, I laid down the corpus for discourse analysis on SLI, based on self evaluations elaborated by students of a course in Rio Grande do Sul state, in 2004, as well as their narrations on interpretation experiences, already working as professionals. Based on the theoretical-analytical referential of Discourse Analysis lead by Michel Pêcheux, the goal was to identify discoursive meaning effects produced by SLI’s during their aforementioned graduations and professional activities, implying the SLI subject’s discoursive position constitution modes on this field. Highlighted in this study are the notions of subject, discourse, language, interpretation and discoursive memory, trying to situate the discussion in an articulation with…

Advisors/Committee Members: Mutti, Regina Maria Varini.

Subjects/Keywords: Sign language interpreter; Língua Brasileira de Sinais; Intérprete; Interpretation; Graduation; Interpretação; Formação; Effects; Sentido; Discourse analysis; Análise do discurso

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

APA (6^th Edition):

Russo, A. (2010). Intérprete de língua brasileira de sinais : uma posição discursiva em construção. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/21851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Russo, Angela. “Intérprete de língua brasileira de sinais : uma posição discursiva em construção.” 2010. Thesis, Universidade do Rio Grande do Sul. Accessed January 19, 2021. http://hdl.handle.net/10183/21851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Russo, Angela. “Intérprete de língua brasileira de sinais : uma posição discursiva em construção.” 2010. Web. 19 Jan 2021.

Vancouver:

Russo A. Intérprete de língua brasileira de sinais : uma posição discursiva em construção. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2010. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10183/21851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Russo A. Intérprete de língua brasileira de sinais : uma posição discursiva em construção. [Thesis]. Universidade do Rio Grande do Sul; 2010. Available from: http://hdl.handle.net/10183/21851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade de Brasília

17. Margot Latt Marinho. O ensino da biologia : o intérprete e a geração de sinais.

Degree: 2007, Universidade de Brasília

URL: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2167

►

O português é geralmente a segunda língua das pessoas com surdez profunda. Conseqüentemente, a maioria dos estudantes surdos não compreende o significado de determinadas palavras.… (more)

▼

O português é geralmente a segunda língua das pessoas com surdez profunda. Conseqüentemente, a maioria dos estudantes surdos não compreende o significado de determinadas palavras. Além disso, a estrutura da linguagem científica e os conceitos podem ser também complexos e abstratos. Isso faz com que as informações dadas por professores nas aulas de Biologia sejam difíceis de compreender. Deste modo, apreender uma nova informação é tarefa árdua para estudantes surdos. Por outro lado, a Língua Brasileira de Sinais (LIBRAS) tem poucos termos e isso faz com que a interpretação na sala de aula seja igualmente difícil. O presente estudo faz análises dessas dificuldades e limitações vividas por estudantes surdos, intérpretes educacionais e professores, no que concerne ao ensino da Biologia, principalmente no que tange à terminologia científica. Para a realização desse estudo, foi escolhido um grupo de estudantes surdos do Ensino Médio de uma escola pública. Durante certo tempo, algumas aulas foram filmadas e posteriormente transcritas para análise. Os resultados desta pesquisas mostraram que somente a presença do intérprete na sala de aula é insuficiente e a adoção de estratégias interacionais, bem como o material visual, intervêm decisivamente na qualidade da aprendizagem e na possibilidade da criação de sinais em LIBRAS para os termos da Biologia.

Portuguese is usually the second language of profoundly deaf people. Therefore, most of the students do not understand the meaning of certain words. Besides that, the structure of science language and the concepts can be also complex and abstract. That makes the information presented by teachers in Biology classes difficult to understand. Thus, it is hard for deaf students to grasp new information. On the other hand Brazilian Sign Language (LIBRAS) has few terms, wish makes interpretation in the classroom also hard. The present study analysis these difficulties and limitations by deaf students, educational interpreters and teachers, into consideration and it analysis the teaching of Biology, mainly in what it refers to the scientific terminology. In order to carry out this study a group of deaf students of a Secondary State School was chosen. Classes were videotaped for a certain period of time and transcribed for analysis. The results of this research show that the presence of an interpreter in the classroom is not enough and that the adoption of interactional strategies and visual material intervenes decisively in the quality of learning and the possibility of creating signs for biological terms in LIBRAS.

Advisors/Committee Members: Paulo Sérgio B. Salles, Daniele Marcelle Grannier, Orlene Lucia de Sabóia Carvalho, Maria Lúcia Castanheira.

Subjects/Keywords: Linguagem dos sinais; Surdos - Educação; Brazilian Sign Language; Interpreter; LINGUISTICA; Biologia - Estudo e ensino; Biology education

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

APA (6^th Edition):

Marinho, M. L. (2007). O ensino da biologia : o intérprete e a geração de sinais. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Marinho, Margot Latt. “O ensino da biologia : o intérprete e a geração de sinais.” 2007. Thesis, Universidade de Brasília. Accessed January 19, 2021. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Marinho, Margot Latt. “O ensino da biologia : o intérprete e a geração de sinais.” 2007. Web. 19 Jan 2021.

Vancouver:

Marinho ML. O ensino da biologia : o intérprete e a geração de sinais. [Internet] [Thesis]. Universidade de Brasília; 2007. [cited 2021 Jan 19]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2167.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marinho ML. O ensino da biologia : o intérprete e a geração de sinais. [Thesis]. Universidade de Brasília; 2007. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=2167

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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

APA (6^th 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 (16^th 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 January 19, 2021. https://digitalcommons.wou.edu/theses/28.

MLA Handbook (7^th Edition):

Minges, Jessica. “Moving toward allyship: a current climate of agent skill sets of hearing ASL-English interpreters.” 2016. Web. 19 Jan 2021.

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 2021 Jan 19]. 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

19. O'Bleness, Angela L. Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors.

Degree: MA, Deaf Studies/Professional Studies, 2019, Western Oregon University

URL: https://digitalcommons.wou.edu/theses/53

► The intent of this research is to utilize the self-efficacy construct in the profession of signed language interpretation specific to those in the K-12… (more)

Subjects/Keywords: Educational Interpreter; Self-Efficacy; Role; Responsibilities; Sign Language; Classroom; Environment; Education; Other Languages, Societies, and Cultures

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

APA (6^th Edition):

O'Bleness, A. L. (2019). Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors. (Masters Thesis). Western Oregon University. Retrieved from https://digitalcommons.wou.edu/theses/53

Chicago Manual of Style (16^th Edition):

O'Bleness, Angela L. “Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors.” 2019. Masters Thesis, Western Oregon University. Accessed January 19, 2021. https://digitalcommons.wou.edu/theses/53.

MLA Handbook (7^th Edition):

O'Bleness, Angela L. “Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors.” 2019. Web. 19 Jan 2021.

Vancouver:

O'Bleness AL. Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors. [Internet] [Masters thesis]. Western Oregon University; 2019. [cited 2021 Jan 19]. Available from: https://digitalcommons.wou.edu/theses/53.

Council of Science Editors:

O'Bleness AL. Initial Understandings of the Perceptions to the Self-Efficacy in Interpreters Working in K-12: Potential Underlying Factors. [Masters Thesis]. Western Oregon University; 2019. Available from: https://digitalcommons.wou.edu/theses/53

20. Joelma Remigio de Araújo. O Papel o Intérprete de Libras no Contexto da Educação Inclusiva: Problematizando a Política e a Prática.

Degree: 2011, Universidade Federal da Paraíba

URL: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1653

►

Este é um estudo qualitativo de caráter etnográfico sobre as políticas educacionais inclusivas para surdos, no tocante a presença do Intérprete de Língua de Sinais… (more)

▼

Este é um estudo qualitativo de caráter etnográfico sobre as políticas educacionais inclusivas para surdos, no tocante a presença do Intérprete de Língua de Sinais (ILS) no espaço de escolarização. Tratamos deste assunto por entendermos ser este profissional de fundamental importância para a educação de surdos, considerando também o momento histórico, em que teve reconhecida sua profissão, a partir de uma lei específica. Assim, entendendo que cada vez mais se reveste de importância a atuação deste profissional, buscamos, por meio da presente pesquisa, observar como ele está atuando nas escolas inclusivas e quais as conseqüências desta atuação na escolarização dos surdos. A pesquisa foi realizada em cinco escolas estaduais da Paraíba, sendo duas do Ensino Fundamental II e três do Ensino Médio, que contavam com a presença do ILS intermediando a comunicação nas salas de aula. Foram realizadas observações, durante três meses, da atuação de treze intérpretes, por ser o mesmo, segundo Quadros (2004), o profissional responsável pela interpretação de uma língua (língua fonte) para outra (língua alvo), neste caso específico do Português para a Língua de Sinais e vice-versa. Baseados nas recomendações legais existentes sobre esse profissional e sua atuação, pudemos constatar que, nas salas de aula das escolas pesquisadas, essa interpretação, em muitos momentos, não aconteceu como deveria. Apesar de existir a presença desse profissional há alguns anos nas escolas estaduais, muitas questões em torno de sua atuação precisam ser revistas e reavaliadas. Para os ILS atuantes nas escolas estaduais, ainda não houve capacitações suficientes e necessárias para embasar suas práticas, talvez por isso sua atuação se confunda com a dos professores, provocando um conflito de saberes e papéis pedagógicos. Por meio de entrevistas feitas, notamos também que, dos ILS pesquisados, poucos conhecem aspectos históricos da educação dos surdos e não existe espaço para participarem do planejamento com os professores. No confronto entre o pronunciado e o executado, constatamos que algumas práticas observadas não correspondem aos depoimentos pronunciados sobre sua atuação e presença no ambiente escolar. Sendo assim, a realidade observada apontou para a necessidade urgente do estabelecimento de critérios para a contratação dos profissionais ILS que atuarão nas escolas e uma intervenção em termos de organização de cursos de formação para quem está atuando e quem pretende interpretar nos espaços educacionais.

This is a qualitative ethnographic study about inclusive educational policies for deaf people regarding the presence of Sign Language Interpreters (SLI) in the school environment. We chose to deal with this subject because we understand that this professional is of vital importance to the education of deaf people, taking also into consideration the historical moment in which the profession was recognized by a specific law. Therefore, accepting that the performance of this professional is becoming increasingly more important, we aimed at observing…

Advisors/Committee Members: Ana Dorziat Barbosa de Melo.

Subjects/Keywords: Políticas Educacionais; Intérprete de Língua de Sinais; Inclusão de surdos; Bilinguismo; EDUCACAO; Educational Policies; Sign Language Interpreter; Inclusion of deaf people Bilingualism

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

APA (6^th Edition):

Araújo, J. R. d. (2011). O Papel o Intérprete de Libras no Contexto da Educação Inclusiva: Problematizando a Política e a Prática. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1653

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Araújo, Joelma Remigio de. “O Papel o Intérprete de Libras no Contexto da Educação Inclusiva: Problematizando a Política e a Prática.” 2011. Thesis, Universidade Federal da Paraíba. Accessed January 19, 2021. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1653.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Araújo, Joelma Remigio de. “O Papel o Intérprete de Libras no Contexto da Educação Inclusiva: Problematizando a Política e a Prática.” 2011. Web. 19 Jan 2021.

Vancouver:

Araújo JRd. O Papel o Intérprete de Libras no Contexto da Educação Inclusiva: Problematizando a Política e a Prática. [Internet] [Thesis]. Universidade Federal da Paraíba; 2011. [cited 2021 Jan 19]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1653.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Araújo JRd. O Papel o Intérprete de Libras no Contexto da Educação Inclusiva: Problematizando a Política e a Prática. [Thesis]. Universidade Federal da Paraíba; 2011. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1653

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Estadual de Campinas

21. Martins, Vanessa Regina de Oliveira, 1982-. Posição-Mestre : desdobramentos foucaultianos sobre a relação de ensino do intérprete de língua de sinais educacional: Deaf education in the paradox of inclusion with sign language interpreter : contributions of theory the Foucault's on the relationship of education with sign language interpreter in education.

Degree: 2013, Universidade Estadual de Campinas

URL: http://repositorio.unicamp.br/jspui/handle/REPOSIP/250830

► Abstract: This work aims to discuss and analyze the trajectories, actuations and the relations of interpreters of signs language on educational systems: its emergency in… (more)

▼ Abstract: This work aims to discuss and analyze the trajectories, actuations and the relations of interpreters of signs language on educational systems: its emergency in school, the speeches about its function, and the practices from the actual routinely actuation - its implications in the education of deafs and the ways which each function is understood. This thesis objectives to theorize and assert at least three modes of teaching presents in wide classrooms, particularly in classrooms having the presence of deaf students and their interpreters on signal educational language. The modes are; explainer educator, revealer educator and teacher issuing signs. In each analysis a deep study of possible relations from the proposed places, and complied in a relation of the educator in the East. For such journey it was utilized the Foucault bases and the types of possible teachings, shown by the author in the work "hermeneutics of the subject". This made an enforcement of a need of returning of an old relation of teaching: an educator who is aware with the process and no exclusively with the product. A mastery made by conduction and not by the model, but in the presence of "being with another". Thus, concepts of Gilles Deleuze and Michel Foucault are brought and combined between them to complement what is stated here as active mastery, or master-position, effect of parrhesiast teaching relations. The master-position based on the actual conceptual relation with the educator-function - concept developed in the Carvalho's doctorate thesis (CARVALHO, 2008). In this intent, there is an affirmation need, to be known, that in all relation of interpretation, in the teaching context, the interpreter is requested to act as a master- in some way a convocation takes place and comes from the deaf student. Therefore, its presence is not neutral but interferes in the pedagogical practice and in the pathways and choices in the conduction of the classroom. Such statement changes the way how is being analyzed the relation of this subject in inclusive context. Promotes other manners to conceive the specific formation of these professionals, and with this, the relation needed of exchanging of this interpret with the teacher of such deaf students. Thereby, there is the necessity of re-thinking the insertion of these professional who are actuating in several classrooms, creating and re-creating ways of "teaching", "translating", "adapting" the several matters that pervade their bodies and hands. Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS (CRUESP), Gallo, Sílvio, 1963- (advisor), Gallo, Silvio Donizetti de Oliveira (advisor), Universidade Estadual de Campinas. Faculdade de Educação (institution), Programa de Pós-Graduação em Educação (nameofprogram), Carvalho, Alexandre Filordi de (committee member), Lacerda, Cristina Broglia Feitosa de (committee member), Nascimento, Lilian Cristine Ribeiro (committee member), Lopes, Maura Corcini (committee member).

Subjects/Keywords: Foucault, Michel, 1926-1984; Língua brasileira de sinais; Interprete para surdos; Surdos - Educação; Surdez; Brazilian sign language; Interpreter for the deaf; Deaf - Education; Deafness

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

APA (6^th Edition):

Martins, Vanessa Regina de Oliveira, 1. (2013). Posição-Mestre : desdobramentos foucaultianos sobre a relação de ensino do intérprete de língua de sinais educacional: Deaf education in the paradox of inclusion with sign language interpreter : contributions of theory the Foucault's on the relationship of education with sign language interpreter in education. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/250830

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Martins, Vanessa Regina de Oliveira, 1982-. “Posição-Mestre : desdobramentos foucaultianos sobre a relação de ensino do intérprete de língua de sinais educacional: Deaf education in the paradox of inclusion with sign language interpreter : contributions of theory the Foucault's on the relationship of education with sign language interpreter in education.” 2013. Thesis, Universidade Estadual de Campinas. Accessed January 19, 2021. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250830.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Martins, Vanessa Regina de Oliveira, 1982-. “Posição-Mestre : desdobramentos foucaultianos sobre a relação de ensino do intérprete de língua de sinais educacional: Deaf education in the paradox of inclusion with sign language interpreter : contributions of theory the Foucault's on the relationship of education with sign language interpreter in education.” 2013. Web. 19 Jan 2021.

Vancouver:

Martins, Vanessa Regina de Oliveira 1. Posição-Mestre : desdobramentos foucaultianos sobre a relação de ensino do intérprete de língua de sinais educacional: Deaf education in the paradox of inclusion with sign language interpreter : contributions of theory the Foucault's on the relationship of education with sign language interpreter in education. [Internet] [Thesis]. Universidade Estadual de Campinas; 2013. [cited 2021 Jan 19]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/250830.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martins, Vanessa Regina de Oliveira 1. Posição-Mestre : desdobramentos foucaultianos sobre a relação de ensino do intérprete de língua de sinais educacional: Deaf education in the paradox of inclusion with sign language interpreter : contributions of theory the Foucault's on the relationship of education with sign language interpreter in education. [Thesis]. Universidade Estadual de Campinas; 2013. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/250830

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Vânia de Aquino Albres Santiago. Atuação de intérpretes de língua de sinais na pósgraduação lato sensu: estratégias adotadas no processo dialógico.

Degree: 2013, Universidade Federal de São Carlos

URL: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5977

► O desafio da inclusão de pessoas com deficiência nos diferentes segmentos das relações sociais não é algo novo, trata-se sem dúvida de um processo complexo.… (more)

▼ O desafio da inclusão de pessoas com deficiência nos diferentes segmentos das relações sociais não é algo novo, trata-se sem dúvida de um processo complexo. Na educação formal, o estudante surdo é também atendido em suas especificidades linguísticas por meio do serviço do Tradutor/Intérprete de Língua Brasileira de Sinais (TILS), nesta dissertação chamado de Intérprete Educacional (IE). Assim, sob os pressupostos da perspectiva enunciativo-discursiva, o objetivo deste estudo foi identificar estratégias adotadas na interpretação do português para a Libras no contexto da pós-graduação lato sensu e influências sofridas pelo intérprete em sua atividade de interpretação. A metodologia da pesquisa etnográfica participante, em que se baseia este trabalho, é uma modalidade que possibilita formas de interação entre o pesquisador e os sujeitos que abrem fontes de informação que nenhuma outra técnica permite. Portanto, os participantes deste estudo foram dois intérpretes de Libras (a autora pesquisadora e outro profissional convidado), que se revezavam na atividade de interpretação em sala de aula, um aluno surdo adulto, professores do referido curso e demais alunos ouvintes da sala de aula. A coleta de dados foi realizada por meio de vídeo gravação das interpretações das aulas, em sala de aula da universidade. As aulas analisadas tinham a temática ―Eficiência Energética‖, ministrada em um curso de especialização em Sustentabilidade no contexto da construção civil/arquitetura. A atividade do Intérprete Educacional, em especial no ensino superior e na pós-graduação, constitui uma difícil tarefa, a começar pelos conhecimentos técnicos, conceituais, sócio-acadêmicos, de mundo e relacionados à temática do curso a que se destina a interpretação, e também das exigências quanto a conhecimentos linguísticos. Nesse ponto chegamos à conclusão de que a compreensão ativo-dialógica e a interação, tramam o saber do IE e o saber do aluno, sujeitos ativos na cadeia produtiva dos sentidos, com o objetivo claro de favorecer a aprendizagem do aluno. Advisors/Committee Members: Cristina Broglia Feitosa de Lacerda.

Subjects/Keywords: Educação especial; Intérprete educacional; Língua brasileira de sinais; Surdos - educação; Tradução e interpretação; EDUCACAO ESPECIAL; Educational interpreter; Translation/ interpretation; Brazilian sign language; Deaf education

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

APA (6^th Edition):

Santiago, V. d. A. A. (2013). Atuação de intérpretes de língua de sinais na pósgraduação lato sensu: estratégias adotadas no processo dialógico. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Santiago, Vânia de Aquino Albres. “Atuação de intérpretes de língua de sinais na pósgraduação lato sensu: estratégias adotadas no processo dialógico.” 2013. Thesis, Universidade Federal de São Carlos. Accessed January 19, 2021. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Santiago, Vânia de Aquino Albres. “Atuação de intérpretes de língua de sinais na pósgraduação lato sensu: estratégias adotadas no processo dialógico.” 2013. Web. 19 Jan 2021.

Vancouver:

Santiago VdAA. Atuação de intérpretes de língua de sinais na pósgraduação lato sensu: estratégias adotadas no processo dialógico. [Internet] [Thesis]. Universidade Federal de São Carlos; 2013. [cited 2021 Jan 19]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Santiago VdAA. Atuação de intérpretes de língua de sinais na pósgraduação lato sensu: estratégias adotadas no processo dialógico. [Thesis]. Universidade Federal de São Carlos; 2013. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=5977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Nunes, Carolina Olim. Os intérpretes de Língua Gestual Portuguesa: formação, emprego e perspetivas futuras.

Degree: 2017, Instituto Politécnico de Setúbal. Escola Superior de Ciências Empresariais

URL: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/19902

►

Dissertação/Trabalho de Projeto/Relatório de Estágio submetida como requisito parcial para obtenção do grau de Mestre em Gestão Estratégica de Recursos Humanos

A temática das profissões… (more)

▼

Dissertação/Trabalho de Projeto/Relatório de Estágio submetida como requisito parcial para obtenção do grau de Mestre em Gestão Estratégica de Recursos Humanos

A temática das profissões gera debates em qualquer parte do mundo, e com eles nascem conceitos e significados muito diferenciados e, do ponto de vista sociológico, o que se sabe acerca dessas profissões é insuficiente para que haja um sistema rigoroso e aplicável a todos os grupos profissionais de qualquer atividade. A presente investigação visa contribuir para uma melhor compreensão das representações sociais dos intérpretes de língua gestual sobre a sua formação, condições de inserção no mercado de trabalho e desafios diários que encontram no exercício da profissão. Para o efeito, recorreu-se à metodologia qualitativa e, como técnica de pesquisa, à entrevista semiestruturada e à análise documental para recolher informação junto dos profissionais da área o que decorreu entre Março a Maio. A nossa amostra de conveniência é constituída por doze profissionais sendo que três conjugam a atividade de intérprete e de tradutor paralelamente ao exercício de atividades no movimento associativo. No tratamento dos dados obtidos seguimos as etapas recomendadas para a análise de conteúdo em que algumas dimensões de análise foram definidas a priori e outras surgiram a partir da análise do discurso dos entrevistados. Os resultados deste estudo evidenciaram que a atividade profissional tem vindo, ao longo do tempo, a sofrer alterações quer na sua definição quer no seu reconhecimento, resultado de um processo que agrega múltiplas influências que interagem de forma distinta.

The topic of professions raises debates everywhere in the world, and with them concepts and meanings really differentiated are born but, from the sociological point of view, what is known about them is insufficient to allow the existence of a rigorous and applicable system to all professional groups or for any activity. This research aims to contribute to a better understanding of the social representations of the sign language interpreters on the functions incumbent upon it, places where they work, labour market transition and the daily challenges they encounter in the exercise of their own profession. For this purpose, we used the qualitative methodology and, as a research technique, the semistructured interview and the documentary analysis to collect information from the professionals on the area between March and May. Our sample for convenience consists of twelve professionals, three of whom combine the activity of interpreter and translator in parallel with the associative movement. In the treatment of the data obtained, we followed recommended steps for the content analysis from which some dimensions of analysis were defined a priori and others appeared in the course of the content analysis of the discourses. The results of this study showed that professional activity has been changing over time, both in its definition and in recognition as a profession resulting from a process that aggregates…

Advisors/Committee Members: Almeida, António José.

Subjects/Keywords: Sociologia das Profissões; Gestão de Recursos Humanos; Emprego; Intérpretes de Língua Gestual Portuguesa; Sociology of Professions; Human Resources Management; Employment Portuguese Sign Language Interpreter

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APA (6^th Edition):

Nunes, C. O. (2017). Os intérpretes de Língua Gestual Portuguesa: formação, emprego e perspetivas futuras. (Thesis). Instituto Politécnico de Setúbal. Escola Superior de Ciências Empresariais. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/19902

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nunes, Carolina Olim. “Os intérpretes de Língua Gestual Portuguesa: formação, emprego e perspetivas futuras.” 2017. Thesis, Instituto Politécnico de Setúbal. Escola Superior de Ciências Empresariais. Accessed January 19, 2021. https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/19902.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nunes, Carolina Olim. “Os intérpretes de Língua Gestual Portuguesa: formação, emprego e perspetivas futuras.” 2017. Web. 19 Jan 2021.

Vancouver:

Nunes CO. Os intérpretes de Língua Gestual Portuguesa: formação, emprego e perspetivas futuras. [Internet] [Thesis]. Instituto Politécnico de Setúbal. Escola Superior de Ciências Empresariais; 2017. [cited 2021 Jan 19]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/19902.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nunes CO. Os intérpretes de Língua Gestual Portuguesa: formação, emprego e perspetivas futuras. [Thesis]. Instituto Politécnico de Setúbal. Escola Superior de Ciências Empresariais; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:comum.rcaap.pt:10400.26/19902

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Couch, Kymberly Marie. The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases.

Degree: 2017, Boise State University

URL: https://scholarworks.boisestate.edu/td/1248

► The Americans with Disabilities Act (ADA) is a federal law which, among many other regulations, requires that d/Deaf individuals involved in criminal cases be provided… (more)

Subjects/Keywords: deaf; criminal; courts; interpreter; sign language; asl; American Politics

…Kamei, 2004). South African Sign Language interpreter Francois Deysel later explained… …Barack Obama, believing himself to be a qualified sign language interpreter but failing at… …such as “deaf” and “sign language interpreter.” Although this would result in plenty of… …Thesis and Dissertation Coordinator ASL American Sign Language ADA Americans With… …community because they do not attend community events, do not use sign language, or have a…

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

APA (6^th Edition):

Couch, K. M. (2017). The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Couch, Kymberly Marie. “The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases.” 2017. Thesis, Boise State University. Accessed January 19, 2021. https://scholarworks.boisestate.edu/td/1248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Couch, Kymberly Marie. “The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases.” 2017. Web. 19 Jan 2021.

Vancouver:

Couch KM. The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases. [Internet] [Thesis]. Boise State University; 2017. [cited 2021 Jan 19]. Available from: https://scholarworks.boisestate.edu/td/1248.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Couch KM. The Impact of American Sign Language Interpreter Licensure Laws on d/Deaf Defendants in Criminal Cases. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1248

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Virginia Tech

25. Bolster, Laurie A. Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States.

Degree: PhD, Adult Learning and Human Resource Development, 2005, Virginia Tech

URL: http://hdl.handle.net/10919/27047

► Rapid establishment of interpreting skill and knowledge standards for public school sign language interpreters has created a virtual mandate for their immediate, time-compressed, professionalization. A… (more)

▼ Rapid establishment of interpreting skill and knowledge standards for public school sign language interpreters has created a virtual mandate for their immediate, time-compressed, professionalization. A series of federal laws requiring accessibility to communication for deaf people have escalated demand for interpreters far beyond the supply. Thousands of people with varying levels of knowledge, skill, and experience, have been drawn into service in schools without professional preparation. Responding to specialized research, evaluation, technology, and education related to educational interpreting, states have quickly been establishing standards for interpreting skill and knowledge including phased in degree requirements. Educational interpreters have had to find ways of gaining necessary skill and knowledge rapidly, even though they typically work full-time, in isolation, and have little ready access to resources. Few occupations have experienced a juggernaut-like transition of this nature, leaving insufficient information to understand and address the phenomenon. This study was designed to investigate what we can learn from adults absorbing intense pressure of elevating their education and skills unfolding on a daily basis, most of whom are already experiencing â high-demand low-controlâ work environments. The findings give voice to members of a field of practice at a historic point in the professionalization of their field: sixty five experienced educational interpreters with diverse foundational preparation who completed a specialized, two-year, inservice program delivered at a distance. Online survey research, using a variety of response formats complemented by open-ended questions, generated data which were analyzed using descriptive and analytic statistics as well as coding schemes for themes and patterns that emerged from the qualitative data. The study illuminated a variety of challenges, successes, and, for some, the transformative nature of the experience, which warrants further study. Beyond acquiring knowledge and skills participants learned how to learn and achieved self-realization of their resilience points. They especially experienced themselves transforming into professionals with abilities to actively contribute to the school environment, reporting themselves to be informed, competent, and confident in all typically expected roles. Challenges typical of the adult distance learner abounded. It is recommended that adult learning principles be incorporated into any such program design, and that the wider interpreting community of practice be expanded as a learning resource. Equally important to recognize are the many people who have the same enthusiasms for the work, and the same professionalizing experiences as their more skilled peers, but who may never become sufficiently skilled to pass interpreting skill exams or their state standards. A follow up study is recommended to learn what emerges next. Is there a place for them in education that fully acknowledges and uses their… Advisors/Committee Members: Boucouvalas, Marcie (committeechair), Morris, Linda E. (committee member), Threlkeld, Robert (committee member), Belli, Gabriella M. (committee member), Klunk, Clare D. (committee member).

Subjects/Keywords: Professionalization; Educational Interpreting; Adult Learning; Distance Learning; Transformation; Rural; Sign Language; Interpreter Education

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

APA (6^th Edition):

Bolster, L. A. (2005). Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27047

Chicago Manual of Style (16^th Edition):

Bolster, Laurie A. “Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States.” 2005. Doctoral Dissertation, Virginia Tech. Accessed January 19, 2021. http://hdl.handle.net/10919/27047.

MLA Handbook (7^th Edition):

Bolster, Laurie A. “Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States.” 2005. Web. 19 Jan 2021.

Vancouver:

Bolster LA. Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States. [Internet] [Doctoral dissertation]. Virginia Tech; 2005. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/10919/27047.

Council of Science Editors:

Bolster LA. Time-Compressed Professionalization: The Experience of Public School Sign Language Interpreters in Mountain-Plains States. [Doctoral Dissertation]. Virginia Tech; 2005. Available from: http://hdl.handle.net/10919/27047

Oklahoma State University

26. Byrd, Janna L. Educational philosophies, teaching styles, learning strategy preferences, and attitude toward continuing education of nationally certified sign language interpreters.

Degree: Occupational and Adult Education, 2010, Oklahoma State University

URL: http://hdl.handle.net/11244/7332

Subjects/Keywords: continuing education; educational philosophy; learning strategy; learning style; sign language interpreter; teach

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

APA (6^th Edition):

Byrd, J. L. (2010). Educational philosophies, teaching styles, learning strategy preferences, and attitude toward continuing education of nationally certified sign language interpreters. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7332

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Byrd, Janna L. “Educational philosophies, teaching styles, learning strategy preferences, and attitude toward continuing education of nationally certified sign language interpreters.” 2010. Thesis, Oklahoma State University. Accessed January 19, 2021. http://hdl.handle.net/11244/7332.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Byrd, Janna L. “Educational philosophies, teaching styles, learning strategy preferences, and attitude toward continuing education of nationally certified sign language interpreters.” 2010. Web. 19 Jan 2021.

Vancouver:

Byrd JL. Educational philosophies, teaching styles, learning strategy preferences, and attitude toward continuing education of nationally certified sign language interpreters. [Internet] [Thesis]. Oklahoma State University; 2010. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/11244/7332.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Byrd JL. Educational philosophies, teaching styles, learning strategy preferences, and attitude toward continuing education of nationally certified sign language interpreters. [Thesis]. Oklahoma State University; 2010. Available from: http://hdl.handle.net/11244/7332

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. 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)

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

APA (6^th 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 (16^th Edition):

Isakson, Su K. “Heritage signers: language profile questionnaire.” 2016. Masters Thesis, Western Oregon University. Accessed January 19, 2021. https://digitalcommons.wou.edu/theses/27.

MLA Handbook (7^th Edition):

Isakson, Su K. “Heritage signers: language profile questionnaire.” 2016. Web. 19 Jan 2021.

Vancouver:

Isakson SK. Heritage signers: language profile questionnaire. [Internet] [Masters thesis]. Western Oregon University; 2016. [cited 2021 Jan 19]. 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

28. Sousa, Susana Barbosa de. Representações sociais do trabalho do intérprete de língua gestual portuguesa em contexto educativo.

Degree: 2015, Universidade Fernando Pessoa

URL: http://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4909

►

Tese apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em Desenvolvimento e Perturbações da Linguagem, especialidade em Perturbações… (more)

▼

Tese apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Doutor em Desenvolvimento e Perturbações da Linguagem, especialidade em Perturbações da Linguagem

Ao intérprete de língua gestual portuguesa é atribuído um papel de caráter primordial na mediação da comunicação entre a comunidade surda e a comunidade ouvinte. Este papel de mediador da comunicação assume particular relevo no contexto escolar. Não obstante, a atuação do intérprete de língua gestual não se reduz apenas ao espaço dentro da sala de aula, mas a todos os contextos relacionados com os alunos surdos (Mendes, 2012). A presente investigação visa colaborar para uma melhor compreensão das representações sociais de professores e de intérpretes de língua gestual portuguesa sobre o trabalho destes últimos profissionais em contexto educativo. De forma sucinta, objetiva-se determinar as representações que estes dois atores escolares detêm sobre a relevância da atuação do intérprete de língua gestual portuguesa no processo de ensinoaprendizagem de alunos surdos, sobre as funções que lhe compete exercer, os principais constrangimentos com que se depara no exercício da sua profissão, bem como sobre estratégias para aumentar a visibilidade do seu trabalho. Do ponto de vista metodológico, esta investigação foi baseada em grupos focais, com uma amostra de 53 profissionais (27 intérpretes de língua gestual portuguesa e 26 professores), que trabalham em escolas de referência para a educação bilingue de alunos surdos, com vista a permitir estabelecer pontos de convergência e de divergência entre professores e intérpretes, na senda de melhorar a qualidade de alunos surdos. Os resultados confirmam parcialmente o modelo conceptual que serviu de ponto de partida ao estudo; intérpretes de língua gestual portuguesa e professores apresentam pontos de análise que divergem, mas de forma geral conclui-se que o trabalho do intérprete de língua gestual é de elevada importância com os alunos surdos. Revelam exercer funções várias (traduzir, interpretar, orientar o professor, educar, desenvolver projetos e material, entre outros), apesar de ser referido que são profissionais precários, não integrados nas equipas educativas, com falta de autonomia ou desvalorizados profissionalmente. Assim, as principais estratégias para aumentar a visibilidade do seu trabalho centram-se na sua participação ativa, na clarificação do papel, na formação dos professores e numa mudança de atitude. The Portuguese sign language interpreter is assigned with a primordial role in the process of mediating the communication between the deaf and the hearing community. This communication mediating role is particularly important in the school context. Nonetheless, the performance of the sign language interpreter is not only limited to the space within the classroom, since it is expanded to all of the contexts related to deaf students (Mendes, 2012). The present research aims to contribute to a better understanding of the social representations of teachers and…

Advisors/Committee Members: Gomes, Inês.

Subjects/Keywords: Intérprete de língua gestual portuguesa; Função; Contexto educativo; Contexto educativo; Representações sociais; Portuguese sign language interpreter; Function; Educational context; Social representations; Interprète de langue des signes portugaise; Fonction; Contexte éducatif; Représentations sociales

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APA (6^th Edition):

Sousa, S. B. d. (2015). Representações sociais do trabalho do intérprete de língua gestual portuguesa em contexto educativo. (Thesis). Universidade Fernando Pessoa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sousa, Susana Barbosa de. “Representações sociais do trabalho do intérprete de língua gestual portuguesa em contexto educativo.” 2015. Thesis, Universidade Fernando Pessoa. Accessed January 19, 2021. http://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sousa, Susana Barbosa de. “Representações sociais do trabalho do intérprete de língua gestual portuguesa em contexto educativo.” 2015. Web. 19 Jan 2021.

Vancouver:

Sousa SBd. Representações sociais do trabalho do intérprete de língua gestual portuguesa em contexto educativo. [Internet] [Thesis]. Universidade Fernando Pessoa; 2015. [cited 2021 Jan 19]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4909.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sousa SBd. Representações sociais do trabalho do intérprete de língua gestual portuguesa em contexto educativo. [Thesis]. Universidade Fernando Pessoa; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4909

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. 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)

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

APA (6^th 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 (16^th Edition):

Humphrey, Carrie. “Job satisfaction, role strain, burnout, and self-care among American Sign Language/English interpreters.” 2015. Masters Thesis, Western Oregon University. Accessed January 19, 2021. https://digitalcommons.wou.edu/theses/24.

MLA Handbook (7^th Edition):

Humphrey, Carrie. “Job satisfaction, role strain, burnout, and self-care among American Sign Language/English interpreters.” 2015. Web. 19 Jan 2021.

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 2021 Jan 19]. 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

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

APA (6^th 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 (16^th 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 January 19, 2021. https://digitalcommons.wou.edu/theses/46.

MLA Handbook (7^th Edition):

Adamiak, Ann. “The good, the bad, and the ugly: Students report on experiences with instructors in interpreter education programs.” 2018. Web. 19 Jan 2021.

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 2021 Jan 19]. 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

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Open Access Theses and Dissertations