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Tema:   Signos. Interpretación.
Autor:   Smith, Melissa Beth
Año:   2010
Título:   More than meets the eye: Revealing the complexities of K-12 interpreting
Lugar:   San Diego (California) Also available at: https://escholarship.org/uc/item/4x97p586
Editorial/Revista:   University of California at San Diego
Páginas:   214
Idioma:   Inglés.
Tipo:   Tesis. Libro.
ISBN/ISSN/DOI:   ISBN: 9781563685798.
Colección:   Gallaudet Studies in Interpretation Series, 10.
Disponibilidad:   Acceso abierto.
Índice:   1. At First Glance: Taking a Look at Deaf Education and Interpreting in K–12 Classrooms; 2. As Previously Seen: Interpreting in Schools; 3. Examining the Work of Interpreters Through Multiple Lenses; 4. Scenes and Subjects; 5. Opening Our Eyes: Discovering What Interpreters Do and Why; 6. What Remains to Be Seen.
Resumen:   Sign language interpreters often offer the primary avenue of access for deaf and hard of hearing students in public schools. More than 80% of all deaf children today are mainstreamed, and few of their teachers sign well enough to provide them with full access. As a result, many K-12 interpreters perform multiple roles beyond interpreting. Yet, very little is known about what they actually do and what factors inform their moment-to-moment decisions. This volume presents the range of activities and responsibilities performed by educational interpreters, and illuminates what they consider when making decisions. To learn about the roles of K-12 interpreters, author Melissa B. Smith conducted in-depth analyses at three different schools. She learned that in response to what interpreters feel that their deaf students need, many focus on three key areas: 1) visual access, 2) language and learning, and 3) social and academic participation/inclusion. To best serve their deaf students in these contexts, they perform five critical functions: they assess and respond to the needs and abilities of deaf students; they interpret with or without modification as they deem appropriate; they capitalize on available resources; they rely on interactions with teachers and students to inform their choices; and they take on additional responsibilities as the need arises. [Source: Publisher]
Comentarios:   Book version, same title, published in 2013 at: Washington DC: Gallaudet University Press. 214 pp. ISBN: 9781563685798. Series: Gallaudet Studies in Interpretation Series, 10.
Impacto:   1i- Russell, Debra & Betsy Winston. 2014. 5493cit
 
 
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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