Service Learning in Interpreting Education

Monikowski, Christine; Peterson, Rico

doi:10.1093/acprof/9780195176940.003.0008

Cited by 7 publications

(5 citation statements)

References 9 publications

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“…In this case, the members of ADBC provided useful information that could not be obtained elsewhere and directed revisions to the present course content. Subsequently, the development of a systematic and comprehensive assessment plan should promote the inevitable shift from the traditional classroom environment and student-centered mode of learning to a community, needs-based approach to learning, the exact position from which Monikowski and Peterson (2005) lamented we had strayed as interpreter educators.…”

Section: Discussionmentioning

confidence: 99%

“…niversity Interpreter Education Programs (IEPs) are challenged with responding to several quality improvement initiatives, including incorporation of learner-centered assessments for program improvement (Huba & Freed, 2000), involvement of stakeholders (i.e., the Deaf and Deaf-Blind communities) to meet higher learning accreditation standards, and infusion of service-learning into interpreter education curricula (Monikowski & Peterson, 2005). Monikowski and Peterson suggest a disturbing scenario in which interpreter education has evolved from cultural and linguistic immersion in the Deaf community to the classroom, thus displacing the community from its former central role in preparing interpreters.…”

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confidence: 99%

“…Program faculty sought to understand the degree to which community-based learning promoted internalization of course curriculum and met community needs. Additionally, a central purpose was to determine if servicelearning does indeed have the propensity for becoming a premier underpinning of contemporary interpreter education (Monikowski & Peterson, 2005) when used to prepare students to work with persons who are Deaf-Blind. Evaluation of the service-learning module accomplished in this project was based on theoretical assumptions that students would receive a more comprehensive education than could be achieved primarily in the classroom and that student reflections would confirm achievement of course objectives through collaborative learning.…”

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confidence: 99%

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Assessment of Service-Learning in the Deaf-Blind Community

Shaw¹,

Jolley²

2007

Journal of Experiential Education

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The concurrent conditions of deafness and blindness present a set of unique needs within a community that highly values independence and autonomy. This project assesses the service-learning initiative in a post-secondary Interpreter Education Program (IEP) in which students learn via civic engagement with the Deaf-Blind community to employ concepts and skills acquired from coursework. In 2005, several years after implementing service-learning in the Interpreting for Individuals Who Are Deaf-Blind course, the program assessed project efficacy through reflective journal analysis and stakeholder interviews. Results indicated dominant themes around Deaf-Blind consumer empowerment, personal attitudes, coping strategies, and application of experiences to specific topics addressed in class. Outcomes of this assessment are being used to revise the course so as to align objectives more closely with needs of students and community entities that serve persons who are Deaf-Blind.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Assessment of Service-Learning in the Deaf-Blind Community

Shaw¹,

Jolley²

2007

Journal of Experiential Education

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“…These events allow the student to begin to apply both their linguistic and cultural knowledge in natural contexts. As noted by Monikowski and Peterson (2013) Another cultural strategy is the use of pointing. Deaf people use pointing when indicating someone in a meeting or groups or objects in specific places;…”

Section: L2 Acquisition In Formal Settingsmentioning

confidence: 99%

Culture in L2/Ln Sign Language Pedagogy

Clark¹,

Lee²

2018

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There are diverse reasons for learning a sign language, including taking courses for personal use versus taking courses for formal academic credit. Those learning a sign language for personal reasons include people who interact with deaf people; they may have a deaf child or work in a deaf-hearing environment. These personal users require different curriculums and frequently have different goals in terms of their final levels of proficiency. Learning a sign language as a foreign, or world, language tends to follow the long-established standards for any foreign language learner. For sign languages, multiple projects are ongoing to create more effective curriculums to achieve the "5Cs" listed within the US accrediting standards and the "Can Dos" in the European standards. There is the need for additional research in sign language curriculum development as well as pedagogy for the most effective transmission of sign language skills and their associated cultural components. Future efforts to develop curriculum for personal users as well as those in formal academic settings will provide highly skilled sign language instructors as well as interpreters.

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“…Both sign language learning and learning to interpret are challenging and distinct endeavors and likely due to these challenges, SLI degree programs suffer from high drop-out rates (see e.g., Grbić, 2009 ; Leitner, 2012 ; Huhtinen, 2014 ). First, unlike spoken language interpretation, where many interpreters are bilingual in both their working languages from an early age, the majority of SLI students do not enter programs with pre-existing sign language fluency and, thus, their initial second language (L2) acquisition occurs within a university, and not community, context ( Cokely, 1986 ; Peterson, 1999 ; Monikowski and Peterson, 2005 ). Furthermore, there may be special challenges involved in learning an L2 in a different modality.…”

Section: Introductionmentioning

confidence: 99%

Language aptitude in the visuospatial modality: L2 British Sign Language acquisition and cognitive skills in British Sign Language-English interpreting students

et al. 2022

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Sign language interpreting (SLI) is a cognitively challenging task performed mostly by second language learners (i.e., not raised using a sign language as a home language). SLI students must first gain language fluency in a new visuospatial modality and then move between spoken and signed modalities as they interpret. As a result, many students plateau before reaching working fluency, and SLI training program drop-out rates are high. However, we know little about the requisite skills to become a successful interpreter: the few existing studies investigating SLI aptitude in terms of linguistic and cognitive skills lack baseline measures. Here we report a 3-year exploratory longitudinal skills assessments study with British Sign Language (BSL)-English SLI students at two universities (n = 33). Our aims were two-fold: first, to better understand the prerequisite skills that lead to successful SLI outcomes; second, to better understand how signing and interpreting skills impact other aspects of cognition. A battery of tasks was completed at four time points to assess skills, including but not limited to: multimodal and unimodal working memory, 2-dimensional and 3-dimensional mental rotation (MR), and English comprehension. Dependent measures were BSL and SLI course grades, BSL reproduction tests, and consecutive SLI tasks. Results reveal that initial BSL proficiency and 2D-MR were associated with selection for the degree program, while visuospatial working memory was linked to continuing with the program. 3D-MR improved throughout the degree, alongside some limited gains in auditory, visuospatial, and multimodal working memory tasks. Visuospatial working memory and MR were the skills closest associated with BSL and SLI outcomes, particularly those tasks involving sign language production, thus, highlighting the importance of cognition related to the visuospatial modality. These preliminary data will inform SLI training programs, from applicant selection to curriculum design.

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Service Learning in Interpreting Education

Cited by 7 publications

References 9 publications

Assessment of Service-Learning in the Deaf-Blind Community

Assessment of Service-Learning in the Deaf-Blind Community

Culture in L2/Ln Sign Language Pedagogy

Language aptitude in the visuospatial modality: L2 British Sign Language acquisition and cognitive skills in British Sign Language-English interpreting students

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