NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ978210
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0002-726X
Parallel and Divergent Interpreting in an Elementary School Classroom
Wolbers, Kimberly A.; Dimling, Lisa M.; Lawson, Heather R.; Golos, Debbie B.
American Annals of the Deaf, v157 n1 p48-65 2012
The study examined the extent to which a highly qualified interpreter remained parallel with or diverged from the original classroom discourse in her interpreting for a 3rd-grade deaf student in science, social studies, and resource room. The interpreter's signed and verbalized expressions were compared to the class participants' expressions for meaning equivalence. Parallel interpreting, occurring 33.2% of the time, closely matched the content of the speaker's message. Divergent interpreting, whereby the interpreter added or dropped elements of meaning, occurred 66.8% of the time. Qualitative analyses of classroom footage as well as interviews with the interpreter and the teachers revealed how, when, and why the interpreter diverged from the message. While the interpreter often made intentional reductions and additions to the discourse to achieve greater student understanding of language and course content, there was little awareness of these changes among individualized educational program team members. (Contains 3 tables.)
Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: http://gupress.gallaudet.edu/annals/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A