Chapter 7

(7.1) You have been assigned to interpret for a student in a constructivist classroom. What strategies would you use to make sure that you accurately interpret all spoken messages and convey the students’ questions or replies to the teacher and to other students?

I would make sure and have a lesson plan from the teacher to be sure I have an understanding of the class material. Furthermore, I would obtain a copy of the reading material and any handouts to make sure I'm fully aware of anything that will be presented in the class. Also, we can use a fm relayer for the teacher and other students' responses.

 

(7.2) After reading about the theories of individual constructivism and social constructivism, which of the two seems to be more reflective of your own experience as a learner? 

For me, I think I prefer social constructivism. If I can see how other people are associating activities and developing new ideas from the new experiences and we can discuss these changes, I can learn not only from my understanding and development but from others' as well.

 

Chapter 6

(6.1) The gold standard for teachers is to get students to store information in their long-term memory. What role do interpreters play in what is stored in the student’s sensory register? working memory? What are some potential issues that may arise?

Interpreters play a huge role in what is stored in a sensory register and working memory. Through repeating particular signs, introducing new signs and following a specific language model, the deaf student memorizes/remembers new information. However, if I am introducing signs in a more advanced way than the student is linguistically prepared for, they will probably not remember it. Also, if I present the new information in a nonsensical or relevant way to the student, the information will not be stored accordingly. Finally, if I do not repeat the new signs enough, the signs and the information will not store in the students memory.

 

(6.2) If you interpret for a student throughout the course of a school day, what strategies could you. employ to help your student become increasingly independent and to develop long-term memory storage of things like signs for course specific language, class schedule,  etc. Identify at least one strategy for long-term memory storage to: (1) promote metacognition, (2) encourage meaningful learning, and (3) make use of mnemonics.

I think a strategy that could work very well for remembering certain signs would be to use the key word method of the mnemonic technique or even the meaningful learning. A lot of signs in ASL are related to the visual representation of that word. For example, CAR is signed like one is driving a car. The student can relate the new word to an actual action or thing they are learning about. For English words they are reading I would suggest a mnemonic device as well. It is easire to relate English words to signs and visual factors in the outside world.

 

Chapter 15

How are standardized tests applicable to an interpreter?
Although learning about standardized testing is interesting to know as a parent, I find it limited when refering to being a sign language interpreter. The only way I can make it applicable is to reference the tests interpreters take to show their skill level compared to other interpreters. There are a few different certifications, but the national test is through RID (Registry of Interpreters for the Deaf )and is called the NIC (National Interpreter Certification). The NIC is a criterion-referenced test, you either pass or you fail. There are two aspects of the test; first, a general knowledge exam and second, a performance exam which covers basic interpreting skill and ethical reasoning. There are other limited certifications that are criterion-based as well.

Chapter 14

14.1 Are assessments important for an interpreter?
There are many different types of assessment that are very important to interpreters. For example, having the ability to assess a client's language could be extremely beneficial for the interpreter and the educaters. If I can do a language assessment for my client I can potentially pin point their development in language and understand the best way to present language to optimize their potential in any classroom or setting. Furthermore, it would help me present their speech in the best manner. If I am voicing for a PhD student, I need to know they understand the vocabulary before I can assume that they do and give them more credit in my voicing than they may deserve. Another important aspect is having a general assessment for all interpreters to make sure the bar is set for interpreters. Although Tennessee does not specifically have an assessment, there is an Registry of Interpreters for the Deaf (RID) that provides a way to be a certified interpreter. Through this assessment you take a written exam and a performance exam - showing prospective clients and employers that you meet the requirements according to the RID. However, it is not required to have a RID certification in order to interpret. Sadly, there are known uncertified interpreters that do not meet the requirements nor do they care to. Hopefully, one day, there will be more of a push to impliment the certification as a requirement, in order for the deaf community to have the best.