Chapter 10

Again...no interpreter question...so we're going to wing it! :) I actually would like to post my essay question from Exam 2.

"My philosophy about learning and interpreting is strongly correlated with social cognitive learning theory. In observing others as a way of learning, the social cognitive thought process associates well with working as a sign language interpreter. Even more specifically, modeling is an important aspect of interpreting with younger children. Modeling while interpreting for the child and in normal conversation with the child, improves their language development and creates confidence in their language abilities. However, constructivism also has a place in my learning theory. A lot of signs in sign language are symbolic of an action or object, having previous knowledge of said objects or actions, allow easier reception and retention of that sign. Therefore, although modeling is important while developing language, having previous knowledge or experiences also help to retain what is being modeled."

Do I have to quote myself? I don't know, but I did. I wanted to post this because I do feel strongly about social cogntivie theory because I see it daily with my daughter and I am constantly hearing about the language model I will be for younger deaf students. But, I also think it is important to take into consideration the constructivist model because I think it is vital to learning as well. I cannot say I am completely partial to one or the other but I have a special place in my heart for both. :)

Chapter 9

I have been racking my brain for two weeks (obviously this is late) to try and figure out a way to implement behaviorism into interpreting. I guess, this is why there isn't an interpreter question for this section (just kidding....but seriously). Behaviorism....it seems pretty straightforward to me; focus on the behavior. Focus on what factors surround the behavior and the level of those factors. So, that may be extremely oversimplified, but that's how I associate behaviorism. Now, how to apply interpreting. This is all I got: when Brian's friend was talking about his EBD class (which I thought was extremely interesting) I couldn't help but think about, "What if I had to interpret a class like that" :O. I would be extremely out of my element, I hate confrontation and do not know how I could handle a child having an episode. But the fact of the matter is, it might happen. Although it is a scary thought, I think I would take an assignment that involved a EBD classroom. Especially if it was the type of program Brian's friend was in charge of. He seemed to have a great amount of knowledge and passion for the kids so I feel that I could thrive off of that. Well, that was the best I could do! This blog may not be educationally profound but it was an authentic experience and thought process for me.

Chapter 8

Chapter 8

(8.1) What role do metacognitive strategies play in interpreting? As an important language model, how would you communicate and encourage the use of metacognitive strategies to a student for whom you are interpreting?

Personally, I feel like using metacognitive skills to become an interpreter is how they play into interpreting (if that makes sense). I use metacognitive skills to develop my understanding of sign language and how to actually become an interpreter. If I were a major language model in the student's life, and the child was significantly younger, I would encourage the student to practice signing with other kids and family to help build an understanding of the language through use and thus developing on information the student has already gained.

 

(8.2) The student for whom you are interpreting must complete an activity that requires him to solve a complex problem with a partner. Rather than collaborating with his partner, your student asks that you just tell him and his partner the answer. How would you re-direct this student and encourage him to work with his partner and persist in the task?

I would tell the student I am not there to provide him with the correct answer and he needs to develop the answer on his own. I suppose I would tell him to associate the problem with something in real life in order for him to understand it better.