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.