Interpreter-Mediated Interactions: Parent Participation in Individualized Education Plan Meetings for Deaf Students from Multilingual Homes

Autor/in	Compton, Sarah
Titel	Interpreter-Mediated Interactions: Parent Participation in Individualized Education Plan Meetings for Deaf Students from Multilingual Homes
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 4, S.227-245 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1649150
Schlagwörter	Multilingualism; Deafness; Individualized Education Programs; Ethnography; Discourse Analysis; School Districts; Meetings; Deaf Interpreting; Parent Participation; Sign Language; Language Planning; Parent Teacher Cooperation; Nonverbal Communication; Role; High School Students; Mother Attitudes; Spanish; Translation; Caseworkers; Individualized Transition Plans; Speech Communication; Second Languages; Video Technology + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Gehörlosigkeit; Taubstummheit; Individualized education program; Individualisierendes Lernen; Ethnografie; Diskursanalyse; School district; Schulbezirk; Meeting; Tagung; Elternmitwirkung; Gebärdensprache; Sprachwechsel; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Non-verbal communication; Nonverbale Kommunikation; Rollen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mutterliebe; Spanisch; Second language; Zweitsprache
Abstract	This paper examines the ways in which parents of multilingual deaf children (are able to) participate in annual individualized education plan (IEP) meetings mediated by both signed and spoken language interpreters. Data are drawn from an ethnographic, discourse-analytic study conducted in a U.S. school district and informed by the ethnography of language policy and nexus analysis. The importance of parent participation in IEP meetings and the role of interpreters as mediators of parent-educator interactions are discussed. Next, three key incidents from one video-recorded IEP meeting are analyzed to see how parent-educator interactions are mediated by the interpreters. Particular attention is paid to the language modalities of the speakers and the use of gaze and body positioning in regulating the rhythm of the interaction. To conclude, the conditions and consequences of parent participation in interpreter-mediated IEP meetings are presented and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01