Deaf Student-Interpreter Relationships and Feedback Practices in K-12 Mainstream Deaf Education

Autor/in	Prinzi, Lisa M.
Titel	Deaf Student-Interpreter Relationships and Feedback Practices in K-12 Mainstream Deaf Education
Quelle	In: Journal of Deaf Studies and Deaf Education, 28 (2023) 1, S.68-83 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Prinzi, Lisa M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enac026
Schlagwörter	Elementary Secondary Education; Students; Deafness; Hearing Impairments; Sign Language; Deaf Interpreting; Mainstreaming; Interpersonal Relationship; Student Participation; Learner Engagement; Feedback (Response); Communication Skills + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Gebärdensprache; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kommunikationsstil
Abstract	This study explores Deaf individuals' and sign language interpreters' perspectives on what it is like to work together in K-12 education. A group of 41 formerly mainstreamed Deaf individuals and interpreters offers insights into interactional dynamics (e.g., the deaf student-interpreter relationship) that influence interpreters' work, deaf students' participation and learning, and feedback practices. This study illustrates the significance of the deaf student-interpreter relationship and suggests a correlation between this relationship and deaf students' participation and positioning in mainstream classrooms. In addition, the findings suggest a correlation between the deaf student-interpreter relationship and feedback practices in mainstream education. Finally, this study finds that deaf students do not always know that they can engage in feedback conversations with interpreters or know how to engage interpreters to ask for what they need to learn. This article concludes with considerations and recommendations for the deaf education and interpreter education communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01