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Sign language vocabulary development practices and internet use among educational interpreters
Brian C Storey1, Janet R Jamieson
1University of British Columbia, Vancouver, Canada. brian.storey@canada.com
Journal of Deaf Studies and Deaf Education
|August 12, 2004
Summary
Educational interpreters need better sign language vocabulary development resources. While human connections are preferred, the internet shows potential if online resources and preparation time improve.
Area of Science:
- Linguistics
- Education
- Accessibility
Background:
- Sign language interpreters in schools often lack opportunities for sign language vocabulary growth.
- This isolation impacts their professional development and effectiveness in educational settings.
Purpose of the Study:
- To identify demographic characteristics of educational interpreters in British Columbia.
- To determine their current vocabulary development resources and internet usage.
- To explore the internet's potential for vocabulary development.
Main Methods:
- Survey of educational interpreters in British Columbia.
- Analysis of demographic data, resource utilization, and internet access.
- Exploration of factors influencing resource choice and satisfaction.
Main Results:
- Job title and interpreter training influenced access to preparation time and materials.
- Human resources (colleagues, deaf adults) were used more than non-human resources.
- Convenience was prioritized over quality in resource selection; internet resources show high satisfaction but low usage.
Conclusions:
- Educational interpreters require enhanced professional development for vocabulary expansion.
- The internet's potential as a vocabulary development tool is hindered by resource design and limited preparation time.
- Recommendations are proposed to improve the internet's viability for educational interpreters.