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Parallel and divergent interpreting in an elementary school classroom.

Kimberly A Wolbers¹, Lisa M Dimling, Heather R Lawson

¹Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, TN 37996-3442, USA. kwolbers@utk.edu

American Annals of the Deaf

|July 17, 2012

Summary

This summary is machine-generated.

A study found that interpreters for deaf students diverged from original classroom content 66.8% of the time. These changes, often intentional for student understanding, were largely unrecognized by educational teams.

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Area of Science:

Education
Linguistics
Deaf Education

Background:

Effective communication is crucial for deaf students in mainstream classrooms.
Interpreters play a vital role in bridging communication gaps.
Understanding the nuances of interpreter-student interaction is essential for academic success.

Purpose of the Study:

To analyze the degree of parallel versus divergent interpreting in a 3rd-grade deaf student's classroom.
To compare the interpreter's signed and verbalized expressions with original classroom discourse for meaning equivalence.
To qualitatively explore the reasons behind the interpreter's divergence from the source message.

Main Methods:

Comparative analysis of interpreter's output against original classroom discourse.
Examination of signed and verbalized expressions for meaning equivalence.
Qualitative analysis of classroom video recordings and interviews with the interpreter and teachers.

Main Results:

The interpreter exhibited parallel interpreting (closely matching content) 33.2% of the time.
Divergent interpreting (adding or dropping meaning) occurred 66.8% of the time.
Intentional meaning alterations were made to enhance student comprehension, but were not recognized by the educational team.

Conclusions:

Interpreters frequently modify discourse to aid deaf students' understanding of academic content.
There is a significant gap in awareness regarding interpreter modifications among educational professionals.
Further research and professional development are needed to ensure transparent and effective interpreting practices in deaf education.