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Deaf and hearing high-school students' expectations for the role of educational sign-language interpreter

Berge, Sigrid Slettebakk; Ytterhus, Borgunn
Peer reviewed, Journal article
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Permanent link
http://hdl.handle.net/11250/2382424
Issue date
2015
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Original version
Society, health and vulnerability 2015   http://dx.doi.org/10.3402/shv.v6.28969
Abstract
This article focuses on the role of the educational interpreter as seen from the student’s perspective.

Based on a classroom study conducted in Norway, it presents an analysis of interviews with highschool students who have hearing loss and with students who do not. The main finding is that both

groups have similar expectations for the educational interpreter’s role. Repeatedly mentioned topics

were connected to how the interpreters mediated language, how they coordinated their interaction,

and how they facilitated small talk situations between the students. With respect to the coordinative

function, both groups appreciate if the interpreter advises them on how to organise the seating and

coordinates the turn-taking. Deaf and hard-of-hearing students also appreciate if the interpreter

adjusts the mediation to their visual orientation. The facilitator models are therefore more in line

with the students’ expectations than a linguistically oriented role model, and to fulfil the students’

expectations educational interpreters appear to need a stronger implementation of interactional

elements in their role definitions
Publisher
CoAction Publishing
Journal
Society, health and vulnerability

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