Hits 3.021 – 3.040 of 3.112
| 3021 |
African American interpreters in the video relay service setting
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2017)
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| 3022 |
Functions, Forms, and Accessibility of English as a Second Language Courses in South-Central Kentucky
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In: Mahurin Honors College Capstone Experience/Thesis Projects (2017)
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| 3023 |
The role of emotional intelligence in signed language interpreting
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2017)
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| 3024 |
Let’s bridge the gap! Cross-cultural mentoring
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2017)
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Abstract:
Few Black students graduate from signed language interpreting programs across the United States and even fewer continue practicing in the signed language interpreting field. Black Deaf consumers are often left with White interpreters who know little of Black cultural norms, and the complexity of cultural information is sometimes mishandled while messages are relayed (Shambourger, 2015). The longevity and numbers of Black interpreters in the field of signed language interpreting needs to increase, and Interpreter Training Programs should be trailblazers in this effort (West-Oyedele, 2015). In addition, many White interpreters in the field need to learn about the cultural norms, and linguistic features of Black Deaf and Black hearing consumers (Shambourger, 2015). Such learning could take place in cross-cultural mentoring relationships with Black interpreters. Black interpreters are already mentoring, but as the numbers of Black students entering the field grows, the need for seasoned interpreter mentors also grows. In some areas of the country, especially rural areas, there may be no experienced Black interpreters. Through conversations and interactions with Black mentees, White mentors could gain knowledge of Black cultural norms and linguistic features, thereby enhancing their interpreting for the Black Deaf and Black hearing communities they serve. At the same time, Black interpreters may be encouraged to continue in the interpreting field from cross-cultural relationships with White interpreters who support skills development and introduction to professional norms and to other interpreters. In this study the findings indicated that there is much ground to be covered before cross-cultural mentoring can become routine.
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Keyword:
and Multicultural Education; Bilingual; Black; Cross-Cultural; Curriculum and Instruction; Deaf; Education; Gap; Hearing; Interpreter; Mentoring; Multilingual; Racism; White
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URL: https://digitalcommons.wou.edu/cgi/viewcontent.cgi?article=1051&context=theses
https://digitalcommons.wou.edu/theses/43
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| 3025 |
Popular Culture and Academic Literacies Situated in a Pedagogical Third Space
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In: Reading Horizons: A Journal of Literacy and Language Arts (2017)
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| 3026 |
A Socio-Psycholinguistic Perspective on Biliteracy: The Use of Miscue Analysis as a Culturally Relevant Assessment Tool
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In: Reading Horizons: A Journal of Literacy and Language Arts (2017)
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| 3027 |
A Case Study of Hanban’s Chinese Language Teaching Program at Western Kentucky University: Developmental History and Preliminary Outcomes
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In: Dissertations (2017)
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| 3028 |
Master’s of Occupational Therapy Student Perceptions of Creative Thinking Across the Academic Program
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In: The Open Journal of Occupational Therapy (2017)
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| 3029 |
Reading in English and in Chinese: Case Study of Retrospective Miscue Analysis with Two Adult ELLs
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In: Reading Horizons: A Journal of Literacy and Language Arts (2017)
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| 3030 |
Adapting self for private and public audiences : the enactment of leadership identity by New Zealand rugby coaches in huddles and interviews
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| 3031 |
A Content and Language Integrated Learning (CLIL) Project : opportunities and challenges in the context of heritage language education
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| 3032 |
Interpretation and critical reflection in intercultural language learning ; consequences of a critical perspective for the teaching and learning of pragmatics
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| 3033 |
Cultural Flows in the Digital and Beyond: The Potency of a Symbol in Mainland China
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| 3035 |
Managing difference : postgraduate students' experience and perspectives of multicultural group work in an internationalising university
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| 3036 |
Teaching social work students against the grain: negotiating the constraints and possibilities
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| 3037 |
In-service education and training (INSET) : the perceptions of English language teachers in Malaysia
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| 3038 |
‘Chinuch Mashlim’—Losses and Displacements at the Contact Zone between English and Hebrew: Transcending Monolingual Boundaries
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| 3039 |
Characterising the challenges and responses of Ecuadorian universities to recent EFL language policy changes : a mixed methods study
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| 3040 |
Writing in English as a foreign language within higher education in Vietnam : an investigation of the genres, writing processes and perceptions of ten Vietnamese students
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