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Transgender Advocacy in K12 and Post-Secondary Environments
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In: National Cross-Cultural Counseling and Education Conference for Research, Action, and Change (2020)
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| 2 |
Poverty, According to Gorski
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In: The Montana English Journal (2020)
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| 3 |
Chinese International Learners’ Acculturation at an American University
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In: Graduate Theses & Dissertations (2019)
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| 4 |
Dear Officer Bogash: Policing Black Bodies on College Campuses
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In: Journal of Critical Scholarship on Higher Education and Student Affairs (2016)
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| 5 |
High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success
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In: Electronic Theses and Dissertations (2015)
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| 6 |
Healing Our Race-Linked Wounds
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In: Carroy U "Cuf" Ferguson, Ph.D. (2015)
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| 7 |
Heritage learner to professional interpreter: who are deaf-parented interpreters and how do they achieve professional status?
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2015)
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Abstract:
Individuals who have one or more deaf parent can be considered heritage learners of a signed language (Compton, 2014; Valdes, 2005). These individuals have had language brokering experiences (Napier, in press) before entering a formal program or attending any training to become an interpreter. Despite the experiences and skills they bring to the classroom and the profession of ASL/ English interpreting, deaf-parented interpreters anecdotally say that educational opportunities do not account for their specific needs and skill-set. The relationship between demographic characteristics of ASL/English interpreters who have one or more deaf parent, including their linguistic environments during formative years, routes of induction into the interpretation profession, and their professional status as an interpreter is examined in this mixed-methods exploratory study. This study of 751 deaf-parented interpreters’ survey responses finds that they are achieving national credentials and education and training as an interpreter through some coursework, formal and informal mentorships, and workshops. Degree and certification requirements along with state licensure before working as an interpreter may serve as a barrier to deaf-parented interpreters who, for the most part, have been entering the field through informal induction practices within the deaf community. The results of this research can benefit the field of signed/spoken language interpreting by influencing curriculum design and teaching approaches so that the unique demographic of deaf-parented interpreters are recruited to and retained within the profession.
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Keyword:
Accessibility; American Sign Language; and Ecology; and Multicultural Education; and Research; and Society; Anthropological Linguistics and Sociolinguistics; bilingual; child language broker; Coda; Cognition and Perception; Community-Based Learning; Comparative and Historical Linguistics; Counseling; Critical and Cultural Studies; Cultural History; Curriculum and Instruction; Curriculum and Social Inquiry; Demography; Developmental Psychology; Disability and Equity in Education; Educational Assessment; Educational Leadership; Educational Methods; Educational Sociology; Ethnic and Cultural Minority; Ethnicity and Post-Colonial Studies; Evaluation; Family; First and Second Language Acquisition; heritage language; Inequality and Stratification; International and Comparative Education; International and Intercultural Communication; Interpersonal and Small Group Communication; Language Description and Documentation; Life Course; Linguistic Anthropology; Literature in English; Multilingual; North America; Online and Distance Education; Other Social and Behavioral Sciences; Population; Race; Reading and Language; Scholarship of Teaching and Learning; Social and Cultural Anthropology; Social Psychology; Sociology of Culture; Student Counseling and Personnel Services; Women's Studies
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URL: https://digitalcommons.wou.edu/cgi/viewcontent.cgi?article=1025&context=theses
https://digitalcommons.wou.edu/theses/22
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| 8 |
A Case study mapping literacy learning opportunities and identity construction among African immigrant youth in a Canadian Secondary School
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In: Electronic Thesis and Dissertation Repository (2013)
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| 9 |
A Guest in Someone's House: Exploring the Role of African-American Student-Faculty/Staff Interactions in a Community College Setting
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In: College of Education Theses and Dissertations (2011)
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| 10 |
Decolonial Multiculturalism and Local-global Contexts: A Postcritical Feminist Bricolage for Developing New Praxes in Education
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In: Doctoral Dissertations (2011)
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| 11 |
The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom
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In: FIU Electronic Theses and Dissertations (2010)
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| 12 |
“I was bitten by a scorpion”: Reading in and out of school in a refugee’s life
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2007)
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