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Indigenous Language Revitalization: Success, Sustainability, and the Future of Human Culture
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In: Capstone Showcase (2022)
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| 2 |
Proficiency benchmarking in Spanish
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In: World Languages and Cultures Faculty Publications (2022)
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| 3 |
FACE MASKS AND SPEECH PERCEPTION: EMOTIONS AND INTELLIGIBILITY PERCEIVED BY MONOLINGUAL AND BILINGUAL SPEAKERS
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In: Theses and Dissertations--Linguistics (2022)
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| 4 |
Demonstratives in Nsélišcn ‘Montana Salish’
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In: Graduate Student Theses, Dissertations, & Professional Papers (2022)
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| 5 |
Making the Old New: The Recontextualization and Traditionalization of Tree Spirits in Video Games
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In: All Graduate Plan B and other Reports (2022)
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| 6 |
Las Comunidades Asiáticas en Latinoamérica
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In: World Languages and Cultures (2021)
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| 7 |
Northern Paiute
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In: English Faculty Publications and Presentations (2021)
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| 8 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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| 9 |
Acquiring content questions in Japanese: The case of a sequential English-Japanese bilingual child
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In: Research outputs 2014 to 2021 (2021)
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| 10 |
Situated Immersive Gaming Environments for Irish Language Learning
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In: Doctoral (2021)
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| 11 |
When Honor Falls: A Study of Japanese Honor in Young Adult Literature
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In: Undergraduate Honors Theses (2021)
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| 12 |
Indigenous Librarianship and International Ideas Roundtable
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In: New Librarianship Symposia Series: Fall 2021 (2021)
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| 13 |
Ojibway Nature Center Colouring Book
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In: Healthy Headwaters Lab publications (2021)
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| 14 |
The Effects of multilingualism and Music Experience on Tone and Vowel Discrimination Ability
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In: Electronic Thesis and Dissertation Repository (2021)
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| 15 |
Invisible Tolls of Immigration: Mental Health Among Young Immigrants
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In: Showcase of Osprey Advancements in Research and Scholarship (SOARS) (2021)
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| 16 |
Theories on the Pedagogy of ASLA (Accelerated Second Language Acquisition): A Piikuni Student Approach
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In: Graduate Student Theses, Dissertations, & Professional Papers (2021)
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| 17 |
Playing! It’s All for Fun! Or is it? An Examination of Play in the Field of Sign Language Interpreting
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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Abstract:
This thesis examines the impact of guided and exploratory language play by interpreters. Interpreters in the current study participated in a pre-survey, engaged in an ASL language play group that engaged in language play through the phone app Marco Polo, reported their experiences in a nine-part reflective journal on their ASL and interpreting skills, and took a post-survey. The timeline of the play group was one week, where participants completed all the components of the study. Chapter one introduces the concept of general play and language play. It provides a definition of terms, which revolve around play and play groups, and states the problem of interpreting programs not providing the tools to play with language. It also provides the theoretical basis of this paper, which is grounded in Vygotsky’s Zone of Proximal Development (ZPD). The curriculum was built on the concept of scaffolding information found in the theory of ZPD. Chapter two provides the literature review defining play, its benefits and impacts, play in the work place, and tangential subject of collaborative learning, which happens in play. The literature repeats several variables that were brought into the design of the study, such as creativity, flexibility, working with people, and level of enjoyment. Chapter three discusses the mixed methodology of qualitative and quantitative questions in the pre- and post-survey, with the “treatment” as the language play group and the reflective journal. The study was designed to provide a baseline data with the pre-survey and see if changes occurred after engaging in the treatment or play group. In the play group, participants played and watched language games using both languages ASL and English, which are described in full in the methodology section. Chapter four is the discussion and results, which shows that interpreters increased in their ASL and English creativity, ASL fluency, and flexibility with teams. The data showed that most participants learned ASL by watching and copying others, and the data reported in the reflective journal supports the participants enjoyed watching others played the game by using terms like entertaining, educational, and curious. Chapter five is the discussion, which points to the importance of giving interpreters the tools to play with language and outlines how that can benefit their linguistic skills. Lastly, chapter six is the summary, the conclusion, that playing with language can benefit interpreters, and recommendations for researchers to continue studying interpreters’ linguistic development through play.
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Keyword:
and Cultures; Education; language play; Other Languages; play; Play in interpreting; Societies
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URL: https://digitalcommons.wou.edu/theses/72
https://digitalcommons.wou.edu/cgi/viewcontent.cgi?article=1084&context=theses
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| 18 |
How Massage Therapy Affects Educational Interpreters
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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| 19 |
FOR US, BY US: Why do we need an HBCU interpreter education program?
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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| 20 |
The Black Perspective: A Need for Representation and Inclusion in ASL/English Interpreter Training Programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2021)
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