deaf interpreters: exploring their processes of interpreting
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Deaf Interpreters: Exploring Their Processes Of Interpreting. by Eileen M. Forestal, Ph.D. Outline. Introduction to the Study Literature Review Research Method Data Collection and Analysis Results, Conclusions, and Recommendations . Statement of the Problem. - PowerPoint PPT PresentationTRANSCRIPT
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Deaf Interpreters: Exploring Their Processes Of
Interpreting
byEileen M. Forestal, Ph.D.
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OutlineI. Introduction to the StudyII. Literature ReviewIII. Research MethodIV. Data Collection and AnalysisV. Results, Conclusions, and
Recommendations
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Statement of the Problem It is not known what steps Deaf Interpreters (DIs)
use in their work to ensure effective interpretation (Cokely, 2005; Forestal, 2005; Stone, 2005).
Ressler (1998) and Cerney (2004) pointed out a need to explore what transpired in the mind of a DI during the process of interpretation for an equivalent message.
Compounding the problem, there is no known research on the education of DIs to determine effective practices without understanding their thought processes (Cokely, 2005; Stone, 2005; Winston, 2005).
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Purpose of the Study To determine the steps that Deaf
interpreters use in their work for effective interpretation for a specific audience.
To provide a means to explore the thought patterns as the DIs work through their steps for an effective interpretation.
To explore the DIs’ educational background, as well as how and why they got involved as DIs.
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Conceptual FrameworkSteps
Thought Patterns
Background
Deaf Interpreter
Effective Interpretation
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Research Questions What steps do Deaf interpreters use in
their work to ensure effective interpretation?
What strategies and resources do Deaf interpreters use while working on the analysis for interpretation?
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Significance of the Research Provide:
Rudimentary and clearer understanding of steps that DIs carry out for effective interpreting.
effective means of describing the processes, steps, and decisions DIs utilize.
Some predicators of teaching skill development and cognitive processing
Enhance literature for research purposes
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Literature Review Deaf Interpreters
Demographics The Beginnings of Deaf persons working as
interpreters Evolution of Deaf Interpreting as a Profession The Deaf Translator Norm Deaf-Hearing Interpreting Team Processes
Think Aloud Protocol Interpretative Theory of Translation
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Methodology Research Design
Qualitative Descriptive and cross-sectional Inductive
Three-phase Preliminary interview Think Aloud Protocol Retro-debriefing protocol
Participants Six certified Deaf interpreters with more than
five years of experience as DIs
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Methodology, continued Data Collection
Rationale for a small number of participants Data was collected through two interviews and
primarily the think aloud protocol activity Ethical considerations
IRB procedures Backyard research Authenticity of material for TAP Validity of translation from ASL to English
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Methodology, continued Data Analysis
Preparation of the data Translations Organization of recurring themes
Responses for the three-phase study were categorized into emergent themes.
Interpretation of the data
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Figure 1. Interaction as seen on video for TAP activity.
Participant as DI
Deaf Consumer
Hearing interpreter
Hearing consumer
The lines separate the DI from the DC and HI. Note the dotted arrow from DI to DC as there was no interaction between the DC and the DI or between the DI and HI.
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Figure 2. In live situations with each party interacting with one another.
Deaf Interpreter
Deaf Consumer
Hearing interpreter
Hearing consume
r
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Table 1. Breakdown in Minutes of the Interview, TAP, and Debriefing Phases
Participant Preliminary interviewThink aloud protocolactivity
Retro-debriefing protocol Total
A 10 34 8 52
B 11 24 14 49
C 12 41 17 70
D 13 25 13 51
E 18 40 10 68
F 21 50 12 83
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Table 2. Gender, Age, and Deaf Family Members of Participants
Participant Gender Age Deaf family members
A F 33 None
B F 53 nephew, husband
C M 51 None
D F 61 None, husband
E M 28 None; however a distant cousin
F F 67 None, husband
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Table 3. Certification, Years of Experience, and Employment Status
Participant CertificationYears of experience as DI
Working as DI
A CDI 10 Full time
B CDI 13-15 Full time
C CDI 26 Part time
D RSC, CDI, ASLTA 32 Part time
E CDI 5-6 Part time
F CDI 12+ Part time
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Table 4. College Degrees and Type of Institution Attended
ParticipantCollege degrees Type of institution attended
A BA in Deaf Studies and Psychology; MA in
Interpreting
University for Deaf students
B None; high school diploma
C BA in Business Management; MA in Deaf
Studies
College for the Deaf under auspices of a college for
BA; university with small population of Deaf students
D BA in Psychology and Sociology; MA in
Deafness Rehabilitation
University for Deaf students; university with small
population of Deaf students for MA
E BA in Psychology College with support services
F BA in Sociology; MA in Counseling College with support services for BA; university for
Deaf students for MA
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Data Collection and Analysis
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Data Collection and Analysis, continued Analysis of each phase
Preliminary interview Based on 15 open-ended questions
TAP activity, based on consecutive interpreting Retro-debriefing interview
Based on 5 open-ended questions Triangulation of the data from the three
phases for emergent themes Discovery of steps, strategies, and
resources employed by DIs for effective interpretation.
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Results: Recurring Themes Background information Postsecondary education Formative experiences Interpreter education Professional development Drafting Deaf interpreters TAP experiences
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Recurring Themes, continued Assessment of the Deaf consumer and hearing
consumer Team processes Strategies & resources Discourse analysis Power issues between team members Issues of involvement with Deaf consumer Referential context from Deaf consumer
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Results and Analysis, continued Paradigm
“dialogic discourse-based interaction[al]” (Pöchhacker, 2004, p. 79) model for their work as DIs teaming with hearing interpreters
in settings that necessitate consecutive interpreting a “socio-cognitive framework” (Zhoa, 2004, p.
110) “co-construction of meaning” (Janzen, 2005. p.
332) through “collaborative interpreting” (Mathers, 2009, p. 74)
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Limitations of the Study Qualitative study was based on the results
from small number of participants from the Northeast region of the U.S
DIs’ experiences with TAP TAP
Time-consuming to use with larger number
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Recommendations for Further Study Processes between the DI and HI, as this study
focused only on half of the team – the DI. Deaf interpreters regarding their ages and years
of interpreting experience. Exposure to different service models of
interpreting How they affect DIs’ decisions, team dynamics, and
processes DIs’ ethnicity or racial status
Multi-cultural formative experiences more likely have impacted their discourse styles, resulting in a different socio-cognitive framework.
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Future Plans Presentations on Findings, Results, Conclusion,
and Recommendations at National conferences Work with Deaf Interpreter Competencies Develop interpreter education workshops, based
on the results May do further research, using TAP, with Deaf-
hearing interpreter teams Research on implementation of TAP as
instructional tool for DIs