South Carolina Educational Interpreting Center Annual Report,
2017
Clemson University
South Carolina Educational Interpreting Center Annual Report, Stephen Fitzmaurice
Publications
Clemson University has partnered with the South Carolina State Department of Education and the South Carolina School for the Deaf and the Blind to open the South Carolina Educational Interpreting Center (SCEIC) at the University Center in Greenville, South Carolina. The SCEIC provides national performance and knowledge assessments, mentoring and educational opportunities for South Carolina Educational Interpreters. This annual report details the SCEIC outputs and outcomes for Educational Interpreters in the state for the 2016- 2017 academic year.
Improving Deaf Citizens' Participation In The American Electoral Process,
2017
Gallaudet University
Improving Deaf Citizens' Participation In The American Electoral Process, Jehanne Mccullough
Undergraduate University Honors Capstones
Improving Deaf people’s participation in politics involved a service-learning project with three activities. First, the Deaf People for Hillary campaign focused on maintaining nationwide social media platforms; increasing Deaf representation in the Hillary for America (HFA) campaign and its disability community taskforce; and testing get-out-the-vote (GOTV) strategies among Deaf people in the Nevada primary. Second, an internship with the HFA campaign at the national headquarters included a first in campaign and political party history: an American Sign Language (ASL) voter assistance videophone hotline operated by volunteers to serve all voters regardless of party. Third, a post-election survey of Deaf non-voters …
Implicit Co-Activation Of American Sign Language In Deaf Readers: An Erp Study,
2017
San Diego State University
Implicit Co-Activation Of American Sign Language In Deaf Readers: An Erp Study, Gabriela Meade, Katherine J. Midgley, Zed Sevcikova Sehyr, Phillipp J. Holcomb, Karen Emmorey
Communication Sciences and Disorders Faculty Articles and Research
In an implicit phonological priming paradigm, deaf bimodal bilinguals made semantic relatedness decisions for pairs of English words. Half of the semantically unrelated pairs had phonologically related translations in American Sign Language (ASL). As in previous studies with unimodal bilinguals, targets in pairs with phonologically related translations elicited smaller negativities than targets in pairs with phonologically unrelated translations within the N400 window. This suggests that the same lexicosemantic mechanism underlies implicit co-activation of a non-target language, irrespective of language modality. In contrast to unimodal bilingual studies that find no behavioral effects, we observed phonological interference, indicating that bimodal bilinguals may …
Best Practices For Educational Interpreters In South Carolina,
2017
Clemson University
Best Practices For Educational Interpreters In South Carolina, Stephen Fitzmaurice, Karen Chamness, Diane Formhals, Terri Gross, Beth Ann Kluft, Maureen Irons, Susie Spainhour, Anita Steichen-Mcdaniel, Eric Weber, Sara J. Mckay
Publications
The purpose of this reference is to provide districts, charter schools, and state operated programs with best practices for working with educational interpreters including, but not limited to, roles and responsibilities, code of professional conduct, and suggested credentialing. It is not required by regulation but is simply the most up-to-date recommendation from the field.
American Sign Language I Asl 101,
2016
University of Rhode Island
American Sign Language I Asl 101, Joanna Burkhardt
Library Impact Statements
No abstract provided.
American Sign Language Ii Asl 102,
2016
University of Rhode Island
American Sign Language Ii Asl 102, Joanna Burkhardt
Library Impact Statements
No abstract provided.
Disfluent Pausing Effects On Listener Judgments Of An Asl-English Interpretation,
2015
Clemson University
Disfluent Pausing Effects On Listener Judgments Of An Asl-English Interpretation, Stephen Fitzmaurice, Kim A. Purdy
Publications
Although not all spoken language pauses are purposeful or functional, there is general agreement on the function and appropriate length and placement of pauses in English. Failing to conform to this agreement constitutes a pausing disfluency. In an interpreted environment, pauses do not generally detract from the discourse event, nor do they negatively impact the participants’ perception of one another, as long as the interpreter maintains generally acceptable pausing parameters (Fors, 2011; Heldner & Edlund, 2010; Krivokapi, 2007). Listeners of any communication event invariably form opinions about the speaker’s personality and make judgments about their character and background, forming a …
Literacy Narratives Of African-American Community College Students: Implications For Curriculum Alignment, Instructional Design, And Entry-Level Assessment,
2014
Indiana State University
Literacy Narratives Of African-American Community College Students: Implications For Curriculum Alignment, Instructional Design, And Entry-Level Assessment, Roderick S. Brown
All-Inclusive List of Electronic Theses and Dissertations
This study investigated potential causes of developmental English placement among recent African-American high school graduates enrolled at a community college. Participants were four men and five women from lower- and lower-middle economic backgrounds who had completed an entry-level writing assessment prior to enrollment. An electronic survey was administered to all participants and included questions about literacy experiences in elementary, middle, and high school. Using an ethnographic approach to thematic narrative analysis, the author compared the literacy narratives of students who had tested into college-level composition with those who had tested into developmental English. Results indicated that participants who had tested …
Sensual Cultures: Exploring Sensory Orientation,
2013
Gallaudet University
Sensual Cultures: Exploring Sensory Orientation, Lauren Sonnenstrahl Benedict
Undergraduate University Honors Capstones
We use our senses every day, consciously or unconsciously, based on our cultural needs and preferences. These sensory orientations shape and are shaped by what a given culture defines as acceptable. For this reason, different sensory orientations result in different strengths and areas of emphasis and de-emphasis. Becoming aware of different sensory orientations and their associated cultures allows us to realize what we are missing in our own sensory orientations that inform our cultural habits. Familiarity with various sensory orientations may cultivate greater cultural acceptance as well. To analyze and illustrate such differences, an educational app for iPads was created …
Student Interpreters Show Encoding And Recall Differences For Information In English And American Sign Language,
2012
Brigham Young University
Student Interpreters Show Encoding And Recall Differences For Information In English And American Sign Language, Jesse R. James, Kara I. Gabriel
All Faculty Scholarship for the College of the Sciences
This study investigated whether student interpreters encode and recall words differently in signed and spoken languages. Participants viewed and then recalled word lists, half of which were related through specific encoding strategies (i.e., experimental lists), and half of which lacked the availability of those strategies (i.e., control lists). Total words recalled and the temporal recall order were compared across experimental and control lists. Student interpreters utilised different strategies to remember words in English and American Sign Language (ASL), suggesting that student interpreters do not default to first-language (English) spoken strategies when encoding second-language (ASL) signed lists. However, the total number …
Comparing Deaf Native Signers And Deaf Early Signers With Respect To Phonological Perception,
2011
Gallaudet University
Comparing Deaf Native Signers And Deaf Early Signers With Respect To Phonological Perception, Ian Deandrea-Lazarus
Undergraduate University Honors Capstones
Common criteria for a native ASL signer include exposure to ASL from birth and having Deaf parents. This study questions the necessity of the second criterion by comparing two groups: 16 Deaf adults with Deaf parents and exposed to ASL from birth, and 16 Deaf adults with hearing parents and exposed to ASL before age two. All determined whether pairs of pseudosigns, sometimes differing in phonological details, matched. The two groups did not differ significantly on accuracy, but the first group responded faster than the second group on average. These findings suggest processing differences between the two groups, but otherwise …
The Relationship Among Beginning And Advanced American Sign Language Students And Credentialed Interpreters Across Two Domains Of Visual Imagery: Vividness And Manipulation,
2010
University of Arkansas, Fayetteville
The Relationship Among Beginning And Advanced American Sign Language Students And Credentialed Interpreters Across Two Domains Of Visual Imagery: Vividness And Manipulation, Linda Stauffer
Graduate Theses and Dissertations
Given the visual-gestural nature of ASL it is reasonable to assume that visualization abilities may be one predictor of aptitude for learning ASL. This study tested a hypothesis that visualization abilities are a foundational aptitude for learning a signed language and that measurements of these skills will increase as students progress from beginning ASL students to advanced language learners and, ultimately to credentialed interpreters. Participants in this study consisted of 90 beginning and 66 advanced ASL students in five interpreter education programs in four southern states along with 68 credentialed interpreters. Students and interpreters were administered the Vividness of Visual …
