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Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
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- Communal coping (1)
- Experiential learning (1)
- Holocaust (1)
- Interpreter education (1)
- Legislation (1)
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- Math; ASL; Interpreting (1)
- Productive dissonance (1)
- Professional identity (1)
- Professionalisation (1)
- Signal jamming (1)
- System theory (1)
- Thesis; University of North Florida; UNF; Dissertations; Academic -- UNF-- Doctor of Education in Educational Leadership; Dissertations; Academic -- UNF-- Education; intercultural communication; teacher education; student teaching internships; mixed methods; assessment (1)
- Publication Type
Articles 1 - 4 of 4
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Impact Of Study Abroad To Nazi Concentration Camps: Perceptions Of Interpreting Students On Identity-Building, Sherry Shaw, E. Lynn Jacobowitz, Kaitlynn Himmelreich
Impact Of Study Abroad To Nazi Concentration Camps: Perceptions Of Interpreting Students On Identity-Building, Sherry Shaw, E. Lynn Jacobowitz, Kaitlynn Himmelreich
Journal of Interpretation
This study focuses on the perceptions of post-secondary interpreting students who traveled to concentration camps, Auschwitz-Birkenau (Poland) and Schloss Hartheim (Austria). The historical context of spoken language interpreters in concentration camps, eugenics in the Deaf community, and extermination of people with disabilities underpin the study’s mixed-methods design, incorporating social identity and transformative learning theories to explore professional identity development. A Deaf, Jewish moderator-participant facilitated four focus groups using photo elicitation to foster narratives. Participants ranked photos and value statements to reveal identity components that most impacted them. A grounded theory approach to analysis revealed four themes triangulated with survey data: …
The Most Important Cog In The System: A Case For Legislative Change To Drive Professionalisation, Stacey Webb, Brett A. Best
The Most Important Cog In The System: A Case For Legislative Change To Drive Professionalisation, Stacey Webb, Brett A. Best
Journal of Interpretation
System theory (ST) explains how signal jamming (SJ) may impede or even reverse processes of professionalization, thereby having a detrimental impact on the quality of services clients receive. In the U.K., there are various metaphorical “cogs” in the Sign Language Interpreting (SLI) system. By applying ST to the profession, we can achieve a better understanding of the current landscape and identify ineffective cogs which potentially disrupt the smooth functioning of other cogs within the system. Improving system operations will result in improved services. We argue that an instigating and mandatory force—legislation—is the central cog that will drive more consistent signaling …
What Is Higher Mathematics? Why Is It So Hard To Interpret? What Can Be Done?, John Tabak
What Is Higher Mathematics? Why Is It So Hard To Interpret? What Can Be Done?, John Tabak
Journal of Interpretation
Courses and seminars in higher mathematics are some of the most challenging assignments faced by academic interpreters. Difficulties interpreting higher mathematics can adversely impact the academic and professional aspirations of deaf mathematics students and professionals. This paper discusses the nature of higher mathematics with the goal of identifying what distinguishes higher mathematics from other subjects; it then reviews the history of attempts to sign/interpret higher mathematics with particular attention to current challenges associated with expressing higher mathematics in sign. The final part of the paper discusses strategies for more effectively expressing higher mathematics in American Sign Language.
Classroom Intercultural Competence In Teacher Education Students, Interns, And Alumni, Christine K. Holland
Classroom Intercultural Competence In Teacher Education Students, Interns, And Alumni, Christine K. Holland
UNF Graduate Theses and Dissertations
The purpose of this mixed methods study was to explore the impact of a student teaching internship upon the classroom intercultural competence (CIC) of teacher education students and alumni. Phase I employed quantitative methodology to compare the intercultural competence as measured by Ross, Thornson, McDonald, and Arrastia’s (2009) Cross Cultural Competence Inventory (3CI) for three groups. The 3CI is a 63-item survey that uses corresponding questions to assess intercultural competence. Survey items are scored with a 6-point, strongly agree-to-strongly disagree Likert scale (Thornson, 2010). The three groups included teacher education students enrolled in a field observation course, students enrolled in …