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Posted By NECC Editor On June 14, 2011 @ 3:28 pm In | Comments Disabled
An interpreter’s role is to facilitate communication and convey all auditory and signed information so that both hearing and deaf individuals may fully interact.
All of these services may also require the interpreter to vocalize for the student who is deaf and does not use his or her own voice.
Regardless of what type of interpreting is used at your educational institution, interpreters associated with the Registry of Interpreters for the Deaf (RID) are bound by a Code of Ethics. Principles guiding the professional behaviors of interpreters are:
The interpreter’s job is to faithfully transmit the spirit and content of the communicator, allowing the student and instructor full access in the communication interaction. The interpreter’s primary responsibility is to facilitate communication. Instructors should refrain from asking the interpreter to function as a teacher’s aide, to participate in class activities, or to perform other tasks. Doing so may interfere with the quality of communication provided, compromise the role of the interpreter, and prevent full communication access for participants who are deaf.
Familiarity with the subject matter will enhance the quality of the interpreted message. If possible, meet with the interpreter before the first class to share outlines, texts, agenda, technical vocabulary, class syllabus, and any other pertinent information.
Keep lines of sight free for visual access to information. In class, the interpreter will position himself or herself in direct line with you, the student, and any visual aids.
Interpreters process information cognitively before interpreting. The interpreted message therefore will follow at a pace generally one or two sentences behind the communicator. Speak naturally at a reasonable pace to help facilitate an effective interpretive process.
Allow for this added processing time during class discussions. Ask students to raise their hands, be recognized, and then ask questions or give comments. This will allow the interpreter to finish interpreting for the current speaker and gives the student who is deaf or hard of hearing equal opportunity to participate in class. Also, encourage the students to wait until the teacher recognizes them before speaking or signing. The interpreter can only convey one message at a time.
Use “I” and “you” when you communicate with deaf individuals using an interpreter. Look directly at the person with whom you are communicating, not the interpreter. Use of third-party phrases such as, “Ask her” or “Tell him” can compromise the relationship between the instructor and student(s).
Avoid talking while students are focused on written class work. Students who are deaf require time to process visual aids and materials before returning their attention to the interpreted message.
Plan some strategic breaks so that both student and interpreter can enjoy a mental and physical break from the rigors of the situation. Receiving information visually without breaks can be tiring and cause eye fatigue. Additionally, simultaneous interpreting requires the processing of new information while the information that was just communicated by the speaker is being delivered. For classes longer than one hour in which only one interpreter is available, a mid-class break is essential.
Captioned films and videotapes are strongly recommended to allow the student direct visual access to the information. If you are planning to show a movie or use other audiovisual materials that do not have captioning available, inform the interpreter beforehand so that arrangements can be made for lighting and positioning.
If the deaf individual(s) are not present when class begins, the interpreter may wait a few minutes for late arrival. The interpreter may be needed at another assignment and may leave if no deaf individuals are present after 10-15 minutes.
Some deaf students may request alternative testing procedures. If the test has either an oral or written format (essay, multiple choice, or fill in the blank), the student may prefer to have the interpreter translate questions into sign language. Arrangements for this kind of testing should be made by the student and instructor, and communicated to the interpreter BEFORE the test. This will provide the interpreter with ample time to prepare.
More information about the role and function of interpreters can be obtained from the national organization of professionals who provide sign language interpreting/transliterating services, the Registry of Interpreters for the Deaf, in Silver Spring, Maryland.
If you have any further questions on this topic, about working with an individual who is deaf or hard of hearing, or would like more information, contact:
Deaf and Hard of Hearing Services
Article printed from Northern Essex Community College: http://www.necc.mass.edu
URL to article: http://www.necc.mass.edu/academics/support-services/learning-accommodations/deaf-and-hard-of-hearing-services/student-resources/accommodations-tipsheets/interpreting/
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