Getting to Skopos -

What does a mediated education look like for deaf students?

Deb Russell, Ph.D., AVLIC Certified Interpreter (COI)

Abstract

This presentation reports on an on-going research project focused on the inclusive supports offered to Canadian deaf students in several educational settings. By examining the quality of the mediated education experience, we can learn more about the ways in which interpretation can impact on the academic and social experiences of deaf students. The study also includes interviews with parents, teachers, students and administrators, capturing their perceptions about the experiences of inclusive education.

The interpretation provided in several classrooms was examined for its ability to realize the purpose or skopos behind the messages of the teacher, including the use of meta-cognitive questions, scaffolding, reconceptualizing, reciprocal teaching and feedback from teachers. The findings reveal that when interpreters play a critical role in the con-construction of meaning in a classroom, and that their strategies can either serve to engage teachers and learners or to distance learners from teachers. Results also indicate that students are increasingly aware of our strengths and our weaknesses, and if asked, would like to have input into school hiring practices and scheduling processes. Findings indicate that administrators and teachers struggle to understand the nature of our work, and that the ways we interact with them can have a dramatic impact on how they perceive the Deaf students. Finally, parents expressed concern about how little they really know about the ways in which interpreting impacts their child's education.

These preliminary results challenge interpreters to address gaps in our education and on-going professional development, and to improve school culture by opening up the dialogue that can lead to team building and service enhancement.