In this thesis, I sought to examine myself as a Deaf interpreter in Demand and Control Schema (DC-S) supervision sessions. The methodology was a dialogic analysis based on power/communication dynamics in DC-S supervision as a Deaf interpreter. The platform that I used was the Interpreting Institute for Reflection-in-Action & Supervision (IIRAS) platform online sessions. In the session, the hearing participants were 18 years or older, they either work or have worked as ASL/English interpreters. They attended at least three supervision sessions. The data collected included the researcher's journaling, video recordings, and responses from interviews.questions with participants and supervision leaders. There was evidence of hearing and Deaf individuals communicating comfortably and effectively.
Date of Award
Master of Arts in Interpreting Studies
Interpreting, DCS, ASL, Autoethnography, Status Quo, Power Dynamics
Type (DCMI Terms)
American Sign Language | Bilingual, Multilingual, and Multicultural Education | Counselor Education | Critical and Cultural Studies | Curriculum and Instruction | Disability Studies | Discourse and Text Linguistics | Educational Methods | Educational Psychology | Gender, Race, Sexuality, and Ethnicity in Communication | International and Intercultural Communication | Interpersonal and Small Group Communication | Language and Literacy Education | Sign Languages | Social Influence and Political Communication | Social Justice | Typological Linguistics and Linguistic Diversity
Gough, D. (2022). A Deaf Interpreter’s Experience with DCS Supervision: A Dialogic Autoethnography (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/225
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American Sign Language Commons, Bilingual, Multilingual, and Multicultural Education Commons, Counselor Education Commons, Critical and Cultural Studies Commons, Curriculum and Instruction Commons, Disability Studies Commons, Discourse and Text Linguistics Commons, Educational Methods Commons, Educational Psychology Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, International and Intercultural Communication Commons, Interpersonal and Small Group Communication Commons, Language and Literacy Education Commons, Social Influence and Political Communication Commons, Social Justice Commons, Typological Linguistics and Linguistic Diversity Commons
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