When there are no words: ASL/English interpreter practices with alingual and semi-lingual deaf immigrant children
The purpose of this study was to extend the current research on alingual deaf immigrant studies to include the American Sign Language (ASL)/ English interpreters who work with them. The investigation included questions: How does working with alingual deaf immigrant children affect the work practices of ASL/English interpreters? How does the documentation status of alingual deaf immigrant children affect the work practices of ASL/English interpreters? In what ways do collaborative practices with other interpreters or peer professionals impact the work practices of ASL/English interpreters working with alingual deaf immigrant children?
Nineteen participants from across the United States completed a mixed method survey. Participants were ASL/English interpreters over the age of 18, all of whom had experience with alingual or semi-lingual immigrant deaf children. The online questionnaire was administered through interpreting social-media websites and collected data from working ASL/English interpreters who have experience with alingual and semi-lingual deaf immigrant children. The survey further gathered data on peer professional collaboration and if the rights of the alingual deaf immigrant child appeared to be influenced by documentation status.
The main results support the following perceptions: that when ASL/English interpreters use their preparation time and are well prepared they perceive interprofessional collaboration as more useful. The data also support the conclusion that when ASL/English interpreters perceive that they are well prepared they perceive a higher level of collaboration (as ranked on Table 4), with other professionals as best when working with alingual or semi-lingual deaf immigrant children. There is a relationship between ASL/English interpreters’ perceptions of how useful it is to be well prepared for an interpreting assignment and perceptions of the usefulness of collaborations with peer interpreters. Data also support that when ASL/English interpreters collaborate they perceive that they are seen as useful to their peers when working with alingual or semilingual deaf immigrant children.
Date of Award
Master of Arts in Interpreting Studies
Alingual, children, immigrants, interpreting, semilingual, deaf
Type (DCMI Terms)
Education | Other Languages, Societies, and Cultures
Fichera-Lening, R. M. (2016). When there are no words: ASL/English interpreter practices with alingual and semi-lingual deaf immigrant children (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/32
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