Presentation on theme: "10 of the Most Effective Ways to Use an Interpreter Dr. Nanci A. Scheetz, CSC Professor, VSU Dr. Susan Easterbrooks Professor, GSU."— Presentation transcript:
10 of the Most Effective Ways to Use an Interpreter Dr. Nanci A. Scheetz, CSC Professor, VSU Dr. Susan Easterbrooks Professor, GSU
1. Give interpreters your lesson plans and classroom materials in advance When interpreters are prepared they can more effectively equalize communication Preparation is the key to effective interpretations
2. Talk directly to the deaf student using first person and not to the interpreter Avoid phrases such as: tell him or tell her Speak directly to the student in the same manner you would address a hearing student I want you to… is very appropriate. Look directly at the student, not the interpreter when you talk to him or her
3. Dont speak to the interpreter while he/she is interpreting Please do not ask interpreters questions while they are interpreting because it interferes with the interpreting process. Please do not ask the interpret to do something (handing out papers, etc.) that can take away from the interpreting process.
4. Allow for processing time when presenting information Interpreters stay approximately six to eight spoken words behind a speaker. Allow time for the message to be seen. Allow time for interpreters to voice comments and questions made by deaf students. Let your wave of conversation catch up with the students ability to process it.
5. Avoid talking while students are writing When deaf students look down to write they cannot hear your conversation as they need their eyes to hear what youre saying. Allow time for them to write and then look up for additional instruction
6. Avoid walking between the interpreter and the deaf student Deaf students rely on the interpreter to convey what you are saying –Any time someone obstructs the view the deaf student has of the interpreter information is lost –When information is presented at a fast pace oftentimes the interpreter does not have time to go back once the visual field is clear.
7. Spell words that are technical or are unique in how they are spelled It is essential that deaf students build vocabulary and enhance their abilities to recognize words in print. By spelling words that are difficult to spell or are unique in the way they are spelled, you will enable the interpreter to present the words accurately.
8. Talk at a conversational speed when reading Frequently we talk faster when we are reading –Try to read at a conversational speed thus allowing time for the interpreter to convey the information accurately
9. Repeat student responses Sometimes hearing students do not speak clearly. When this happens –Repeat what the student has said –Make sure the interpreter has heard student responses so he/she can convey them accurately
10. Be specific when pointing to instructional media When pointing to the blackboard identify what you are referring to –Avoid comments like This represents… or In this area we see… –By using phrases like The top of the pyramid represents… In the northwest corner of Georgia…
10 Things to Remember 1.Give classroom interpreters textbooks, and other materials so they can prepare in advance for your class. 2.Talk directly to the deaf student. 3.Use first person 3.Use first person. 4.Allow for processing time. 5.Avoid talking while students are writing 6.Avoid blocking the view of the interpreter
Additional things to remember 7.Spell technical words and those with unique spellings. 8.Talk at a conversational pace when reading 9.Repeat student responses that are not clear. 10.Be specific when pointing to the blackboard.
References Scheetz, N. (2002). Orientation to deafness. Boston, MA: Allyn & Bacon. Publications, Inc.
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