American Sign Language interpreters and their professional roles

American Sign Language Interpreters

The objective in this research in focus upon American Sign Language Interpreters in educational settings.

The issue of deafness in today's schools is being addressed by society and most specifically "special education. Alexander Bell wrote that he was not clearly "definite in his beliefs as language supposed. " in his work Bell does not state that oral training for all deaf students is absolutely necessary however he does believe that training for all deaf children is superior. (Journal of Deaf Studies and Deaf Education)

In an article entitled "The Question of Sign-Language and the Utility of Signs in the Instruction of the Deaf: Two Papers by Alexander Graham Bell (1898) reprinted from the Educator (1898) Vol. V pp. 3-4 and 38-44 Bell recognizes that the "use and utility of signing in a carefully-crafted discussion that includes both linguistics and educational philosophy. In separating the language learning by deaf children than he is often granted. (Journal of Deaf Studies and Deaf Education, 2005)

Inequities in Education of the Deaf

In an article in the publication Deaf Today the story of two deaf schoolgirls whose parents spoke out concerning fears for the future of their children due to funding crisis at the children's school. The Local Education Authority (LEA) is the current funding source for the extra tuition required for deaf or disabled students. However, starting April 2005 no funds will be allotted to the school in the present form of funding. One of the couple's daughters, Shannon will be forced to move schools due to falling behind with the funding crisis. (Deaf Today, 2005)

In another report a classroom in Lacrosse Wisconsin has an interpreter that serves for two of the first grade students in the elementary school in Holmen. According to the interpreter, a Mrs. Grimes, "Sign language is not universal -- each country has its own form.... Australian and English sign language is different in that it uses two hands, where American Sign Language is done with just one." (Deaf Today New Report, 2005)

Diversity Enhanced

According to an American Annals of the Deaf report entitled "Appreciating Diversity Through Stories About the Lives of Deaf People of Color stated is that the appreciation of culture within the deaf community can be accomplished through collection and analysis of stories in relation to people of color who are deaf. Four categories of share experiences emerged in the research:

Experiences related to overcoming obstacles

Stories about individuals who influenced the direction the featured individual took in life.

Childhood and family experiences

Experiences relating to stereotypes, cultural conflicts, or discrimination.

Review of Literature:

In the work entitled "Using Sign Language in Your Classroom" written by Constance D. Lawrence, reviews the available research concerning American Sign Language Use in elementary classrooms. Findings were positive noting that use of Sign Language Skills appear to enhance brain activities on both sides of the brain as well as proven itself successful in "total communication reading program for students with learning disabilities and mental retardation." longitudinal study over a period of five years of bilingual language approaches in the development of American Sign Language and English Language and literacy skills in learner who are deaf. Implications stated were that:

dual language is supported with schools needing reform for variables of deaf students and exacerbating their language delays, that schools for the deaf need to reform their language teaching and learning." (Nover & Andrews, 2000)

It is stated in the work entitled "American Sign Language Instruction: Moving from Protest to Practice" that "American Sign Language is indeed a language that it has culture, and it is sufficiently foreign to fulfill a foreign language requirement." (Wallinger, 2000) ASL is that which schools and universities place in the academic foreign language program context. In a study entitled "Improving the Delivery of the Sign-Language Instruction Program for Parents of Children Who Are Deaf and Receiving Service from a School for the Deaf" (Toth, 1999) stated are the outcomes of practicum which have been specifically designed for addressing the lack of parent participation in American Sign Language (ASL). The 46 parents of deaf children that also have hearing-related impediments participated in the program. Stated is that, "The post-implementation survey data gave evidence of a 10% increase in all four targeted areas. As a result of the program there was a rise in parents from 21 to38 parents of the 184 Sign-Language Instruction Program. (Toth, 1999)

In the work entitled "Pearls of Wisdom: What Stokoe Told Us About Teaching:" stated is that Stokoe "taught educators about teaching deaf children and among his ideas were that signing is more than just a way to communicate and that deaf children should begin to acquire sign language during their early years even when infants and further claimed that teaching beginning with making a commitment to one's beliefs and finally that good teachers are those who are innovative in their practice. (Stewart, 2001)

Dublinske wrote a report relating to the ruling in the "Adversely Affects Educational Performance: Policy s. In the late 19700's the school services program received reports concerning the children with speech and other language impairments had been on being issues a denial because they were classified as having a "concomitant problem in academic achievement." Dublinske, 2004) Other institutions decided that since they were academically doing well that children with speech or language impairments were not in need of any type of special educational assistance. ASHA and OSEP held discussions where it was made clear that "educational performance in communication was just as important as in other areas of study therefore a movement to attempt to ensure that all students would have the opportunity to acquire all of the "basic" and much needed skills. ASHA brought focus to the fact that the mastery of "effective oral communication" was most certainly a skill that was basic and not extra in its' function.

Standards and Policies Review:

Further in looking for ways of reducing costs and the large numbers of students in need of this special treatment the policies were trimmed to the bare minimums.

Missouri

Stated is that the Missouri State Department of Elementary and Secondary Education Show-Me academic standards are "built around the belief that the success of Missouri's students depends on both:

Solid foundation of Knowledge and Skills

The Ability of the Students to apply their knowledge and skills to the kind of problems and decisions they will likely encounter after they graduate" One of the stated goals at Missouri State Department of Education is "Goal 2" which states that the students will "acquire the knowledge and skills to communicate effectively within and beyond the classroom through demonstration of the ability to:

Do the planning and construct written, oral and visual presentations.

Present Perceptions and ideas

Apply communication techniques to the job search and to the workplace.

Reported in the Communications Arts classification it is indicated by the standards that students will "acquire a solid foundation which includes knowledge of and proficiency in:

Speaking and writing-standard English"

Reading and evaluating fiction and nonfiction works."

Writing formally and informally (such as outlines, notes)

Comprehending and evaluating the content...local and visual presentations.

Participating in formal and informal presentations and discussion of tissues and ideas.

Identifying and evaluating relationships between language and culture."

Oregon Standards Benchmark:

Benchmarks have been established by the Oregon Department of Public Education who list performance standards in speaking toward achieving the standard the student must equal or rise above the benchmark standard, which are determined by performance on wimples of their classroom work.

One example of the benchmark is the completion of one oral performance in front of a group with the skills demonstrated being skillful control of techniques and an ability to use techniques to bring about a thoughtful repose to the audience with the following characteristics:

Eye contact

Clear enunciation and correct pronunciation

Effective variations in rate, volume, tone, and voice inflection

Fluent delivery

Strong use of nonverbal techniques such as expressions, gestures etc.

It is with clarity that one may observe that a student with impairments such as stuttering, impaired articulation, language impairments or voice impairments which will certainly be the case in a student who is deaf, that the student will not be capable of this achievement, at least not without special education opportunities. ASHA states that: