Deaf and hearing high-school students' expectations for the role of educational sign-language interpreter
Journal article, Peer reviewed
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http://hdl.handle.net/11250/2374290Utgivelsesdato
2015Metadata
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Sammendrag
This article focuses on the role of the educational interpreter as seen from the student’s perspective.
Based on a classroom study conducted in Norway, it presents an analysis of interviews with highschool
students who have hearing loss and with students who do not. The main finding is that both
groups have similar expectations for the educational interpreter’s role. Repeatedly mentioned topics
were connected to how the interpreters mediated language, how they coordinated their interaction,
and how they facilitated small talk situations between the students. With respect to the coordinative
function, both groups appreciate if the interpreter advises them on how to organise the seating and
coordinates the turn-taking. Deaf and hard-of-hearing students also appreciate if the interpreter
adjusts the mediation to their visual orientation. The facilitator models are therefore more in line
with the students’ expectations than a linguistically oriented role model, and to fulfil the students’
expectations educational interpreters appear to need a stronger implementation of interactional
elements in their role definitions.
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