Index

Page numbers in italics denote tables or figures.

accessibility

academic language acquisition and, 139, 148–53, 151

classroom assessment of, 147–65

as complex issue, 10

discourse styles and, 139–40, 153–54

of group discussions, 138, 142, 145–46

as illusionary, 4, 132–34

interpreter skill level and, 56–57, 83–84, 122, 124, 216–18

lag time and, 136–37

linguistic accessibility, 146–47

mediated information and, 134–36, 152–53

multiple channels of input and, 137

pacing and, 139–40, 154–57, 155, 162–64

redundancy and, 157–60, 158, 162–64

of social interactions, 24, 28–29, 75

turn-taking and, 160–62, 161

visual accessibility, 137–38, 142–46, 147–65

administrators, 33–36, 103–4

adult-to-child register, 187–88

advocacy

by interpreter, for student, 28, 102

by parents, 39

Affonso, C., 119

Alabama, 197

Alaska, 197

Albertini, J. A., 55

American Sign Language. See ASL

anthropology, 94–95, 97–98

argumentation skills, 80–81

Arizona, 197

Arkansas, 197

ASL (American Sign Language)

interpreter use, 120

L1 acquisition and, 52, 59n8

L2 acquisition issues, 50–51

structure of, 63–65, 68

audism, 132, 134

Babbidge Report, 114

Barnes, S., 92, 95, 109

Bolster, L., 82, 123, 133

Bowen-Bailey, D., 119

Brown Kurz, K., 133

Burch, D. D., 126

Bureau of Indian Affairs, 197

Caldwell Langer, E., 9–40, 45–47, 133

California, 197

Cartwright, B., 121

Cazden, C.B., 55, 135, 137, 139, 143, 209

certification, 58n2, 116–18, 123, 126, 186–88, 196–97

Clark, G. M., 117, 119, 133

class participation

interpreted education impact, 75

interpreter skill level and, 22–23, 216–18

lag time and, 19, 31, 136–37

cloze tests, 51, 59n6

cognitive development

argumentation skills, 80–81

interpreter skill level impact, 77–78, 81–83, 83–85

language development interdependency, 52, 73–75, 77

peer interaction and, 78–81, 83–84

scaffolding, 81–82

Theory of Mind development, 75–78, 80, 83

Cole, M., 210, 219–20, 222, 223n1, 224n8

Cole, S., 210

Colorado, 82, 118, 197, 202

confidentiality, 106

conflict resolution, 80–81

contact signing, 59n8, 221

Convertino, C., 132

cultural-historical psychology, 210–12, 219–20, 222–23

discipline in classrooms, 25, 27, 99, 174

discourse styles, 139–40, 153–54

Educational Interpreter Certificate Program (EICP), 199

Education for All Handicapped Children Act (1975), 58n3

EIPA (Educational Interpreter Performance Assessment), 123–24, 126, 186–204, 191–92, 197–98

Eisenhart, M., 95

Elliott, R., 94

English sign systems

interpreter use, 57–58, 120, 188

phonology/grammar disconnect, 61, 63–72

ethical issues, 43, 107, 121–22

expectations

academic performance, 14

interpreter skill levels, 119–20

parental, 39, 41

eye contact, 29, 46, 75

facial expression, 29

fingerspelling, 29, 149, 152–53

first language acquisition. See L1 acquisition

Fleetwood, E., 171–77

footing, 210, 216

Foster, S., 216

Frishberg, N., 116

Goffman, E., 209

Goldin-Meadow, S., 220

Gospodinoff, K., 97–98

Grasha, A., 153–54

Greaves, S., 122

group discussions

accessibility of, 138, 142, 145–46

interpretability of, 31

students’ perspectives, 18–19, 32

Gustason, G., 63, 123

Hartup, W. W., 79

Hawaii, 197

hiring practices, 34, 36, 181–82, 200–1, 217

Hotto, S. A., 114

Hymes, D., 208

Idaho, 197

Illinois, 197

incidental learning, 55–56, 58

Individuals with Disabilities Education Act (IDEA) (1990), 114, 132–33, 188

injuries, 120, 184

in-service training, 127, 193

Internet discussion groups, 92–93, 104–10

interpreted education

parental decisions about, 12–13, 41–42

research needs, 6, 45, 136, 222

statistics, 114

students’ perspectives on, 13–17

See also accessibility

interpreter coordinators, 33–36, 103–4

interpreters

advice to fellow interpreters, 101–2

advice to teachers, 102–3

assessment of, 123–24, 126, 178–84, 186–204, 191–92, 197–98

certification, 58n2, 116–18, 123, 126, 186–88, 196–97

communication breakdowns, 97–98

comprehension of, 21–23, 57

decision-making, 24, 173, 183–84

definitions, 115–16

as disciplinarians, 25, 27, 99, 174

hiring practices, 34, 36, 181–82, 200–1, 217

Internet discussion groups, 92–93, 104–10

L2 acquisition issues, 50–51

as language models, 56–58

peer interaction effects, 79–80

preparation for class, 28, 172

qualifications, 116–21, 122–27, 133–34, 174–76

reluctance to use, by students, 37, 45–46

roles and responsibilities, 32, 93–97, 121–22, 172–74, 181

space issues, 28, 30, 33, 98–101

students’ perspectives, 17–18, 40

students’ wish list for, 23–29

supervision, 179, 184–85

training programs, 4, 114–15, 126–27, 175, 180, 199

interpreter skill levels

accessibility impact, 56–57, 83–84, 122, 124, 216–18

class participation and, 22–23, 216–18

cognitive development impact, 77–78, 81–83, 83–85

Colorado research study, 82

in educational vs. adult settings, 44, 50

language development impact, 50–51

minimum standards, 201–2

students’ perspectives, 19, 21–23, 26, 28, 30, 34–36, 44

interpreting, defined, 115–16, 135

Iowa, 197

isolation, 107, 133, 178

Johnson, K., 56, 57

John-Steiner, V., 53

Jones, B., 133

Kansas, 197

Kollack, P., 108

Korenman, J., 108

Krashen, S., 54

Kuhn, D., 80

L1 acquisition

ASL use and, 52, 59n8

English sign systems and, 65–71

importance, 48–50, 55–58

L1/L2 interdependence, 53–54

theory of, 51–52

L2 acquisition, 50–54

La Bue, M.A., 133, 216, 218

lag time

accessibility impact, 136–37

class participation and, 19, 31, 136–37

linguistic mismatch and, 47

Lang, H. G., 55

language development

cognitive development interdependency, 52, 73–75, 77

interpreter skill level and, 50–51

L1 acquisition and, 48–52, 55–58

L1/L2 interdependence, 53–54

L2 acquisition and, 52–53

phonology role, 61–63

Vygotsky’s theory of, 51–52

least restrictive environment (LRE), 10, 114, 133, 214

lecture-style teaching, 18–19, 138, 142, 142–43

legislation

Education for All Handicapped Children Act, 58n3

Individuals with Disabilities Education Act, 114, 132–33, 188

interpreted education mandate, 113–14

least restrictive environment, 10

No Child Left Behind Act, 127, 201–2

Lightbown, P. M., 52

linguistic accessibility, 146–47

literacy, 48

Louisiana, 197

mainstreaming. See interpreted education

Mallory, B. L., 122

Marschark, M., 55, 132

Massachusetts, 197

McDermott, R. P., 97–98

MCE. See English sign systems

Mehan, H., 94

mentors, 193

methodical signs, 116

Metzger, M., 135

Mills, J., 119

Minnesota, 197

Missouri, 197

Monikowski, C., 135

Montana, 197

Moores, D. F., 114

NAD (National Association of the Deaf), 132–33, 186–88

National Technical Institute for the Deaf at Rochester Institute of Technology (NTID/RIT), 43

natural sign languages, 52, 63–65, 68

Nebraska, 198, 202

Nelson, K., 74

Nesport, J., 98

Nevada, 198

New Hampshire, 197

New Jersey, 198

New Mexico, 198

New York, 198

Nida, E., 57

No Child Left Behind (NCLB) Act (2001), 127, 201–2

North Carolina, 197

North Dakota, 197

note-taking, 19, 30

Nova Scotia, 198

Ohio, 198

Oklahoma, 198

Oller, J. W., 52

pacing

accessibility and, 139–40, 154–57, 155, 162–64

comparison of educational settings, 14, 42

self-advocacy and, 46

students’ perspectives, 30, 31

Padden, C., 219

parents

sign language proficiency, 52, 54, 59n8

students’ advice to, 38–39

views on interpreted education, 12–13, 41–42

participation in class. See class participation

peer interaction. See social interactions

Pennsylvania, 198

phonology, 61–63

Piaget, J., 80, 210–11

Pidgin Signed English (PSE), 59n8, 120, 221

preparation for class, 28, 172

processing time. See lag time

prosody, 62–63, 77–78, 187–88, 191

psychology, cultural-historical, 210–12, 219–20, 222–23

Ramsey, C. L., 54, 75, 79, 118

redundancy, 157–60, 158, 162–64

Regional Assessment System, 199

Registry of Interpreters for the Deaf, Inc. (RID), 186–88

Rehabilitation Act (1973), 114

repetitive strain injuries (RSI), 120, 184

residential schools, 58n1, 114

Rheingold, H., 105

rhyming, 150–53

Rogoff, B., 79, 81

role models, 20

Roy, C., 135, 136

Sanderson, G., 119, 123

Sapere, P., 132

scaffolding, 81–82

Schein, J. D., 121, 122

Schick, B., 73–87, 123, 133, 139, 152

Schildroth, A. N., 114

Schrag, J., 115

Seal, B., 172

second language acquisition, 50–54

SEE II (Signing Exact English)

interpreter use, 120

phonology/grammar disconnect, 61, 63–72

Seewagen, R., 132

Seleskovitch, D., 135, 174

self-advocacy

advice to other students, 37

classroom accommodations, 43

effective interpreter use and, 40, 46

Smith, M., 108

social interactions

accessibility of, 24, 28–29, 75

cognitive development and, 78–81, 83–84

hearing peers sign skills and, 42–43

interpreted education impact, 13, 14–16, 20, 40, 42–44

interpreter presence effects, 79–80

students’ perspectives, 24, 28–29

sociolinguistics, 208–10

Sofinski, B. A., 139

Soltz, D. F., 117, 119, 133

South Carolina, 198

South Dakota, 198

space issues, 28, 30, 33, 98–101

Spada, N., 52

spatial mapping, 191, 193

sports programs, 42

Stack, K., 152

Stewart, D. A., 121

students’ perspectives

advice to other students, 36–38

advice to parents, 38–39

interpreted education, 13–17

interpreters, 17–18, 40

interpreter skill levels, 19, 21–23, 26, 28, 30, 34–36, 44

reluctance to use interpreters, 37, 45–46

teaching styles, 18–19, 21–22, 30–31, 32

wish list for hearing peers, 33

wish list for interpreter coordinators, 33–36

wish list for interpreters, 23–29

wish list for teachers, 29–33

See also class participation

Supalla, S., 65

Taylor, C., 94

teachers

advice from interpreters, 102–3

communication breakdowns, 97–98

discourse styles, 139–40, 153–54

perception of deaf students, 75

students’ wish list for, 29–33

See also teaching styles

teaching styles

group discussions, 18–19, 31, 32, 138, 142, 145–46

independent study, 138, 142, 146

lectures, 18–19, 138, 142, 142–43

reading aloud, 138, 142, 145, 150–53

redundancy in, 157–60, 158, 162–64

simultaneous vs. sequential presentation, 148

student comprehension and, 21–22

students’ perspectives, 18–19, 21–22, 30–31, 32

teacher-led discussion, 138, 142, 143–44

See also pacing

Tennessee, 198

Theory of Mind development, 75–78, 80, 83

transliteration, defined, 116

Turner, G. H., 132

turn-taking, 160–62, 161

See also group discussions

tutoring, 32, 42–43, 121–22

Utah, 198

videotape use in classrooms, 30

visual accessibility, 137–38, 142–46, 147–65

visual aids, 30, 144

Vocational Act Amendments, 114

Vygotsky, L., 51–52, 53, 74, 211–12

Wadensjo, C., 135

West Virginia, 198

White Paper: 2003 Reauthorization of the Individuals with Disabilities Education Act, 132–33

Wilbur, R. B., 52, 139, 152

Williams, K., 82, 123, 133

Windmill Model, 122

Winston, E. A., 56, 114, 116, 122, 174, 218

Wisconsin, 198

Wood, D., 82

Wyatt, N., 108

Wyoming, 198

Yarger, C. C., 118, 119, 133

Zawolkow, E., 63

Zone of Proximal Development, 81, 211–12