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Elizabeth C. Langer; Peter K. Crume – Journal of Deaf Studies and Deaf Education, 2024
When a deaf or hard-of-hearing child enters a classroom with an interpreter, the goal, and sometimes the assumption, is that they will be granted full access to the classroom experience. This study focuses on the clarity and completeness with which critical elements of classroom discourse are conveyed through the interpretations of 40 educational…
Descriptors: Deafness, Classroom Communication, Deaf Interpreting, Semantics
Hsiu Tan Liu; Han Ho Hsieh; Wan Ying Lin; Jean F. Andrews; Chun Jung Liu – Deafness & Education International, 2024
Educational sign language interpreting services (SLIS) are vital for ensuring equal access to classroom information for mainstreamed deaf students. This study conducted interviews with 12 stakeholders, including deaf students and their parents, sign language interpreters, and resource room teachers, to comprehensively explore the status of…
Descriptors: Foreign Countries, Deaf Interpreting, Sign Language, Mainstreaming
Ana Tamayo; Marta Iravedra – Interpreter and Translator Trainer, 2025
This article argues in favour of higher education studies in sign language (SL) related disciplines, more specifically, sign language interpreting and translation (SLIT) -- focusing on the Spanish, and Basque, academic situation and societal needs. Firstly, we offer an overview of higher education SL teaching and SLIT training in Europe and Spain.…
Descriptors: Sign Language, Deaf Interpreting, Translation, Spanish
Abulhab, Aseel; Pinto, Rogério M. – Journal of Social Work Education, 2022
Language barriers negatively affect access to social services, particularly for D/deaf populations who use Sign Language. "D/deaf" is used to encompass both the cultural conception of capital-D Deafness and the medical conception of lowercase-d deafness. Language translation/interpretation is a common need among practitioners of social,…
Descriptors: Sign Language, Deaf Interpreting, Social Work, Caseworkers
Watanapokakul, Sasa; Sitajalabhorn, Woranon – rEFLections, 2023
At present, English holds a significant importance in numerous countries worldwide, including Thailand where learning English is compulsory for students. For students with hearing impairment, however, due to their physical limitations, English instruction is different from that of other students. Additionally, students with hearing impairment have…
Descriptors: Needs Assessment, English (Second Language), Second Language Learning, Second Language Instruction
Hai Zhang; Zeguo Wang; Shiying Zong; Haochen Wu; Rong Jiang; Yulu Cui; Siwei Li; Hui Luo – Educational Technology & Society, 2024
Artificial intelligence (AI) has seen rapid advancements, establishing itself as a robust tool for fostering accessible teaching and learning environments. Nevertheless, the efficacy of these intelligent learning settings in bolstering the engagement and learning outcomes for students with hearing impairments warrants further investigation. This…
Descriptors: Student Attitudes, Hearing Impairments, Students with Disabilities, Artificial Intelligence
Katelyn B. Wilson – ProQuest LLC, 2022
Self-assessment is an emerging topic in ASL/English interpreter education that is being recognized as critical for students completing the degree-to-certification process and needs to be thoroughly explored. Using Scaffolding Theory and self-assessment drawn from Self-Directed Learning Theory, this exploratory, qualitative interview study…
Descriptors: American Sign Language, Deafness, Deaf Interpreting, English