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Experiences and Training Needs of De...

Bentley-Sassaman, Jessica.

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Experiences and Training Needs of Deaf and Hearing Interpreter Teams.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Experiences and Training Needs of Deaf and Hearing Interpreter Teams./
Author:	Bentley-Sassaman, Jessica.
Description:	144 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: .
Contained By:	Dissertation Abstracts International72-02A.
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3434053
ISBN:	9781124403441

Experiences and Training Needs of Deaf and Hearing Interpreter Teams.
Bentley-Sassaman, Jessica.

Experiences and Training Needs of Deaf and Hearing Interpreter Teams. - 144 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: .

Thesis (Ed.D.)--Walden University, 2011.

Deaf-hearing interpreter teams are new to the field of interpreting, and little research exists as to the issues that arise for such teams. The purposes of this qualitative phenomenological study were 3-fold and included (a) exploring the experiences of Deaf interpreters and the hearing interpreters with whom they work, (b) understanding whether Deaf and hearing interpreters felt satisfied with the training they received in regard to working as a team, and (c) discovering gaps that could be addressed through training that would lead to the establishment of more qualified teams. The three research questions were designed to address interpreters' experiences within teams, to encourage reflection upon preparation and on training for teamwork, and to elicit recommendations to enhance training and practice. Experiential learning theory and the demand-control schema formed the framework for this study. Interviews were held with 12 interpreters in groups of 2. Six Deaf interpreters were interviewed by a Deaf interpreter, and 6 hearing interpreters were interviewed by a hearing interpreter. Deaf interviews were translated from ASL into English for a written transcription. A combination of open and a priori coding supported interpretive analysis of the data. Findings included the need for curriculum development for Deaf interpreters and Deaf-hearing interpreter teams, understanding the roles of the team members, and for training on how to work effectively as a team. Salient themes included ethics, the effectiveness of the interpretation, and mentoring. This study contributed to positive social change by increasing the understanding of Deaf-hearing interpreter team members' needs. Enhanced preparation and training opportunities will lead to improved interpretations and the effective services to clients of these teams.

ISBN: 9781124403441Subjects--Topical Terms:

1035576
Education, Leadership.

Experiences and Training Needs of Deaf and Hearing Interpreter Teams.
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100 1 $a Bentley-Sassaman, Jessica. $3 1674562
245 1 0 $a Experiences and Training Needs of Deaf and Hearing Interpreter Teams.
300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: .
500 $a Adviser: Debra Beebe.
502 $a Thesis (Ed.D.)--Walden University, 2011.
520 $a Deaf-hearing interpreter teams are new to the field of interpreting, and little research exists as to the issues that arise for such teams. The purposes of this qualitative phenomenological study were 3-fold and included (a) exploring the experiences of Deaf interpreters and the hearing interpreters with whom they work, (b) understanding whether Deaf and hearing interpreters felt satisfied with the training they received in regard to working as a team, and (c) discovering gaps that could be addressed through training that would lead to the establishment of more qualified teams. The three research questions were designed to address interpreters' experiences within teams, to encourage reflection upon preparation and on training for teamwork, and to elicit recommendations to enhance training and practice. Experiential learning theory and the demand-control schema formed the framework for this study. Interviews were held with 12 interpreters in groups of 2. Six Deaf interpreters were interviewed by a Deaf interpreter, and 6 hearing interpreters were interviewed by a hearing interpreter. Deaf interviews were translated from ASL into English for a written transcription. A combination of open and a priori coding supported interpretive analysis of the data. Findings included the need for curriculum development for Deaf interpreters and Deaf-hearing interpreter teams, understanding the roles of the team members, and for training on how to work effectively as a team. Salient themes included ethics, the effectiveness of the interpretation, and mentoring. This study contributed to positive social change by increasing the understanding of Deaf-hearing interpreter team members' needs. Enhanced preparation and training opportunities will lead to improved interpretations and the effective services to clients of these teams.
590 $a School code: 0543.
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690 $a 0529
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 72-02A.
790 1 0 $a Beebe, Debra, $e advisor
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790 1 0 $a Stansberry, Celeste $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2011
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