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You’ve never worked with an interpreter in your
classroom before, or you have previous experience with an interpreter but
know you are not aware of strategies you could use to increase the effectiveness
of working with an interpreter.
You feel that the presence of an interpreter, and
of deaf and hard-of-hearing students, alters the conventional communication
dynamics in a classroom. The presence of an interpreter may make you feel
removed from the deaf and hard-of-hearing students in your class.
This section describes the role of an interpreter
and provides strategies to make the most effective use of interpreting resources
in your classroom.
Many other sections of this web site also deal with
effective interpreting. If you don’t find strategies below that answer your
particular question, click on other topics in the listing above – you
may find needed strategies at those locations.
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NOTE: The handout at the left provides you with a checklist that you can print and use
when communicating with the interpreter to ensure that appropriate services are provided.
An interpreter conveys spoken and signed information
so that hearing, deaf, and hard-of-hearing individuals can communicate fully.
Interpreters in your classroom sign what you say, and ‘voice’ what
students sign to them. You can enhance this communication by engaging in
the following strategies.
Make sure everyone – interpreters and students
they serve – are positioned optimally. Ask them for advice on the best
seating/standing arrangement, and try to accommodate their preferences.
Typically students will need to see you, the interpreter, the board, and
any visuals that will be used in class.
Recognize that there is a processing time of 5-10
seconds between what you say and the time that an interpreter signs the
material to students. This has significant implications, particularly in
an interactive classroom. If you ask for class participation (to answer
questions, state opinions, give examples, etc.) allow the necessary time
for your statement to be interpreted before calling on a student. This will
provide an equal opportunity for deaf and hard-of-hearing students to participate.
In an interactive discussion with many participants,
it may be difficult for an interpreter to properly identify the current
speaker. You can simplify this by recognizing the speaker by name, or asking
the speaker to pause before beginning until the interpreter has ‘caught
up’ and had an opportunity to identify the new speaker. In this way a deaf
or hard-of-hearing student, with direction from the interpreter, will be
able to identify the speaker.
Be patient when an interpreter voices for students.
Deaf and hard-of-hearing students use diverse communications skills. If
you do not understand the student’s question or statement, ask for it to
be repeated, and consider that the interpreter may not be
voicing accurately and/or may need time to clarify unclear information
with the student.
If possible provide interpreters with advance
copies of any written material that will be distributed during the class;
minimally provide interpreters with copies of handouts when they are distributed
to students. This will allow him/her to review the material to prepare for
interpreting responsibilities surrounding the content. Vocabulary lists
are particularly helpful for interpreters.
If access to a course web site is limited to students,
include the interpreter on the class list to enable the interpreter to prepare
for his/her interpreting assignment. If emails are sent to students, include
interpreters in these distributions.
Speak directly to the deaf or hard-of-hearing
student, rather than to the interpreter. For example, instead of asking
the interpreter to “Please tell the student …,” you should
speak directly to the student.
If you find yourself frequently interrupted by
the interpreter – perhaps because he/she is not able to keep up, or
because he/she is unfamiliar with terminology – talk with the interpreter
after class. Ask why you are being interrupted, and consider the response
to see if together you have solutions. Perhaps there is an issue with the
pace of presenting materials, or with properly identifying speakers, or
with terminology. Other sections of this web site deal with interpreting
issues associated with many of those situations.
Interpreters provide a professional support service,
and are not students. Therefore don’t ask them to help with classroom instruction,
don’t ask them to answer questions addressed to the class, don’t assign
them as team members in group work, etc.
Finally, deaf and hard-of-hearing students are
your students, and not the responsibility of the interpreter.
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