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1.
Despite rapid growth in the field of educational interpreting little is known about the formal training of educational interpreters. This gap in the research is the focus of this study. A questionnaire was sent to the directors of 50 interpreter training programs nationwide asking for information about their course work in educational interpreting and related areas; instruction in signed English systems; and the directors' opinions on certain ethical and professional questions facing the educational interpreter. The results suggest that graduates of interpreter training programs who obtain employment as public school interpreters are not adequately prepared. Training programs provide few courses on the education of deaf children, on the language systems used, and on issues specific to classroom interpreting. The directors of these programs overwhelmingly support the development of guidelines on the educational interpreter's role. They show some support for the "interpreter as tutor" role but are equivocal about the development of a special certification for educational interpreters. 相似文献
2.
Napier J 《American annals of the deaf》2004,149(4):350-359
The article explores sign language interpreter training, testing, and accreditation in three major English-speaking countries, Australia, the United Kingdom, and the United States, by providing an overview of the training and assessment of sign language interpreters in each country. The article highlights the reasons these countries can be considered leaders in the profession and compares similarities and differences among them. Key similarities include the provision of university interpreter training, approval for training courses, license "maintenance" systems, and educational interpreting guidelines. Differences are noted in relation to training prerequisites, types and levels of accreditation, administration of the testing system, and accreditation of deaf interpreters. The article concludes with predictions about future developments related to the establishment of the World Association of Sign Language Interpreters and the development of sign language interpreting research as a research discipline. 相似文献
3.
This paper provides a brief review of the history of deaf education in Australia, Australian Sign Language (Auslan), and Auslan interpreting. A panel of Australian deaf university students from diverse linguistic and educational backgrounds provides insights into their perceptions of sign language interpreting provision in university lectures. They commented on their interpreting preferences after viewing two videotaped segments of university lecture interpretation, one demonstrating a predominantly free approach and the other a predominantly literal approach. Expectations of the deaf students were explored in relation to the educational backgrounds and qualifications of university interpreters; comprehension of interpreters is also discussed. Results suggest that the university students preferred interpreters to combine both interpretation styles, switching between literal and free approaches when appropriate. In doing so, students can access lecture content in Auslan while accessing subject-specific terminology or academic language in English. In terms of qualifications, the students advocated for interpreters to have a university qualification in general, especially if they are working in a university context. However, the students also acknowledged that interpreting did not provide them with full access in educational settings. 相似文献
4.
Conclusions The core of our argument rests in the nature of the relationship between regional and provincial educational authorities and local schools/communities. In the present situation the relationship is ambiguous. On one hand, the province and the boards issue guidelines and demand that local schools develop programs in conformity with them. At the same time the schools are urged to be innovative and to develop programs to meet local needs. Although the drafters of guidelines apparently see no contradiction between these two directives, we, and many practitioners we have talked with, do.It is our position that the local school/community should be primarily accountable to the community it serves for developing learning environments that fairly reflect the community's educational values, expectations, and priorities. The school should be accountable to central authorities for proper expenditure of monies and for observing basic standards of honesty and fair play in its operations. Finally we wish to stress again the importance of providing help rather than advice to developing programs. Advice coming from a source that in the recent past was primarily a legislative and policing agency cannot help but be construed by school practitioners as a thinly disguised directive. Even if this were not the case, advice is of limited value to people who lack the resources and technical expertise to implement their educational ideas. Real help, in the form of needed resources, technical services, and expert consultation, might inject a new spirit of goodwill and cooperation into what has been at best a guarded relationship between the schools and central educational authorities.OISE 相似文献
5.
陈康 《宁波教育学院学报》2010,12(5):74-77
在同传口译中,有稿同传是一种较为常见的做法。很多人片面理解为有稿同传比无稿同传容易,但事实并非如此。从难度来说,有稿同传是一项非常复杂、难度相当高的工程。通过调查实验,分析论证有稿同传和无稿同传两种方式下分别对口译质量产生的积极和消极影响,证明通过系统化、分步骤地进行各类有稿同传的训练和注意力分配训练对于口译实践能力的提高是十分必要的。 相似文献
6.
指出模糊语言是口译中需要经常面对的情况。从等效翻译理论的角度出发,对英汉口译中出现的模糊信息的语用功能及表达形式等进行分析,并提出处理语用模糊的若干翻译策略,如直译、意译、省略、补充等方法,可更恰当有效地在英汉口译中传递语用模糊信息。 相似文献
7.
张光波 《山东教育学院学报》2007,22(6):59-62
英汉交替传译需要口译员运用多种能力和技巧来完成听、理解、记忆信息再表达的过程,而积极听力技巧在整个口译的过程中起到至关重要的作用。但是由于发言者本身以及口译员本身的诸多因素,经常出现信息遗漏或者信息理解错误的情况。然而通过预测手段的使用,口译员可以最大限度地预测演讲者陈述的信息,更好地完成口译任务。本文陈述了关键词预测、连贯手段、语调预测、冗余预测四种言内预测手段和交际场预测以及文体风格预测两类言外预测手段,以期给口译工作者带来一定的启发和帮助。 相似文献
8.
Richard P. Ambrose 《Journal of Early Childhood Teacher Education》2013,34(2):109-113
Abstract For 10 years a group of early childhood teacher educators in Oregon have been developing a portfolio articulation system that students can take with them as they move through the educational sequence from high school through university. This article reports on the group's efforts to determine content of such a portfolio and how those contents should be scored. The group based their recommendations on commonalities among programs and samples of students’ work. The article also describes the contents of an articulation portfolio which includes evidence of and scores for the student's ability to observe and record children's behavior, plan for instruction, develop a philosophy of early childhood education and teach children. In addition, there is discussion of what was learned during this lengthy enterprise including the realization that articulation needs to respond to what students know and are able to do, not what courses they have taken. Readers are also given information on how to obtain a copy of the portfolio guidelines. 相似文献
9.
《Journal of educational and psychological consultation》2013,23(3):223-249
In this article, we describe the conceptual framework, development, implementation, and outcomes of an experimental professional preparation program. University students from preparation programs in general education, educational administration, school psychology, and special education formed transdisciplinary cohorts that were placed in school settings to complete a variety of activities designed to foster greater collaboration among disciplines in serving children and youth at risk. We describe what was learned throughout the project as well as its operational structure, outcomes, and future directions for transdisciplinary professional development. 相似文献
10.
This paper is designed to specify a set of new opportunities for educators, school administrators, and scholars to realize the practical aims and strategic advantages envisioned in magnet schools. The paper is divided into three distinct sections. In Section I, we examine the extensive research literature on parents’ choice patterns and school preferences in magnet schools and other school-choice programs. In Section II, we compare the reasons parents choose particular schools with the criteria school districts use to select magnet school locations (and themes). This section highlights desegregation goals and district-level magnet school policies pegged to the following questions: What is the policy context for siting decisions in districts with magnet schools? Are siting policies strategically aligned with what is known from the research literature about parents’ school preferences? Do neighborhood characteristics play a part in magnet school siting policies and specific decision-making? In Section III, we use geographic information system (GIS) tools to add both clarity and complexity to the convergence of parent choice patterns and sociodemographic diversity in our four selected school districts. The maps depict the racial and socioeconomic characteristics of the magnet schools in each district, as well as the demographic characteristics of surrounding census tracts (extended school neighborhoods). We conclude that GIS can be a viable option for improving the citing decisions for magnet schools, and that this can allow for the merging of parent choice priorities with educational equity and diversity goals of the district. 相似文献
11.
For many deaf and hard-of-hearing students, access to the general education curriculum is provided, in part, by using the services of an educational interpreter. Even with a highly qualified interpreter, full access to the content and social life in a hearing classroom can be challenging, and there are many aspects of the educational placement that can affect success. The skills and knowledge of the educational interpreter are one critical aspect. This study reports results from a study of approximately 2,100 educational interpreters from across the United States. All the interpreters were evaluated using the Educational Interpreters Performance Assessment (EIPA), an evaluation instrument used to assess and certify classroom interpreters (see Schick, Williams, & Bolster, 1999). The results show that approximately 60% of the interpreters evaluated had inadequate skills to provide full access. In addition, educational interpreters who had completed an Interpreter Training Program had EIPA scores only .5 of an EIPA level above those who had not, on average. Demographic data and its relationship with EIPA ratings are explored. In general, the study suggests that many deaf and hard-of-hearing students receive interpreting services that will seriously hinder reasonable access to the classroom curriculum and social interaction. 相似文献
12.
同声传译中文化信息冗余的功能性处理 总被引：1，自引：0，他引：1
信息冗余是信息论的重要观点,也是中外翻译界学者研究的重要视角。作为信息冗余的一种,文化信息冗余是同声传译中经常出现的现象,对同传译员现场的出色发挥造成很大的困难。通过对同声传译案例的分析,从功能翻译理论的角度剖析文化信息冗余的产生原因并探讨常见的应对策略。 相似文献
13.
Experience from a three-year Home Office funded evaluation of a project intended to reduce school exclusions is used to explore methodological dilemmas raised by the current emphasis upon 'evidence-based' policy formation. The social construction of school exclusion rates poses problems of reliability and validity, especially when such rates are simultaneously being used for target setting. In principle, the concept of 'evidence-based' can refer to a wide variety of research questions and appropriate research methodologies. Despite this, moves towards interpreting 'evidence-based' as predominantly measurement and outcomes oriented can be found both in government evaluation guidelines and in procedures for systematic reviews of research. Given the complexity of educational innovations, any neglect of research into the processes of change in naturalistic settings will not only lead to a restricted awareness of a project's impact but also to a failure to understand what certain apparent outcomes actually mean. 相似文献
14.
曾文雄 《忻州师范学院学报》2004,20(5):85-91
随着社会对同传需求的不断增大，我们更应注重对同声传译员的训练与培养。本文简述同传的工作特点和工作原理，分析同传的教学现状及同传人才的知识结构，提出同传技能的教学方法与训练方法，并提出同传的基本原则、同传的翻译技巧，以提高译员的临场应变能力与综合能力，培养合格的高素质的同传人才。 相似文献
15.
Michael L. Sulkowski 《Psychology in the schools》2016,53(7):760-771
Affecting more than 1 million youth, student homelessness is growing at an unprecedented rate in the United States. This is alarming because homeless students face significant barriers to their academic success and positive life outcomes. Unfortunately, despite the significant risks and challenges they face, homeless students often are overlooked and not provided with important educational and social‐emotional supports. In addition, information on student homelessness is relatively limited in the school psychology literature and practice guidelines, which can forestall efforts to help these students. To date, only a few empirical articles have been published on student homelessness in school psychology journals and in practitioner‐related literature. To help address this paucity, this article discusses barriers to the academic success of homeless students, as well as ways to reduce these barriers. Additionally, important protective factors, resilience, and ways to overcome homelessness‐related stigma are reviewed. Lastly, ways that school psychologists can become key stakeholders in efforts to help support the academic and life success of homeless students are discussed. The overall goal for this article is to encourage school psychologists to redouble their efforts to support a highly at‐risk yet often neglected student population. 相似文献
16.
School quality, child wellbeing and parents’ satisfaction 总被引：1，自引：0，他引：1
Child wellbeing at school and enjoyment of the learning environment are important economic outcomes, in particular because a growing body of research shows they are strongly linked to later educational attainments and labour market success. However, the standard working assumption in the economics of education is that parents choose schools on the basis of test-score performance, and concerns about child happiness are largely ignored. In this paper, we address this omission and investigate to what extent parents’ and children's views of their school are linked to test-score based performance, and to what extent parents’ judgements of school quality are linked to their child's happiness. To do so, we use information on stated attitudes from the Longitudinal Survey of Young People in England (LSYPE) matched to administrative records on pupil achievements in England. Our results suggest that test-score based measures of school quality tend to dominate parental satisfaction with the learning environment. However, school quality along this dimension is not strongly associated with pupil happiness and wellbeing at school. 相似文献
17.
随着市场对创新型口译人才的需求日益增长,口译人才的培养成为各高校外语教学的主要目标。然而,由于各种原因,目前口译教学并不乐观。本文针对这些问题,从以下四个方面探讨创新型口译人才培养：了解市场需求,使高校口译教学与市场接轨;加强口译师资队伍建设;充分利用真实口译语料;培养学生创造性思维能力。 相似文献
18.
This article demonstrates evidence-based practice that integrates movement education with children’s literature, in order
to promote cooperation among Bengali kindergarteners, from an urban public school in Midwestern USA. First, the authors argue
the need for this integration based on limitations of previous scholarship. Second, authors present their developmentally
and culturally appropriate conceptual framework based on Bhavnagri and Samuel’s research, along with the theory of cooperation
and schema development. Third, children’s understanding of cooperation concepts (helping, turn taking, sharing, dividing labor,
negotiating, coordinating, exchanging information, and perspective taking) embedded in literature are analyzed. Concomitantly,
children demonstrated same cooperation sub-skills during four movement activities related to the stories. Fourth, authors
reflect that cooperation was successful because activities met Johnson and Johnson’s guidelines of high social interactions,
high emotional involvement, and effective communication. Finally, the authors recommend that integration of cooperation and
movement education is beneficial for educational programs in diverse settings. 相似文献
19.
张伟 《中国科教创新导刊》2013,(17):81-82,84
口译中的数字使译员产生压力。数字的准确快速传译是口译中的一项基本技能。目前,国内外研究者对于口译中英汉数字互译提出了不同的口译方法,而对于数字口译中的笔记方法也有不同阐述。经过认真分析一些主要的方法,可以总结和提取出适合不同类型译员和不同情况下使用的方法。使用恰当的数字口译笔记方法,加上译员平时大量针对性的训练,有助于译员成功的完成相关任务。 相似文献
20.
Frank Arnoud Hulsbos Arnoud Theodoor Evers Joseph Willem Marie Kessels 《Vocations and Learning》2016,9(1):21-42
In recent years policy makers’ interest in the professional development of school leaders has grown considerably. Although we know some aspect of formal educational programs for school leaders, little is known about school leaders’ incidental and non-formal learning in the workplace. This study aims to grasp what workplace learning activities school leaders value most, what work-related questions incite them to learn, what outcomes they achieve through workplace learning and what conditions support workplace learning of school leaders. In order to generate answers to the research questions, we conducted semi-structured interviews with 20 Dutch school leaders in secondary education, which also served as a form of reflection for the respondents. Results show that school leaders mostly value workplace learning through working on improvement and innovation and through reflection. In addition to outcomes for the school leader, working on improvement and innovation also leads to learning outcomes for teachers, and seems to provide opportunities for teachers to influence changes in the school. On the other hand, teachers take little or no part in reflection. Here, school leaders find peace and stability to reflect with fellow school leaders. If adjusted to a specific context, the methods used in this study might be transferred to other contexts, to study workplace learning of all kinds of leaders. 相似文献