Abstract
In the U.S. and other countries, deaf interpreters are increasingly providing professional interpreting and translation services between one or more languages. One outcome of this trend is that deaf individuals are enrolling in educational degree programs in pursuit of training and credentials for signed language interpreters. Interpreter educators whose experience may have only been with teaching non-deaf students are now seeking to create meaningful learning experiences for their deaf students. In this article, we discuss two course assignments modified for deaf students who were enrolled in a beginning translation course at Gallaudet University and we provide the students’ perspectives about the efficacy of the assignments. The aim of this article is to share ideas about creating or altering tasks to better address the needs of deaf students enrolled in interpreter education programs.
Recommended Citation
English, Margie; Nicodemus, Brenda S.; and Hunt, Danielle
(2020)
"Driving Without Directions? Modifying Assignments for Deaf Students in an Interpreter Education Class,"
International Journal of Interpreter Education: Vol. 12:
Iss.
2, Article 6.
Available at:
https://open.clemson.edu/ijie/vol12/iss2/6
