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References
Siple, L. A. (1993). Working with the sign language interpreter in your classroom. College Teaching,
41(4), 139. Retrieved from EBSCOhost.
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WORKING WITH THE SIGN LANGUAGE INTERPRETER IN YOUR CLASSROOM
So there you are. It is the first day of classes. You are standing in front of a class of forty students
(who, according to the department head, were only supposed to number twenty-five at most), and
to make matters worse, one of them is deaf, and there's an interpreter! If you are like most
college teachers, you will probably smile weakly at the two and proceed as if nothing had
changed, assuming that the interpreter will take care of the deaf student. Then, sixteen weeks
later, you may realize that the deaf student never really participated in class discussion, and the
other students never benefited from that student's unique presence in your classroom. Everyone,
including the deaf student, will have missed an opportunity.
According to Rawlings et al. (1991), there are more than 8,000 deaf and hearing-impaired
students currently attending colleges and universities in the United States. Most of them use an
interpreter, but simply having an interpreter does not automatically mean that the deaf student will
become fully integrated into the class. Several research studies have shown that students report
an improved educational experience when the teacher possesses knowledge of the role and
function of the interpreter and takes steps to manage the classroom communication dynamics
(Mertens 1990: Brown and Foster 1989: Foster and Brown 1989: Quinsland and Long 1989).
Most college instructors have never had an opportunity to talk to an interpreter about the
profession of interpreting, and the teacher rarely receives information about the interpreter's role
and responsibilities. The purpose of this article is twofold: first, to provide the college instructor
with background information on interpreters, and second, to offer guidance on how to work with
them.
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The Professional Interpreter
Interpreting is a relatively young profession. The Registry of Interpreters for the Deaf (RID) is a
national organization that was founded only in 1964. The official certifying body for interpreters, it
has established a code of ethics for the profession, maintains a national registry of certified
interpreters, and sponsors a national convention every two years. Most states and large
metropolitan areas have affiliate chapters of RID, where members regularly meet and attend
workshops.
Most interpreters have a college degree in interpreting, or a degree in a related area with
additional education in interpreting. Most have attended one of the more than sixty interpreter
education programs across the country (Stauffer and Brandwein 1990), which provide academic
preparation in the theory and practice of interpreting and also teach ethical and professional
practices and cultural and social aspects of the deaf. Interpreters also complete an internship. In
addition, most have been exposed to special vocabularies and settings (e.g., medical, legal,
science, business), although they are not experts in the fields. Interpreters are experts in
communication between deaf and heating individuals.
Depending on the communication needs of the deaf student, there are different types of
interpreters. Oral interpreters are used by deaf individuals who use speech and speechreading to
communicate. The deaf individual reads the lips of the interpreter who is specially trained to
articulate speech silently and clearly. A cued speech interpreter is similar to an oral interpreter
except that a hand code system. or cue, is used to represent speech sounds. A deaf-blind
interpreter assists those who have limited or no sight or hearing. There are several deaf-blind
interpreting techniques, but most frequently the deaf-blind individual receives the message by
placing their hands on top of the interpreter's hands. The most common interpreter is a sign
language interpreter, who listens to spoken messages and interprets them into sign. All of these
interpreters communicate information to the deaf student, but they may or may not speak for him
or her (voice interpret). That decision is made by the deaf student, who may prefer to speak for
himself or herself.
In order for effective communication to occur, the heating and the deaf students must place their
trust in the interpreter. Interpreters recognize that this trust is fundamental to successful
communication and will therefore consciously make certain decisions about their behavior. They
will interpret all of the communication that occurs in the presence of the deaf student. That means
relevant and irrelevant messages, off-color jokes, the two students arguing in the hall, the
discriminatory comment about the "deaf and dumb kid" in-the class--anything that hearing people
would be able to hear. That is what is meant by "communication accessibility." The interpreter, in
essence, becomes the ears of the deaf student. Likewise, when the deaf student uses the
interpreter to speak, the interpreter vocalizes every aspect of the deaf student's message.
Maintaining confidentiality is another way that interpreters ensure trust. Interpreters. particularly in
a college setting, are often involved in many aspects of the deaf student's life. If your college
employs only one or a small number of interpreters. chances are the interpreter is intimately
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familiar with the deaf student. The same interpreter may interpret for the student at the student
health service, in a religious support group, the financial aid office, or in connection with any of the
services on campus, in addition to all the student's classes. Because interpreters have access to
a great deal of private information, confidentiality is strictly maintained.
Interpreters neither counsel nor advise deaf students. If the deaf student needs help, the
interpreter may refer her or him to the appropriate source and may even offer to go along to
interpret but will not directly provide any counseling.
In the Classroom
Interpreters have a unique role in the classroom. They are very visible and will attract a great deal
of attention during the first few classes, especially from uninitiated hearing students. Because of
this high visibility, some instructors and students naturally try to include interpreters in
discussions or activities. But to be actively involved with interpreting, interpreters must take a
passive role in the classroom participation. They will therefore avoid offering an opinion, even if
asked directly.
However, if having an interpreter present is new to most students in your class, it is important to
allow them an opportunity to learn how best to use an interpreter. On the first day of class, ask
the interpreter and the deaf student to take five to ten minutes to explain what interpreting is and
how best to use this support service. The following points are key to effective use of an
interpreter:
Sign language interpreting is very much like spoken language interpreting except that it involves
the use of the language of signs.
Everything that is said is interpreted; everything that is signed is interpreted.
If you would like to speak to the deaf student, the interpreter will interpret your question or
comment. It is easier to interpret if you speak directly to the deaf student: "I'd like to know how you
feel about ...," not "Ask him how he feels about ...," The first few times will feel awkward because
the deaf student will not be looking at you but at the interpreter.
Multiple conversations cannot be interpreted so it is important that only one person speak at a
time.
An interpreter can only interpret what can be heard, so please speak clearly.
An interpreter is not a participating member of the class. If you have a question for the interpreter,
feel free to ask during a "non-interpreting" time.
In classes where sensitive information is being shared, interpreters regard all assignment-related
information as confidential.
Once the interpreter's role and function are clear. there are several additional factors that the
instructor needs to remember.
Clear Visual Lines of Communication
In order to see the professor, the interpreter. and the board. deaf students frequently sit in the
front row. The interpreter generally sits in the front of the classroom facing the deaf student(s). It
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is important to keep this visual line open by avoiding walking between them. Sometimes the
interpreter may need to reposition. For example. if the class is discussing the circulatory system,
which is represented on a model, it will be better if the interpreter is next to the model. If the class
is watching an uncaptioned videotape, the interpreter will move next to the television screen. Be
sure to pause to allow the interpreter to take up his or her new position.
Watching an interpreter for any length of time tires the eyes. For that reason, interpreters avoid
sitting in front of a window or other light source. In addition, it is important to inform the interpreter
in advance when movies, slides, or films will be shown. The interpreter will then bring a small
portable light so that the deaf student can see the interpreter while the room lights are off. When
the lights are turned back on, allow the deaf student's eyes time to adjust to the new lighting
conditions before resuming the lecture.
Movies and Videotapes
Deaf students prefer to have captioned media when available. Your college media center can
provide information on the availability of captioned programs. If the program selected is
unavailable in a captioned format, it will need to be interpreted. Movies and videotapes are often
the interpreter's worst nightmare. They are designed to be fast paced, and the information is often
very dense. That means that there are many important facts or complex concepts presented with
little filler or time to process the information mentally. The instructor will therefore need to aid the
interpreter by providing a summary of the program and the points he wants the students to know
ahead of time. Ideally, the interpreter should have access to the program in advance of the class
viewing.
Dealing with Rapid Pace
Interpreting is very demanding physically. Many interpreters suffer from various conditions
categorized as repetitive motion injuries (DeCaro, Feuerstein, and Hurwitz, 1992). It is thus
important to build in breaks when classes are longer than fifty minutes. The breaks should be at
least ten minutes long and should allow the interpreter to stop interpreting completely. (Using the
break to talk to the deaf student means that the interpreter is still working.)
Depending on the length of your class. two interpreters may be assigned. In that case, the two
work together as a team. switching every twenty to thirty minutes, if possible during a natural
pause in the class. If there is no pause they will switch at the best opportunity.
It is also important to control the pace of the class. If you tend to speak rapidly or have rapid
interchanges between yourself and the students, you may want to consider pausing more
frequently. If you do not know if your pace is too fast, ask the interpreter to let you know if the
speed becomes a problem.
Reading is generally much faster than extemporaneous speech. That makes student
presentations particularly problematic for interpreters. Students are usually nervous and tend to
read very, fast. If they are reading prepared speeches. require that a copy be provided to the
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interpreter in advance. It is a good idea to discuss strategies that the class can use to make
presentations clearer and easier to interpret. for example, building in pauses (have the student
write "BREATH" or "PAUSE" at key locations throughout the paper) or using overheads to make
the information more visual for everyone.
Many instructors who regularly work with interpreters encourage the interpreter to stop the class if
something becomes too difficult to translate. Interpreters are "professional listeners." They have
been trained to decipher all levels of communication. If the interpreter is having difficulty, that is a
good indication that most students are not comprehending the information being presented.
As stated earlier, interpreters are not content experts. They need access to course materials to
provide more accurate interpretation. It is helpful for the interpreter to have copies of the textbook.
course syllabus, and handouts. Instructors might even consider giving the interpreter a copy of
the lecture notes to review before the class starts. The interpreter will do a better job of
interpreting if given a sense of what you hope to accomplish during the class session. Even
briefly stating that to the interpreter before class will provide an advance organizer for the
interpretation.
Interpreters in educational settings often rely on fingerspelling to communicate ideas.
Fingerspelling is a way of representing the alphabet on the hand. Many English terms do not have
a sign equivalent and therefore must be fingerspelled. For example, an anthropology class can
discuss australopithecus afarensis (a.k.a. Lucy) without ever knowing how to spell it. An
interpreter must fingerspell the entire term and therefore needs to know the correct spelling.
Writing such new vocabulary on the board will greatly aid the interpreter.
Regardless of how well you prepare to work with an interpreter, there will be times when she or
he will interrupt you for a repetition of information or a clarification of something just said. These
interruptions do not always mean that you are doing something wrong but that the interpreter
needs additional help in deciphering the message. Sometimes the interpreter becomes engaged
in a rather difficult translation and may miss subsequent information. Or an environmental noise,
such as a student's cough, may obscure a particularly important word such as not or don't.
Tests and Class Discussions
The deaf student may ask the interpreter to interpret all or part of a test. English is not the first
language of many deaf students, so written tests present a type of communication barrier. An
interpretation of a test involves the translation of the English text into sign. Often the deaf student
will have difficulty not with the content being tested but with the wording of the question. Consider
how a non-native speaker of English might perceive this question: "After reading the five short
stories by Moore, what conclusion can you draw about her view of feminism?" The deaf student,
like many second-language learners, might read the question as requiting one to draw a picture.
Seminars or more free flowing classes present a special challenge to interpreters and deaf
students. Such classes often exclude the deaf student because of the quick pace and
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unstructured interchanges. To process information correctly, interpreters must lag behind the
speaker, sometimes by as much as several seconds. Conversationally, this places the deaf
student at a great disadvantage. When the deaf student perceives an opportunity to jump into the
conversation, the turn usually has already been taken by someone else, Classes such as these
also encourage multiple conversations, creating an impossible situation for the interpreter.
Discussing this issue with the class is often enough to heighten sensitivity. There is usually a
self-appointed "conversational policeman" who will point out when it appears that the deaf student
has a question or remind the class when they are speaking over each other.
In a regular lecture class, some teachers wait until after the interpreter has stopped signing the
question to call on students. This pause allows the deaf students an opportunity to see the full
question and then raise their hands if they wish to participate.
The inclusion of an interpreter in your classroom is an opportunity to reassess and enhance the
communication dynamics. The best resource for additional information on the use of interpreters
is the interpreter in your class, who is an expert on how to make communication flow better. He or
she knows a great deal about effective public speaking and instructional methods that are
conducive to interpretation. Your interpreter will also be able to recommend resources on
effective strategies for teaching deaf students and they may, in fact. enhance communication for
everyone in the class.
REFERENCES
Brown. P., and S. Foster. 1989. Integrating hearing and deaf students on college campus:
Success and barriers as perceived by hearing student. Rochester N.Y.: National Technical
Institute for the Deaf at Rochester Institute of Technology.
DeCaro, J., M. Feuerstein, and T. Hurwitz, 1992. Cumulative trauma disorders among
educational interpreters: Contributing factors and interventions, American Annals of the Deaf
137(3): 288-92.
Foster, S., and P. Brown, 1989. Factors influencing the academic and social integration of
hearing impaired college students. Journal of Postsecondary Education and Disability 7(3): 78-96.
Kehm, M., L. Mittelman, and M. Pelz. 1991. Faculty handbook: A guide to support services at
Rochester Institute of Technology for deaf students. Rochester N.Y.: Rochester Institute of
Technology.
Mertens, D. 1990. Teachers working with interpreters. American Annals of the Deaf 136(1): 48-
52.
Quinsland, L., and G. Long. 1989. Teaching, interpreting and learning: Implications for
mainstreaming hearing impaired students. Paper presented at annual meeting of the American
Educational Research Association, March, San Francisco.
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Rawlings, B., M. Karchmer, J. DeCaro, and T. Allen. 1991. College and career programs for deaf
students. 8th ed. Rochester, N.Y.: National Technical Institute for the Deaf, and Washington,
D.C.: Gallaudet University.
Stauffer. L., and D. Brandwein. 1990. Resource guide for interpreter education. Northridge, Calif.:
Conference of Interpreter Trainers.
~~~~~~~~
By Linda A. Siple
Linda A. Siple is an assistant professor of interpreting at the Center for Sign Language and
Interpreter Education, National Technical Institute for the Deaf, a college of Rochester Institute of
Technology, in Rochester. New York.
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