M. Marschark
Access to Postsecondary Education through Sign Language Interpreting
Rochester Institute of Technology|University of Aberdeen
despite importance sign language interpreting many deaf students surprisingly little research concerning effectiveness classroom limited research area reviewed new study presented included 23 interpreters 105 deaf students 22 hearing students students saw two interpreted universitylevel lectures preceded test prior content knowledge followed postlecture assessment learning variety demographic qualitative data also collected variables primary interest included effects match mismatch student interpreting preferences interpreting vs transliteration actual mode interpreting studentinterpreter familiarity interpreter experience results clarify previous contradictory findings concerning importance student interpreting preferences extend earlier studies indicating deaf students acquire less hearing peers interpreted collegelevel lectures issues relating access success integrated academic settings discussed relate relations among student characteristics interpreter characteristics educational settings