Michelle Swaney - Chapter 11 QTC

As an interpreter in the classroom, the motivational theory where I perceive an interpreter might best be able to enhance and affect a student's motivation is the Sociocultural theory.

Students who are deaf often times are uncomfortable engaging in classroom discussions and are concerned they may not understand the subject material. In addition, they may not have a level of confidence in their interpreters ability to effectively represent their views which is more often a concern at the postsecondary level. An interpreter needs to ensure that they fully understand their students communication and can accurately convey their thoughts when expressed in classroom discussions. Additionally, the interpreter needs to be comfortable with and prepared to interject as the student participates in the classroom environment. If the interpreter shows hesitancy when the student expresses an interest in participating then the student will likely withdraw and not participate. 

The presence of the interpreter in the classroom for both the student, the teacher and their other students in the classroom can and does have an affect on how the student who is deaf participates. The interpreter needs to be a positive influence in encouraging the student to equally participate when classroom discussion lends itself in that manner.