Post #5 - Classroom Interpreting and Improving Metacognition (M Swaney)

Most information available to interpreters in educational settings focuses on the role of the interpreter. Providing an equivalent message is the responsibility of the interpreter and in the educational setting, there is a constant scaffolding of language and vocabulary. An important approach for an interpreter to assist a student in building vocabulary and metacognition is for the interpreter to review lessons and class materials prior to the information being taught in class. The interpreter should make every effort to research subject vocabulary in order to provide students the appropriate vocabulary. Today there are many STEM related websites that provide sign language vocabulary for subjects that has been researched. Having access to this information empowers both the interpreter and the student and provides a solid educational base. 

In addition to reviewing and preparing for class in advance and researching subject specific sign language vocabulary, there are techniques that interpreters employ in the interpreting process. One such technique is to initially fingerspell new vocabulary as it is introduced and then provide the sign. The fingerspelling of the sign may need to take place a several more times in addition with the sign in order for the student to begin to match the vocabulary and sign. Interpreters need to ensure that their fingerspelling is clear and concise. Most mnemonics in sign language are produced as lists utilizing placement on the non-dominant hand. In order to assist the student in developing metacognition and long-term memory, the interpreter needs to look for visual cues from the student that indicate they are or are not connecting to and following the interpretation. If the student delivers cues that indicate they are lost, the interpreter may need to quickly make a shift in the approach they are using in interpreting content. Interpreters who are able to analyze students non-verbal/visual cues can ascertain where the student may be struggling and how they as the interpreter can and/or should make appropriate shifts in the interpreting process.