PLE 5

Being an interpreter, I have little control over the learning environment in the classroom. What I will have to pay attention to is the learning environment for the deaf student individually. I could speak with teacher about her own classroom environment first and give her information about the interpreting process and any adjustments that would be necessary for the deaf student. For example, the student benefits most from seeing the board and teacher at all times but they will also have to see me as the interpreter. This visual necessity includes lighting as well as placement. It is best that the interpreter not be in front of a window that the student might have a glare from. If it is possible, I would request that the student and I be in front of one another as close to the front of the classroom as possible. Aside from the physical environment of the deaf student in the classroom, it is important that an interpreter have somewhat of an established relationship with the student. It is important to know the students needs and language preference in order to make them feel comfortable in their learning environment. It is not often that deaf children get to talk to adults that know sign language so when they get the chance, some of them like to talk a lot. Before and after class they will often have outside conversations and it is important to make sure that relationship is comfortable yet professional. They have to be able to trust you and trust that they are getting all of the information the same as their hearing peers and without any relationship, they will never be able to trust you. If they don't, the interpreter is also the language model so it is vital to make sure that you are modeling language every time you are using it. It is also important to know the students needs, not only linguistically but academically. It is not the interpreters role to ever help or assist a teacher or student, but in much younger grades, it is often acceptable to help in some situations depending on your student. If you have the relationship and know the needs of your student, the learning environment is comfortable, and successful. In my case study, there is a student that is not paying attention. The first step has already been taken and I tried to find out if there was a problem with my interpreting, if I was using the wrong language, if he had different linguistic needs, and he walked away. As an interpreter, I will be the first person to notice this students behavior and it is my role to inform the teacher that he is failing his assignments because of his attention and behavior, not because he is not understanding, or that there is a language barrier. As an interpreter, that is where my role ends. In the case study, the teacher tells me to call and meet with the parents but that is not my place. I am not the instructor, I am simply the language bridge. I can offer to sit in the meeting after the teachers sets it up with the parents since I am the one seeing his behavior the closest but it is not my job or place to set up meetings like that or to do anything about that behavior. I am not a disciplinarian, it is the teachers place to decide on punishments and action, all I can do is provide the information I have from my observations.