Exploring Learner-Centeredness Within an American Sign Language/English Interpreter Training Program

Date

2013-05

Authors

Cox, Tom R.

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Abstract

The focus of this single-case study was to explore learner-centeredness for faculty members who teach in an ASL/English interpreter-training program. The results of this study highlight critical domains that distinguish learner-centered instruction from the more traditional, teacher-centered paradigm. In addition, this study identifies characteristics of Deaf culture and a visual language like American Sign Language that may foster learner-centered behaviors. Finally, this study borrows from teacher theory to help explain how faculty members may struggle with defining learner-centered teaching while excelling at describing learner-centered behaviors.

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Keywords

ASL, American sign language interpreter, Interpreter training, Interpreter education, Adult education, Learner-centered

Citation

Cox, T. R. (2013). <i>Exploring learner-centeredness within an American Sign Language/English interpreter training program</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.

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