東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Interpreting Communally: How Service...

Jones, Breanna Michele.

Linked to FindBook

Google Book

Amazon

博客來

Interpreting Communally: How Service Learning Impacts Interpreting Proficiency.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interpreting Communally: How Service Learning Impacts Interpreting Proficiency./
Author:	Jones, Breanna Michele.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	84 p.
Notes:	Source: Masters Abstracts International, Volume: 85-04.
Contained By:	Masters Abstracts International85-04.
Subject:	Pedagogy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30614053
ISBN:	9798380481076

Interpreting Communally: How Service Learning Impacts Interpreting Proficiency.
Jones, Breanna Michele.

Interpreting Communally: How Service Learning Impacts Interpreting Proficiency. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 84 p.

Source: Masters Abstracts International, Volume: 85-04.

Thesis (M.A.)--Brigham Young University, 2023.

This item must not be sold to any third party vendors.

Experiential learning programs, such as service learning, help students in Spanish medical interpreting classes to increase their interpreting proficiency, which includes their cultural understanding, linguistic performance, and professionalization (Rudvin & Tomassini, 2011). Currently, the Spanish Medical Interpretation class at Brigham Young University uses a community service-learning project in which students volunteer six hours of their time interpreting within the community. While largely beneficial, not all community partners offer the same learning opportunities. Some include training and shadowing programs, while others do not. This thesis seeks to determine the impact that shadowing opportunities and community partnerships have on interpreting proficiency and the service-learning experience.Pre- to post-test data cannot prove significant correlations between different interpreting proficiency categories and the impact of shadowing programs. Furthermore, there is no significant correlation between the six community partners and linguistic performance or cultural understanding of the participants. There was however a negative correlation between professionalism and one community partner. This is especially concerning considering the current "readiness-to-work gap" experienced by interpreters (Humphrey, 2015; Johnston, 2007; Martinez-Gomez, 2018). Furthermore, student responses to surveys indicate that there is more to the service-learning experience than interpreting proficiency alone. Survey data also suggest that students would benefit from an increased focus on service learning throughout the course.

ISBN: 9798380481076Subjects--Topical Terms:

2122828
Pedagogy.

Interpreting Communally: How Service Learning Impacts Interpreting Proficiency.
LDR:02865nmm a2200433 4500 001 2398078
005 20240711092100.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380481076
035 $a (MiAaPQ)AAI30614053
035 $a (MiAaPQ)BrighamYoung10955
035 $a AAI30614053
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jones, Breanna Michele. $3 3767985
245 1 0 $a Interpreting Communally: How Service Learning Impacts Interpreting Proficiency.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 84 p.
500 $a Source: Masters Abstracts International, Volume: 85-04.
500 $a Advisor: Thompson, Gregory L.
502 $a Thesis (M.A.)--Brigham Young University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a Experiential learning programs, such as service learning, help students in Spanish medical interpreting classes to increase their interpreting proficiency, which includes their cultural understanding, linguistic performance, and professionalization (Rudvin & Tomassini, 2011). Currently, the Spanish Medical Interpretation class at Brigham Young University uses a community service-learning project in which students volunteer six hours of their time interpreting within the community. While largely beneficial, not all community partners offer the same learning opportunities. Some include training and shadowing programs, while others do not. This thesis seeks to determine the impact that shadowing opportunities and community partnerships have on interpreting proficiency and the service-learning experience.Pre- to post-test data cannot prove significant correlations between different interpreting proficiency categories and the impact of shadowing programs. Furthermore, there is no significant correlation between the six community partners and linguistic performance or cultural understanding of the participants. There was however a negative correlation between professionalism and one community partner. This is especially concerning considering the current "readiness-to-work gap" experienced by interpreters (Humphrey, 2015; Johnston, 2007; Martinez-Gomez, 2018). Furthermore, student responses to surveys indicate that there is more to the service-learning experience than interpreting proficiency alone. Survey data also suggest that students would benefit from an increased focus on service learning throughout the course.
590 $a School code: 0022.
650 4 $a Pedagogy. $3 2122828
650 4 $a Culture. $3 517003
650 4 $a Video recordings. $3 575241
650 4 $a Verbal communication. $3 3560678
650 4 $a Deafness. $3 583177
650 4 $a Feedback. $3 677181
650 4 $a Volunteers. $3 859998
650 4 $a Interpreters. $3 3563334
650 4 $a Teachers. $3 529573
650 4 $a Skills. $3 3221615
650 4 $a Grammar. $3 899712
650 4 $a Clinics. $3 1962048
650 4 $a Experiential learning. $3 532317
650 4 $a Service learning. $3 843567
650 4 $a Medical research. $2 bicssc $3 1556686
650 4 $a Community service. $3 3564888
650 4 $a Linguistics. $3 524476
650 4 $a Education. $3 516579
650 4 $a Mentoring programs. $3 3680716
650 4 $a Audiology. $3 537237
650 4 $a Communication. $3 524709
650 4 $a Disability studies. $3 543687
650 4 $a Language. $3 643551
650 4 $a Medicine. $3 641104
650 4 $a Sociology. $3 516174
650 4 $a Translation studies. $3 3310485
690 $a 0290
690 $a 0456
690 $a 0515
690 $a 0300
690 $a 0459
690 $a 0201
690 $a 0679
690 $a 0564
690 $a 0626
690 $a 0213
710 2 $a Brigham Young University. $3 1017451
773 0 $t Masters Abstracts International $g 85-04.
790 $a 0022
791 $a M.A.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30614053