9780195176940 - Sign Language Interpreting and Interpreter Education: Directions for Research and Practice (Perspectives on Deafness) (21 resultados)

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Hardback. Condición: New. More the 1.46 million people in the United States have hearing losses in sufficient severity to be considered deaf; another 21 million people have other hearing impairments. For many deaf and hard-of-hearing individuals, sign language and voice interpreting is essential to their participation in educational programs and their access to public and private services. However, there is less than half the number of interpreters needed to meet the demand, interpreting quality is often variable, and there is a considerable lack of knowledge of factors that contribute to successful interpreting. Perhaps it is not surprising, then, that a study by the National Association of the Deaf (NAD) found that 70% of the deaf individuals are dissatisfied with interpreting quality. Because recent legislation in the United States and elsewhere has mandated access to educational, employment, and other contexts for deaf individuals and others with hearing disabilities, there is an increasing need for quality sign language interpreting. It is in education, however, that the need is most pressing, particularly because more than 75% of deaf students now attend regular schools (rather than schools for the deaf), where teachers and classmates are unable to sign for themselves. In the more than 100 interpreter training programs in the U.S. alone, there is a variety of educational models, but little empirical information on how to evaluate them or determine their appropriateness in different interpreting and interpreter education-covering what we know, what we do not know, and what we should know. Several volumes have covered interpreting and interpreter education, there are even some published dissertations that have included a single research study, and a few books have attempted to offer methods for professional interpreters or interpreter educators with nods to existing research. This is the first volume that synthesizes existing work and provides a coherent picture of the field as a whole, including evaluation of the extent to which current practices are supported by validating research. It will be the first comprehensive source, suitable as both a reference book and a textbook for interpreter training programs and a variety of courses on bilingual education, psycholinguistics and translation, and cross-linguistic studies.

Condición: New. Provides a picture of the field of interpreting and interpreter education, including evaluation of the practices supported by validating research. This book is both a reference book and a textbook for interpreter training programs and a variety of courses on bilingual education, psycholinguistics and translation, and cross-linguistic studies. Editor(s): Marschark, Marc; Peterson, Rico; Winston, Elizabeth A. Series: Perspectives on Deafness. Num Pages: 328 pages, 2 line illustrations. BIC Classification: JFFJ; JMC; JNC; JNSC1. Category: (P) Professional & Vocational. Dimension: 242 x 162 x 25. Weight in Grams: 634. . 2005. Illustrated. hardcover. . . . .

Condición: As New. Unread book in perfect condition.

Condición: New. Provides a picture of the field of interpreting and interpreter education, including evaluation of the practices supported by validating research. This book is both a reference book and a textbook for interpreter training programs and a variety of courses on bilingual education, psycholinguistics and translation, and cross-linguistic studies. Editor(s): Marschark, Marc; Peterson, Rico; Winston, Elizabeth A. Series: Perspectives on Deafness. Num Pages: 328 pages, 2 line illustrations. BIC Classification: JFFJ; JMC; JNC; JNSC1. Category: (P) Professional & Vocational. Dimension: 242 x 162 x 25. Weight in Grams: 634. . 2005. Illustrated. hardcover. . . . . Books ship from the US and Ireland.

Hardback. Condición: New. More the 1.46 million people in the United States have hearing losses in sufficient severity to be considered deaf; another 21 million people have other hearing impairments. For many deaf and hard-of-hearing individuals, sign language and voice interpreting is essential to their participation in educational programs and their access to public and private services. However, there is less than half the number of interpreters needed to meet the demand, interpreting quality is often variable, and there is a considerable lack of knowledge of factors that contribute to successful interpreting. Perhaps it is not surprising, then, that a study by the National Association of the Deaf (NAD) found that 70% of the deaf individuals are dissatisfied with interpreting quality. Because recent legislation in the United States and elsewhere has mandated access to educational, employment, and other contexts for deaf individuals and others with hearing disabilities, there is an increasing need for quality sign language interpreting. It is in education, however, that the need is most pressing, particularly because more than 75% of deaf students now attend regular schools (rather than schools for the deaf), where teachers and classmates are unable to sign for themselves. In the more than 100 interpreter training programs in the U.S. alone, there is a variety of educational models, but little empirical information on how to evaluate them or determine their appropriateness in different interpreting and interpreter education-covering what we know, what we do not know, and what we should know. Several volumes have covered interpreting and interpreter education, there are even some published dissertations that have included a single research study, and a few books have attempted to offer methods for professional interpreters or interpreter educators with nods to existing research. This is the first volume that synthesizes existing work and provides a coherent picture of the field as a whole, including evaluation of the extent to which current practices are supported by validating research. It will be the first comprehensive source, suitable as both a reference book and a textbook for interpreter training programs and a variety of courses on bilingual education, psycholinguistics and translation, and cross-linguistic studies.

HRD. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

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Hardback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Hardcover. Condición: new. Hardcover. More the 1.46 million people in the United States have hearing losses in sufficient severity to be considered deaf; another 21 million people have other hearing impairments. For many deaf and hard-of-hearing individuals, sign language and voice interpreting is essential to their participation in educational programs and their access to public and private services. However, there is less than half the number of interpreters needed to meet the demand, interpretingquality is often variable, and there is a considerable lack of knowledge of factors that contribute to successful interpreting. Perhaps it is not surprising, then, that a study by the NationalAssociation of the Deaf (NAD) found that 70% of the deaf individuals are dissatisfied with interpreting quality. Because recent legislation in the United States and elsewhere has mandated access to educational, employment, and other contexts for deaf individuals and others with hearing disabilities, there is an increasing need for quality sign language interpreting. It is in education, however, that the need is most pressing, particularly because more than 75% of deaf students now attendregular schools (rather than schools for the deaf), where teachers and classmates are unable to sign for themselves. In the more than 100 interpreter training programs in the U.S. alone, there are avariety of educational models, but little empirical information on how to evaluate them or determine their appropriateness in different interpreting and interpreter education-covering what we know, what we do not know, and what we should know. Several volumes have covered interpreting and interpreter education, there are even some published dissertations that have included a single research study, and a few books have attempted to offer methods for professional interpreters or interpretereducators with nods to existing research. This is the first volume that synthesizes existing work and provides a coherent picture of the field as a whole, including evaluation of the extent to whichcurrent practices are supported by validating research. It will be the first comprehensive source, suitable as both a reference book and a textbook for interpreter training programs and a variety of courses on bilingual education, psycholinguistics and translation, and cross-linguistic studies. Provides a picture of the field of interpreting and interpreter education, including evaluation of the practices supported by validating research. This book is both a reference book and a textbook for interpreter training programs and a variety of courses on bilingual education, psycholinguistics and translation, and cross-linguistic studies. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condición: New. Print on Demand pp. 324.

Condición: New. Print on Demand pp. 324 52:B&W 6.14 x 9.21in or 234 x 156mm (Royal 8vo) Case Laminate on White w/Gloss Lam.

Condición: New. PRINT ON DEMAND pp. 324.

Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - More the 1.46 million people in the United States have hearing losses in sufficient severity to be considered deaf; another 21 million people have other hearing impairments. For many deaf and hard-of-hearing individuals, sign language and voice interpreting is essential to their participationin educational programs and their access to public and private services. However, there is less than half the number of interpreters needed to meet the demand, interpreting quality is often variable, and there is a considerable lack of knowledge of factors that contribute to successfulinterpreting. Perhaps it is not surprising, then, that a study by the National Association of the Deaf (NAD) found that 70% of the deaf individuals are dissatisfied with interpreting quality. Because recent legislation in the United States and elsewhere has mandated access to educational, employment, and other contexts for deaf individuals and others with hearing disabilities, there is an increasing need for quality sign language interpreting. It is in education, however, that the need is most pressing, particularly because more than 75% of deaf students now attend regular schools(rather than schools for the deaf), where teachers and classmates are unable to sign for themselves. In the more than 100 interpreter training programs in the U.S. alone, there are a variety of educational models, but little empirical information on how to evaluate them or determine theirappropriateness in different interpreting and interpreter education-covering what we know, what we do not know, and what we should know. Several volumes have covered interpreting and interpreter education, there are even some publisheddissertations that have included a single research study, and afew books have attempted to offer methods for professional interpreters or interpreter educators with nods to existing research. This is the first volume that synthesizes existing work and provides a coherent pi.

Buch. Condición: Neu. Sign Language Interpreting and Interpreter Education | Directions for Research and Practice | Marc Marschark (u. a.) | Buch | Gebunden | Englisch | 2005 | Oxford University Press | EAN 9780195176940 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.