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Foreign Language-Chinese
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Foreign Language-Chinese | ||||
| 3/14/13 @ 08:46 AM
I coordinate accommodations for a student who is deaf/hard of hearing and uses interpreting services in classrooms or large meetings only. One on one/small group conversing is manageable as he has limited hearing using hearing aids. This student is interested in taking Chinese; and is proposing he try to take the course normally or to arrange independent study to learn Chinese reading and writing, not conversing. If anyone has past experience, any advice or direction is welcome. Thanks. | ||||
Reply to ecarpenter
Hi Elizabeth,
Sorry this response is so late! I forget to check forum rather than the old listserv.
Anyway, for future help:
I have two students taking a foreign language. The first student self identifies as Hard of Hearing and is taking Russian. Like your student he uses interpreters for classroom and large meetings.
1. You meet with the instructor, his academic counselor to discuss what the objectives of the class activities are and how to best meet them. If possible include the interpreter assigned to the class.
a. Discuss the students goals
b. Identified what could be tricky for the interpreter to interpret without giving the student an undue advantage and how the interpreter needed to prep before each class.
c. Reinforce the expectations the instructor has of the students and the accommodations the instructor is and is not OBLIGATED to make with respect to the curriculmn.
d. Clearly define for the instructor what was expected of him/her and to not go to far overboard in her accommodations.
if at all possible (Haha) find an interpreter who is fluent in the new traget language. Depending where you are sometimes near impossible
We did experiment with a Russian speaking interpreter who listened and mouthed in Russian but signed in ASL for the second semester. This worked fabulously according to the intepreter, student and instructor. Mid semseter the interpreter met with an unrelated demise and was unable to continue. We reverted back to traditional interpreting supports in class for a short time. The student and instructor later agreed that it was best for the student to continue with the written portion of the work independently and to meet with her during office hours to review written work and practice the spoken portion with herself and other students in her office. I suppose that was the independent study route.
The second student self identifies as Deaf. He is in his second semester of Japanese. He was not with SMC for the first semester of Japanese. The class he chose operated predominately in Japanese with VERY little English. Again, we all met before the start of the semester. This time however, it was necessary to find an interpreter who understood Japanese and signed in ASL. I found one of each. A freelance interpeter who understood Japanese and is certified in JSL but not qualified to interpret in ASL. I used my staff interpreter. In our meeting we discovered that the student was fluent enough to have conversations and understand the lecture in JSL. The instructor was skeptical that any of this could work until the student had a brief conversation with the instructor in both spoken Japanese and through the interpreter using JSL.
Hope this helps. I would love to hear how your situation turned out. Perhaps you can offer some advice in this area...I need it!