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  • How sign language interpreters use multimodal actions to coordinate turn-taking in group work between deaf and hearing upper secondary school students

  • Author(s): Sigrid Slettebakk Berge 1
  • View Affiliations Hide Affiliations
    Affiliations:
    1 Norwegian University of Science and Technology
  • Source: Interpreting, Volume 20, Issue 1, Mon Jan 01 00:00:00 UTC 2018, p. 96 - 125
  • DOI: https://doi.org/10.1075/intp.00004.ber
    • Version of Record published : Thu Apr 26 00:00:00 UTC 2018

Abstract

This study examines interpreted group work situations involving deaf and hearing senior high school students, using Norwegian Sign Language and spoken Norwegian. The research question is: how does the sign language interpreter explicitly coordinate turn-taking in group work dialogues among deaf and hearing students? Video recordings of authentic learning situations constitute the basis for analysis of how a sign language interpreter uses multimodal actions to convey information that is used by the deaf and hearing students in establishing a shared focus of attention and thus coordinating their turn-taking. Five types of actions were recurrently identified: construction of visual gestures; timing of the interpreter’s input; use of gaze to negotiate for the deaf students’ speaking turns; left-right shifts in body position to convey information about which of the hearing students is speaking; and backward-forward shifts in body position to negotiate for shared attention. The analysis draws mainly on concepts developed by Goffman ( 1959 , 1981 ), Goodwin ( 1994 , 2000 , 2007 ) and Wadensjö (1998) . The discussion examines implications for the educational interpreter’s role set ( Sarangi 2010 , 2011 ), and the dual responsibility s/he fulfils by not only interpreting the students’ utterances, but also explicitly coordinating their interaction.

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2018-04-26
2024-03-29
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Keyword(s): sign language interpreting, multimodal, video-analysis, explicit coordination, turn-taking, role set

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