Uploaded August 2022 | Updated September 2026, 2 weeks ago
Carly Fischbeck. (2021). "K–12 Educational Interpreters’ Strategies to Support Deaf Refugee and Immigrant Students." In ADVANCES IN EDUCATIONAL INTERPRETING, edited by Elizabeth A. Winston and Stephen B. Fitzmaurice, 210-228. Washington, DC: Gallaudet University Press.
https://gupress.gallaudet.edu/Books/A/Advances-in-Educational-Interpreting
This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter author.
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Hello, my name is Carly Fischbeck, and I am an educational interpreter in St. Paul, Minnesota. This chapter is titled, “Educational Interpreters’ Strategies to support Deaf Refugee and Immigrant Students.” It begins with a brief overview of the existing research on deaf refugee and immigrant student experiences and educational interpreting.
The available research on deaf refugee and immigrant students shows two key ways which these students are unique. First, these students have unique linguistic experiences, including: delayed identification of deafness; varying exposure to multiple spoken or signed languages, either in their home countries or while traveling; and, when they have settled in a new country, possible barriers to accessing spoken or signed language courses.
Second, the lived experiences of deaf refugee and immigrant students are different than other deaf students. These differences may include inconsistent or no formal education, a lack of special education services or supports related to deafness, and experiences of oppression or persecution. These factors are important for educational interpreters to bear in mind when working to support deaf refugee and immigrant
students.
The chapter then describes results from a study in which educational interpreters who worked with deaf refugee and immigrant students were interviewed. Interpreters were asked about strategies they used to support deaf refugee and immigrant students, as well as the decision-making
factors that influenced their use of these strategies.
The study results show that interpreters described using two main types of strategies in their work with these students, including: modifying their expressive language and facilitating, or supporting, the deaf refugee and immigrant students’ acclimation. Modifying their expressive
language included 3 strategies: using highly visual and gestural communication, using visual aids such as white boards and pictures to support their language use, and contextualizing information.
Facilitating deaf refugee and immigrant students’ acclimation was reported in two ways, including supporting their acclimation to the school system or classroom as well as supporting their acclimation to the U.S. more generally. Two main factors influenced interpreters’ use of these strategies: the interpreters’ perceptions of the students’ language needs and abilities, and their perceptions of the students’ background experiences and world knowledge.
The chapter ends with a call for continued research on interpreters’ work to support deaf refugee and immigrant students. Continued research into interpreters’ strategies, the factors influencing the use of these strategies, and the effectiveness of these strategies, is critical.
Thank you for watching.
Carly Fischbeck. (2021). "K–12 Educational Interpreters’ Strategies to Support Deaf Refugee and Immigrant Students." In ADVANCES IN EDUCATIONAL INTERPRETING, edited by Elizabeth A. Winston and Stephen B. Fitzmaurice, 210-228. Washington, DC: Gallaudet University Press.
https://gupress.gallaudet.edu/Books/A/Advances-in-Educational-Interpreting
This video may not be repurposed or incorporated into other works in any way without the express written consent of the signer and the chapter author.
+++++++
Hello, my name is Carly Fischbeck, and I am an educational interpreter in St. Paul, Minnesota. This chapter is titled, “Educational Interpreters’ Strategies to support Deaf Refugee and Immigrant Students.” It begins with a brief overview of the existing research on deaf refugee and immigrant student experiences and educational interpreting.
The available research on deaf refugee and immigrant students shows two key ways which these students are unique. First, these students have unique linguistic experiences, including: delayed identification of deafness; varying exposure to multiple spoken or signed languages, either in their home countries or while traveling; and, when they have settled in a new country, possible barriers to accessing spoken or signed language courses.
Second, the lived experiences of deaf refugee and immigrant students are different than other deaf students. These differences may include inconsistent or no formal education, a lack of special education services or supports related to deafness, and experiences of oppression or persecution. These factors are important for educational interpreters to bear in mind when working to support deaf refugee and immigrant
students.
The chapter then describes results from a study in which educational interpreters who worked with deaf refugee and immigrant students were interviewed. Interpreters were asked about strategies they used to support deaf refugee and immigrant students, as well as the decision-making
factors that influenced their use of these strategies.
The study results show that interpreters described using two main types of strategies in their work with these students, including: modifying their expressive language and facilitating, or supporting, the deaf refugee and immigrant students’ acclimation. Modifying their expressive
language included 3 strategies: using highly visual and gestural communication, using visual aids such as white boards and pictures to support their language use, and contextualizing information.
Facilitating deaf refugee and immigrant students’ acclimation was reported in two ways, including supporting their acclimation to the school system or classroom as well as supporting their acclimation to the U.S. more generally. Two main factors influenced interpreters’ use of these strategies: the interpreters’ perceptions of the students’ language needs and abilities, and their perceptions of the students’ background experiences and world knowledge.
The chapter ends with a call for continued research on interpreters’ work to support deaf refugee and immigrant students. Continued research into interpreters’ strategies, the factors influencing the use of these strategies, and the effectiveness of these strategies, is critical.
Thank you for watching.
