PLE 6

Constructivism- theorectical perspective proposing that learners construct, rather than absorb, knowledge from their experience 

This is the definition that the book gives for constructivism. If I were an interpreter in a classroom where this was the main theory used in practice, what strategies would I use to make sure the spoken message of the teacher and classmates are being accurately conveyed to the deaf student(s)? Well, my role and responsibility as the interpreter is to make sure I follow what the IEP requires for that deaf or hard of hearing student. That means that if the student's IEP requires ASL as the primary source of communication then I will use ASL to convey the material of the teacher and conversations of the students. If the IEP require I use SEE (Signed Exact English) or signed English, then I am required to use those modes of communication to convey the material. Also, it is my responsibility and role to match the signing ability that the student is currently at in their language development in order to make it where they can understand what is being taught in the classroom. In a consrtuctivist classroom, I can assume that the teacher will more than likely implement a lot of social interaction -group work- within the class. Also, I can assume that the teacher will also use discussion as a main part of his/her teaching style, too. In cases where the teacher does a lot of group work and discussion within the class it is important to stress that the teacher enforces the students to raise their hands and be respectful when it comes to turn taking (speaking wise that is). It takes a minute for the interpreter to process the spoken language and then produce that into sign. Giving enough time for the interpreter to get the message out and the deaf student time to process the information will ultimately help the deaf student understand the material better. Also, by giving enough time for these processes to happen, the teacher can encourage the deaf student to participate. Another reason raising hands and turn taking is important is because the interpreter also has to sign whatever the students are saying in discussions or when asking questions. I think working in a classroom where the teacher encourages group activity is beneficial for deaf students. It gives them a chance to work with others and maybe teacher their fellow classmates a few signs here and there. Often times in a public school, the interpreter is the only other person in the entire school who know sign language. Many times the deaf students only has the interpreter to talk to and has a difficult time interacting with their peers. Encouraging the deaf student to participate is very important. And a teacher can do this by structuring the classroom where the deaf student has equal opportunity as the hearing students. If a hearing student can hear something, then it is the responsibility of the interpreter to make that spoken language accessible to the deaf student.