Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Spring 5-11-2024

Abstract

Drawn on the theoretical principles of sociocultural theory and constructivism, the aim of this multiple case study was to explore and understand the experiences of interpreting students, interpreter graduates, and pre-certified working interpreters after receiving ASL mentoring for at least 3 months to a year and to learn about the roles and impacts that ASL mentoring had on those groups of people as ASL mentees. Graduated from their respective 4-year universities for a bachelor’s degree related to the field of interpreting, participants included one interpreting student and one interpreter graduate, both of whom were from southern California, and one pre-certified working interpreter who was from Oregon. To triangulate (Maxwell, 2013) data across participants, methods included as follows: one-time virtual Zoom meetings, initial email interviews, follow-up emails, and artifacts. Data processing and analysis included a first cycle of process coding, a second cycle of pattern coding, and an in-vivo coding.

Keywords

ASL, mentoring, interpreting, interpreter

Document Type

Dissertation

Language

English

Degree Name

Educational Linguistics

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Jill Morford

Second Committee Member

Barbara Shaffer

Third Committee Member

Holbrook Mahn

Fourth Committee Member

Aijuan Cun

Fifth Committee Member

Raychelle Harris

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