Papers by Dr Thaïsa Hughes
IGI Global eBooks, 2020
The chapter explores student interpreters' learning of medical interpreting within a situated... more The chapter explores student interpreters' learning of medical interpreting within a situated learning context that necessarily includes senior interpreters, senior healthcare practitioners, and deaf community members. Learning within this community of practice exposes students to the multimodal nature of sign-language interpreter-mediated interaction, including co-speech and no-speech gestures, linguistic and non-linguistic communicative actions, and the use of environmental tools and the situated use of language and interaction. Situated learning within the clinical-skills lab enables legitimate peripheral participation that closely emulates the authentic interpreting task. Data from roleplays based on a clinical-skills lab are analysed and examples are identified to show that student interpreters are driven by notions of language, rather than communication fidelity. The multimodal nature of the interaction within the situated learning environment facilitates the students' exposure to and learning of situationally driven interpreting choices.
Journal of Learning Development in Higher Education
Students undertaking the BA Honours British Sign Language/English Interpreting course at the Univ... more Students undertaking the BA Honours British Sign Language/English Interpreting course at the University of Wolverhampton regularly submit video clips to the VLE to be commented on by their tutor and/or their peers. These clips are either of their practise interpretations or presentations delivered in British Sign Language (BSL). This kind of collaborative feedback is extremely valuable in helping students to develop their language skills. The feedback has, historically, been provided in written English. However, this presents a challenge because BSL is a visual language which does not have a standard written format. This case study focuses on the way digital technology has enabled the development of a method of feedback which uses IPAD technology to allow tutors to use audio narration, video modelling and annotation tools to comment upon a student's video clip. This annotated video is then returned to students for viewing. Feedback was sought from students during the early stage...
This case study documents a pilot where situated-learning was used to train students at level 6 (... more This case study documents a pilot where situated-learning was used to train students at level 6 (final year) of the BA (hons.) BSL/English interpreting programme, in medical/healthcare interpreting. The learning experience was situated within the clinical simulation suite at the University of Wolverhampton and student interpreters had the opportunity to interpret for a real healthcare practitioner and a deaf patient in a series of carefully constructed roleplays, designed to provide as authentic an experience as possible.
Students undertaking the BA Honours British Sign Language/English Interpreting course at the Univ... more Students undertaking the BA Honours British Sign Language/English Interpreting course at the University of Wolverhampton regularly submit video clips to the VLE to be commented on by their tutor and/or their peers. These clips are either of their practise interpretations or presentations delivered in British Sign Language (BSL). This kind of collaborative feedback is extremely valuable in helping students to develop their language skills. The feedback has, historically, been provided in written English. However, this presents a challenge because BSL is a visual language which does not have a standard written format. This case study focuses on the way digital technology has enabled the development of a method of feedback which uses IPAD technology to allow tutors to use audio narration, video modelling and annotation tools to comment upon a student’s video clip. This annotated video is then returned to students for viewing. Feedback was sought from students during the early stages of...
Handbook of Research on Medical Interpreting
The chapter explores student interpreters' learning of medical interpreting within a situated... more The chapter explores student interpreters' learning of medical interpreting within a situated learning context that necessarily includes senior interpreters, senior healthcare practitioners, and deaf community members. Learning within this community of practice exposes students to the multimodal nature of sign-language interpreter-mediated interaction, including co-speech and no-speech gestures, linguistic and non-linguistic communicative actions, and the use of environmental tools and the situated use of language and interaction. Situated learning within the clinical-skills lab enables legitimate peripheral participation that closely emulates the authentic interpreting task. Data from roleplays based on a clinical-skills lab are analysed and examples are identified to show that student interpreters are driven by notions of language, rather than communication fidelity. The multimodal nature of the interaction within the situated learning environment facilitates the students'...
Student Engagement in Higher Education Journal, 2019
This case study documents a pilot where situated-learning was used to train students at level 6 (... more This case study documents a pilot where situated-learning was used to train students at level 6 (final year) of the BA (hons.) BSL/English interpreting programme, in medical/healthcare interpreting. The learning experience was situated within the clinical simulation suite at the University of Wolverhampton and student interpreters had the opportunity to interpret for a real healthcare practitioner and a deaf patient in a series of carefully constructed roleplays, designed to provide as authentic an experience as possible.
WIRE archive: http://hdl.handle.net/2436/622129
The use of situated learning in sign language interpreter Education in an HE context.
Students undertaking the BA Honours British Sign Language/English Interpreting course at
the Univ... more Students undertaking the BA Honours British Sign Language/English Interpreting course at
the University of Wolverhampton regularly submit video clips to the VLE to be commented
on by their tutor and/or their peers. These clips are either of their practise interpretations or
presentations delivered in British Sign Language (BSL). This kind of collaborative
feedback is extremely valuable in helping students to develop their language skills. The
feedback has, historically, been provided in written English. However, this presents a
challenge because BSL is a visual language which does not have a standard written
format. This case study focuses on the way digital technology has enabled the
development of a method of feedback which uses IPAD technology to allow tutors to use
audio narration, video modelling and annotation tools to comment upon a student’s video
clip. This annotated video is then returned to students for viewing. Feedback was sought
from students during the early stages of development of this method and this information
has been used to make improvements to the feedback format.
Keywords:
Conference Presentations by Dr Thaïsa Hughes
Tablet Technology as a medium for Professional Development
Drafts by Dr Thaïsa Hughes
Situated learning comes from 'legitimate peripheral participation' in 'communities of practice' (... more Situated learning comes from 'legitimate peripheral participation' in 'communities of practice' (Lave and Wenger, 1991)) Masters/experts passing knowledge to novices Peripheral participation is a move toward full participation A gateway to the community Co-participation creates learning opportunities.
Thesis Chapters by Dr Thaïsa Hughes
The aim of this thesis was to determine whether the performance of student sign
language interpre... more The aim of this thesis was to determine whether the performance of student sign
language interpreters in simulated healthcare assignments was positively
impacted by viewing a modelled interpretation, done by an experienced
interpreter beforehand. It also explores the benefits of situating learning in a
semi-authentic clinical environment, populated by members of the community of
practice, where students can experience legitimate peripheral participation.
This improvement in practice was sought in response to the call for
interpreter education to address the perceived ‘readiness to work’ gap, which
contributes to the disparity in health outcomes between deaf people and their
hearing counterparts.
This was achieved by undertaking an educational intervention as part of
an action research cycle, to evaluate the benefits of situated learning and the
cognitive apprenticeship stage of instructor modelling.
The study demonstrated that student performance in simulated healthcare
assignments was improved in several areas as a result of the educational
intervention. For example, there was a reduction in the number of undesirable
zero-renditions (which lead to a loss information). Students demonstrated a more
proactive and successful approach to negotiating their positioning for the
interpretation of a physical examination. They also showed an increased
awareness of the role of cues of interest and back channels when used by an
authentic healthcare professional.
Thaïsa Hughes Student number: 1220999
3
The study also revealed that authentic healthcare professionals use different
communication behaviours than an actor playing the role of the professional and
that the authenticity of participants in simulation activities is key.
Whilst there is some limited existing research about the application of
situated learning to interpreter training, it is largely perceptual in nature, without
empirical evidence to support the use of such a method of education. This study
provides evidence about the impact of this type of andragogy.
The results have implications for interpreter education programmes and
suggest that using situated learning and instructor modelling is a beneficial stage
in the development of students who are soon to transition into practicuum.
Uploads
Papers by Dr Thaïsa Hughes
WIRE archive: http://hdl.handle.net/2436/622129
the University of Wolverhampton regularly submit video clips to the VLE to be commented
on by their tutor and/or their peers. These clips are either of their practise interpretations or
presentations delivered in British Sign Language (BSL). This kind of collaborative
feedback is extremely valuable in helping students to develop their language skills. The
feedback has, historically, been provided in written English. However, this presents a
challenge because BSL is a visual language which does not have a standard written
format. This case study focuses on the way digital technology has enabled the
development of a method of feedback which uses IPAD technology to allow tutors to use
audio narration, video modelling and annotation tools to comment upon a student’s video
clip. This annotated video is then returned to students for viewing. Feedback was sought
from students during the early stages of development of this method and this information
has been used to make improvements to the feedback format.
Keywords:
Conference Presentations by Dr Thaïsa Hughes
Drafts by Dr Thaïsa Hughes
Thesis Chapters by Dr Thaïsa Hughes
language interpreters in simulated healthcare assignments was positively
impacted by viewing a modelled interpretation, done by an experienced
interpreter beforehand. It also explores the benefits of situating learning in a
semi-authentic clinical environment, populated by members of the community of
practice, where students can experience legitimate peripheral participation.
This improvement in practice was sought in response to the call for
interpreter education to address the perceived ‘readiness to work’ gap, which
contributes to the disparity in health outcomes between deaf people and their
hearing counterparts.
This was achieved by undertaking an educational intervention as part of
an action research cycle, to evaluate the benefits of situated learning and the
cognitive apprenticeship stage of instructor modelling.
The study demonstrated that student performance in simulated healthcare
assignments was improved in several areas as a result of the educational
intervention. For example, there was a reduction in the number of undesirable
zero-renditions (which lead to a loss information). Students demonstrated a more
proactive and successful approach to negotiating their positioning for the
interpretation of a physical examination. They also showed an increased
awareness of the role of cues of interest and back channels when used by an
authentic healthcare professional.
Thaïsa Hughes Student number: 1220999
3
The study also revealed that authentic healthcare professionals use different
communication behaviours than an actor playing the role of the professional and
that the authenticity of participants in simulation activities is key.
Whilst there is some limited existing research about the application of
situated learning to interpreter training, it is largely perceptual in nature, without
empirical evidence to support the use of such a method of education. This study
provides evidence about the impact of this type of andragogy.
The results have implications for interpreter education programmes and
suggest that using situated learning and instructor modelling is a beneficial stage
in the development of students who are soon to transition into practicuum.
WIRE archive: http://hdl.handle.net/2436/622129
the University of Wolverhampton regularly submit video clips to the VLE to be commented
on by their tutor and/or their peers. These clips are either of their practise interpretations or
presentations delivered in British Sign Language (BSL). This kind of collaborative
feedback is extremely valuable in helping students to develop their language skills. The
feedback has, historically, been provided in written English. However, this presents a
challenge because BSL is a visual language which does not have a standard written
format. This case study focuses on the way digital technology has enabled the
development of a method of feedback which uses IPAD technology to allow tutors to use
audio narration, video modelling and annotation tools to comment upon a student’s video
clip. This annotated video is then returned to students for viewing. Feedback was sought
from students during the early stages of development of this method and this information
has been used to make improvements to the feedback format.
Keywords:
language interpreters in simulated healthcare assignments was positively
impacted by viewing a modelled interpretation, done by an experienced
interpreter beforehand. It also explores the benefits of situating learning in a
semi-authentic clinical environment, populated by members of the community of
practice, where students can experience legitimate peripheral participation.
This improvement in practice was sought in response to the call for
interpreter education to address the perceived ‘readiness to work’ gap, which
contributes to the disparity in health outcomes between deaf people and their
hearing counterparts.
This was achieved by undertaking an educational intervention as part of
an action research cycle, to evaluate the benefits of situated learning and the
cognitive apprenticeship stage of instructor modelling.
The study demonstrated that student performance in simulated healthcare
assignments was improved in several areas as a result of the educational
intervention. For example, there was a reduction in the number of undesirable
zero-renditions (which lead to a loss information). Students demonstrated a more
proactive and successful approach to negotiating their positioning for the
interpretation of a physical examination. They also showed an increased
awareness of the role of cues of interest and back channels when used by an
authentic healthcare professional.
Thaïsa Hughes Student number: 1220999
3
The study also revealed that authentic healthcare professionals use different
communication behaviours than an actor playing the role of the professional and
that the authenticity of participants in simulation activities is key.
Whilst there is some limited existing research about the application of
situated learning to interpreter training, it is largely perceptual in nature, without
empirical evidence to support the use of such a method of education. This study
provides evidence about the impact of this type of andragogy.
The results have implications for interpreter education programmes and
suggest that using situated learning and instructor modelling is a beneficial stage
in the development of students who are soon to transition into practicuum.