A world-class institute of changemakers in the deaf and signing community.
Since 1864, we have been investing in and creating resources for deaf and hard of hearing children, their families, and the professionals who work with them.
Over 50 degree programs, with online and continuing education for personal and professional development.
Innovating solutions to break down barriers, and using science to prove what does and doesn’t work.
We make it easy for you to apply and enter here.
Ready to take the next step toward a college education?
Make lasting memories and grow in ways you never thought possible.
Interim Chair:Dr. Paul DudisHall Memorial Building, Room 1401D
Hall Memorial Building (HMB) 1401C
(202) 651-5149 (voice)(202) 559-5628 (videophone)(202) 651-5172 (fax)
Friday, March 31, 2017
Discourse strategies used by Deaf-hearing interpreting relay teams to manage metalinguistic references Giulia Petitta, Valerie Dively, Mark Halley, Marc Holmes, andBrenda Nicodemus American Sign Language
Linguistic courses in sign language interpreter education programs: A survey of selected educatorsTobias Haug, Lorraine Leeson, and Christine MonikowskiEnglish
The 'heart' of interpretation from Deaf perspective Kim Kurz and Joseph HillASLMetalinguistic references in interpreting: Coordinating the dialogue Giulia Petitta, Mark Halley, and Brenda NicodemusASL Can you teach an old dog new tricks? An intervention study of preparation strategies of interpreters working in educational settingsDebra Russell and Amy WilliamsonASLInterpreting students' definition and narratives of language shaming in the classroom and beyond Suzanne Ehrlich and Dawn WesslingASLExamining the acoustic prosodic features of ASL to English interpreting Eric Klein, Sanyukta Jaiswal, Brenda Seal, and Brenda Nicodemus ASLInterpreters in sign language: The advantages of multidisciplinary training Yann Cantin, Sandrine Burgat, Florence Encrevé, and Brigitte GarciaEnglishNorwegian Sign Language versions of the Mini International Neuropsychiatric Interview (MINI) and the Positive and Negative Syndrome Scale (PANSS) Beate Øhre and Rolf Piene Halvorsen EnglishBelow the waist: Prosodic features of the lower body in American Sign Language Christina Healy and Elizabeth Steyer ASLUnderstanding the intermodal interpreting concept energy in termochemistry's classes for semantic-pragmatic inference Eduardo Andrade Gomes and Charley Pereira SoaresASL The sign language interpreter's embodiment action of coordinating turn-taking in group-dialogues between deaf and hearing high school students Sigrid Slettebakk BergeEnglishBeyond the dial tone: Interpreter-initiated communication in VRS Erica Alley and Annie MarksASL"The committee in my head": Examining self-talk of American Sign Language-English interpreters Laura Maddux and Brenda NicodemusASL Perceptions of interpreters' work in disaster-related press conferencesSteven SurrencyASLInterpreter as person and interpreter as professional: Reflective art for self discoveryAmanda SmithASL Reported effects of aging on cognitive function during ASL-English interpreting: Evidence for an interpreter advantage?Jeni RodriguesASL Understanding the work of designated healthcare interpreters Laurie Swabey, Todd S. K. Agan, Christopher J. Moreland, and Andrea M. Olson ASL British Sign Language and video mediated interpreting: Proximity in police settings Robert Skinner English How to prepare student interpreters for sign supported speech interpreting?Annemiek Hammer, Rozan van der Wolf, Jan Nijen Twilhaar, and Beppie van den BogaerdeEnglish "A third person tttering the words...": 700-year roots of the sign language interpreter role in common law courtAnne Leahy ASL Error tolerance in live LDS broadcasts: Comparison of hearing and Deaf interpretersAnne LeahyASL How do people experience interpreted professional discourse?Emmy KaulingEnglish The educational interpreter of specific areas of knowledge needs specialized and differentiated training?Patricia TuxiEnglish Anxiety and self-efficacy constructs within interpretationKimberly S. BatesASL Co-construction of blended spaces: A bilingual, bicultural approach to teaching interpretingJulie White and Sara BiancoASL Online asynchronous learning: How to increase student engagement through implementation of technologyPaula MacDonaldASL Roles self-described by Deaf interpretersAlice DuludeASL Interpreting education: Language form and meaning in integrated, interpreted classroomsMelanie Metzger, Jennifer Cranston, and Steven CollinsASL Demands on the Brazilian Sign Language interpreters in the conference contextDiego BarbosaASL Inclusion of Deaf sign language interpretersMark ZaurovASL
Gallaudet University is a federally chartered private and premier university for the deaf and hard of hearing since 1864.
Copyright © 2021 Gallaudet University. All rights reserved.
800 Florida Avenue NE Washington, D.C. 20002
Spring 2021 – Dec 12Fall 2021 – May 15