{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,12,6]],"date-time":"2025-12-06T01:05:36Z","timestamp":1764983136915,"version":"3.46.0"},"reference-count":61,"publisher":"Oxford University Press (OUP)","issue":"2","license":[{"start":{"date-parts":[[2024,12,6]],"date-time":"2024-12-06T00:00:00Z","timestamp":1733443200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/pages\/standard-publication-reuse-rights"}],"funder":[{"DOI":"10.13039\/100000138","name":"United States Department of Education","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100000138","id-type":"DOI","asserted-by":"publisher"}]},{"name":"Office of Special Education, Leadership Training Grant","award":["CDFA 84.325D"],"award-info":[{"award-number":["CDFA 84.325D"]}]},{"name":"Programs of National Significance award","award":["H325 N010013"],"award-info":[{"award-number":["H325 N010013"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2025,3,20]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>In this study, 19 college-educated deaf adults with experience using interpreters in educational settings provided insights into how successfully various elements of classroom discourse were preserved through interpretation. The deaf adults, fluent in American Sign Language (ASL) and experienced at using interpreters, watched educational interpreters\u2019 renditions of an elementary school art lesson, and answered questions, providing information about the clarity, completeness, and coherence of the message. Next, the deaf adults were asked to compare what they saw in the first interpretation of the lesson to what was conveyed in a second iteration by a highly experienced interpreter familiar with the lesson whose first language is ASL. A control group of 16 hearing adults accessing the lesson directly from the teacher answered the same questions. For the elements of classroom discourse studied\u2014main ideas, project instructions, mental state references, and relevance strategies\u2014results showed a substantial difference between what the hearing participants in the direct presentation condition received and what the deaf adults accessing the message through the educational interpreters received. Qualitative analyses of the differences\u2014between the direct versus interpreted versions and between the deaf participants\u2019 responses to the two interpretations\u2014revealed tendencies for, and ramifications of, alterations and omissions in classroom discourse.<\/jats:p>","DOI":"10.1093\/jdsade\/enae053","type":"journal-article","created":{"date-parts":[[2024,11,15]],"date-time":"2024-11-15T15:21:12Z","timestamp":1731684072000},"page":"207-225","source":"Crossref","is-referenced-by-count":0,"title":["Deaf adult insights into elements of classroom discourse altered in interpretation"],"prefix":"10.1093","volume":"30","author":[{"given":"Peter Kirk","family":"Crume","sequence":"first","affiliation":[{"name":"Learning Sciences, Georgia State University , Atlanta, GA ,","place":["United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Elizabeth Caldwell","family":"Langer","sequence":"additional","affiliation":[{"name":"SLHS, University of Colorado , Erie, CO ,","place":["United States"]}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"286","published-online":{"date-parts":[[2024,12,6]]},"reference":[{"key":"2025120520021416300_ref1","doi-asserted-by":"publisher","first-page":"125","DOI":"10.1353\/sls.2003.0001","article-title":"Classifier predicates and the creation of multiple perspectives in south African sign language","volume":"3","author":"Aarons","year":"2003","journal-title":"Sign Language Studies"},{"issue":"4","key":"2025120520021416300_ref2","doi-asserted-by":"publisher","first-page":"355","DOI":"10.1353\/aad.2012.0142","article-title":"The role of interpreters in inclusive classrooms","volume":"146","author":"Antia","year":"2001","journal-title":"American Annals of the Deaf"},{"key":"2025120520021416300_ref3","first-page":"593","volume-title":"Handbook of education and human development: New models of learning, teaching, and schooling","author":"Astington","year":"1996"},{"key":"2025120520021416300_ref4","doi-asserted-by":"publisher","first-page":"407","DOI":"10.1023\/A:1023035012436","article-title":"Recognition of faux pas by normally developing children and children with Asperger syndrome or high-functioning autism","volume":"29","author":"Baron-Cohen","year":"1999","journal-title":"Journal of Autism Developmental Disorders"},{"key":"2025120520021416300_ref5","doi-asserted-by":"publisher","DOI":"10.1093\/oso\/9780195080056.001.0001","volume-title":"Children talk about the mind","author":"Bartsch","year":"1995"},{"issue":"1","key":"2025120520021416300_ref6","doi-asserted-by":"publisher","first-page":"1","DOI":"10.3402\/shv.v6.28969","article-title":"Deaf and hearing high-school students\u2019 expectations for the role of an educational sign-language interpreter","volume":"6","author":"Berge","year":"2015","journal-title":"Society, Health & Vulnerability"},{"key":"2025120520021416300_ref7","doi-asserted-by":"crossref","DOI":"10.1017\/CBO9780511712203","volume-title":"Sign languages","author":"Brentari","year":"2010"},{"key":"2025120520021416300_ref8","doi-asserted-by":"crossref","first-page":"87","DOI":"10.4324\/9781410601513","volume-title":"Foreign vocabulary in sign languages","author":"Brentari","year":"2001"},{"issue":"4","key":"2025120520021416300_ref9","doi-asserted-by":"publisher","first-page":"1686","DOI":"10.2307\/1131725","article-title":"The distinction between false belief understand and subscribing to an interpretive theory of mind","volume":"67","author":"Carpendale","year":"1996","journal-title":"Child Development"},{"issue":"3\u20134","key":"2025120520021416300_ref10","first-page":"55","article-title":"An experiment in evaluating the quality of translations","volume":"9","author":"Carroll","year":"1966","journal-title":"Mechanical Translations and Computational Linguistics"},{"key":"2025120520021416300_ref11","doi-asserted-by":"crossref","first-page":"19","DOI":"10.2307\/j.ctv2rh287v.5","volume-title":"Advances in educational interpreting","author":"Cates","year":"2021"},{"issue":"3","key":"2025120520021416300_ref12","doi-asserted-by":"publisher","first-page":"212","DOI":"10.1093\/deafed\/6.3.212","article-title":"Teaching strategies in inclusive classrooms with deaf students","volume":"6","author":"Cawthon","year":"2001","journal-title":"Journal of Deaf Studies and Deaf Education"},{"volume-title":"Towards a sociolinguistic model of the interpreting process: ASL and English","year":"1984","author":"Cokely","key":"2025120520021416300_ref13"},{"year":"1987","author":"Colonomos","key":"2025120520021416300_ref13a"},{"issue":"1","key":"2025120520021416300_ref14","doi-asserted-by":"publisher","first-page":"3","DOI":"10.1075\/sll.5.1.03emm","article-title":"Spatial perspective choice in ASL","volume":"5","author":"Emmorey","year":"2002","journal-title":"Sign language & Linguistics"},{"key":"2025120520021416300_ref15","doi-asserted-by":"publisher","first-page":"17","DOI":"10.1353\/sls.1978.0014","article-title":"Verbs in American sign language","volume":"18","author":"Fischer","year":"1978","journal-title":"Sign Language Studies"},{"issue":"3","key":"2025120520021416300_ref16","doi-asserted-by":"publisher","first-page":"253","DOI":"10.1353\/aad.2017.0024","article-title":"Unregulated autonomy: Uncredentialled educational interpreters in rural schools","volume":"162","author":"Fitzmaurice","year":"2017","journal-title":"American Annals of the Deaf"},{"key":"2025120520021416300_ref17","doi-asserted-by":"crossref","first-page":"285","DOI":"10.2307\/j.ctv2rh287v.18","volume-title":"Advances in educational interpreting","author":"Fitzmaurice","year":"2021"},{"key":"2025120520021416300_ref18","doi-asserted-by":"publisher","first-page":"40","DOI":"10.1080\/03634529509378996","article-title":"\u2018What\u2019s in it for me?\u2019: Increasing content relevance to enhance students\u2019 motivation","volume":"44","author":"Frymier","year":"1995","journal-title":"Communication Education"},{"key":"2025120520021416300_ref19","doi-asserted-by":"publisher","first-page":"181","DOI":"10.1080\/03634529609379048","article-title":"The development of a learner empowerment measure","volume":"45","author":"Frymier","year":"1996","journal-title":"Communication Education"},{"issue":"1","key":"2025120520021416300_ref20","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1017\/S0140525X00028636","article-title":"How we know our minds: The illusion of first-person knowledge of intentionality","volume":"16","author":"Gopnik","year":"1993","journal-title":"Behavioral and Brain Sciences"},{"key":"2025120520021416300_ref21","doi-asserted-by":"publisher","first-page":"129","DOI":"10.1007\/BF02172093","article-title":"An advanced test of theory of mind: Understanding of story characters' thoughts and feelings by able autistic, mentally handicapped, and normal children and adults","volume":"24","author":"Happ\u00e9","year":"1994","journal-title":"Journal of Autism and Developmental Disorders"},{"volume-title":"Complexities in educational interpreting: An investigation into patterns of practice","year":"2018","author":"Johnson","key":"2025120520021416300_ref22"},{"key":"2025120520021416300_ref23","first-page":"113","volume-title":"Educational interpreting: How it can succeed","author":"Jones","year":"2004"},{"key":"2025120520021416300_ref24","first-page":"9","volume-title":"Educational interpreting: How it can succeed","author":"Kurz","year":"2004"},{"issue":"1","key":"2025120520021416300_ref25","doi-asserted-by":"publisher","first-page":"23","DOI":"10.14448\/jsesd.07.0003","article-title":"Deaf children\u2019s science content learning in direct instruction versus interpreted instruction","volume":"18","author":"Kurz","year":"2015","journal-title":"Journal of Science Education for Students with Disabilities"},{"key":"2025120520021416300_ref26","doi-asserted-by":"publisher","first-page":"167","DOI":"10.1080\/02699939508409007","article-title":"False belief understanding goes to school: On the social-emotional consequences of coming early or late to a first theory of mind","volume":"9","author":"Lalonde","year":"1995","journal-title":"Cognition and Emotion"},{"issue":"1","key":"2025120520021416300_ref27","doi-asserted-by":"publisher","first-page":"40","DOI":"10.1093\/deafed\/enad021","article-title":"Classroom discourse: What is conveyed through educational interpretation","volume":"29","author":"Langer","year":"2024","journal-title":"Journal of Deaf Studies and Deaf Education"},{"key":"2025120520021416300_ref28","doi-asserted-by":"crossref","first-page":"245","DOI":"10.2307\/j.ctv2rh287v.16","volume-title":"Advances in educational interpreting","author":"Lawson","year":"2021"},{"key":"2025120520021416300_ref29","first-page":"157","volume-title":"Natural theories of mind: Evolution, development and simulation of everyday mindreading","author":"Leekam","year":"1991"},{"key":"2025120520021416300_ref30","first-page":"209","volume-title":"Perspectives on classifier constructions in sign languages","author":"Liddell","year":"2003"},{"issue":"1","key":"2025120520021416300_ref31","doi-asserted-by":"publisher","first-page":"82","DOI":"10.1075\/lia.1.1.06lim","article-title":"Prosodie et acquisition de la langue des signes fran\u00e7aise: Acquisition monolingue LSF et bilingue LSF-fran\u00e7ais","volume":"1","author":"Limousin","year":"2010","journal-title":"Language, Interaction and Acquisition"},{"volume-title":"The guided construction of knowledge: Talk among teachers and learners","year":"1995","author":"Mercer","key":"2025120520021416300_ref32"},{"key":"2025120520021416300_ref33","doi-asserted-by":"publisher","first-page":"327","DOI":"10.1044\/jshd.5502.327","article-title":"Parents\u2019 use of signing exact English: A descriptive analysis","volume":"55","author":"Moeller","year":"1990","journal-title":"Journal of Speech and Hearing Disorders"},{"issue":"3","key":"2025120520021416300_ref34","doi-asserted-by":"publisher","first-page":"279","DOI":"10.1177\/13670069000040030101","article-title":"Discourse cohesion in sign and speech","volume":"4","author":"Morgan","year":"2000","journal-title":"The International Journal of Bilingualism"},{"article-title":"State requirements for educational interpreters","year":"2023","author":"National Association of Interpreters in Education","key":"2025120520021416300_ref35"},{"key":"2025120520021416300_ref36","doi-asserted-by":"publisher","first-page":"195","DOI":"10.1037\/0022-0663.83.2.195","article-title":"Classroom motivation: Strategies of first-year teachers","volume":"83","author":"Newby","year":"1991","journal-title":"Journal of Educational Psychology"},{"key":"2025120520021416300_ref37","doi-asserted-by":"crossref","DOI":"10.2307\/j.ctv2rcnnc6","volume-title":"Turning the tide: Making life better for deaf and hard of hearing schoolchildren","author":"Oliva","year":"2014"},{"key":"2025120520021416300_ref38","doi-asserted-by":"publisher","first-page":"459","DOI":"10.1111\/j.1469-7610.1995.tb01303.x","article-title":"Deafness, conversation and theory of mind","volume":"36","author":"Peterson","year":"1995","journal-title":"Journal of Child Psychology and Psychiatry"},{"issue":"6","key":"2025120520021416300_ref39","doi-asserted-by":"publisher","first-page":"1917","DOI":"10.1111\/cdev.13064","article-title":"Longitudinal theory of mind (ToM) development from preschool to adolescence with and without ToM delay","volume":"90","author":"Peterson","year":"2019","journal-title":"Child Development"},{"issue":"9","key":"2025120520021416300_ref40","doi-asserted-by":"publisher","first-page":"929","DOI":"10.1080\/09500690010025076","article-title":"Cohesion in science lesson discourse: Clarity, relevance and sufficient information","volume":"23","author":"Rodrigues","year":"2001","journal-title":"International Journal of Science Education"},{"issue":"3","key":"2025120520021416300_ref41","doi-asserted-by":"publisher","first-page":"23","DOI":"10.18848\/2327-0128\/CGP\/v23i03\/23-31","article-title":"The challenge of fatigue for students who are deaf or hard of hearing in inclusive classrooms","volume":"23","author":"Rohatyn-Martin","year":"2016","journal-title":"The International Journal of Learner Diversity and Identities"},{"volume-title":"Consecutive and simultaneous interpreting. Topics in signed language interpreting: Theory and practice","year":"2005","author":"Russell","key":"2025120520021416300_ref42"},{"year":"2013","author":"Russell","key":"2025120520021416300_ref43"},{"key":"2025120520021416300_ref44","doi-asserted-by":"crossref","first-page":"331","DOI":"10.1075\/ata.xiv.15rus","volume-title":"Testing and assessment in translation and interpreting studies","author":"Russell","year":"2009"},{"issue":"2","key":"2025120520021416300_ref45","doi-asserted-by":"publisher","first-page":"376","DOI":"10.1111\/j.1467-8624.2007.01004.x","article-title":"Language and theory of mind: A study of deaf children","volume":"78","author":"Schick","year":"2007","journal-title":"Child Development"},{"key":"2025120520021416300_ref46","doi-asserted-by":"publisher","first-page":"3","DOI":"10.1093\/deafed\/enj007","article-title":"Look who\u2019s being left behind: Educational interpreters and access to education for deaf and hard- of-hearing students","volume":"11","author":"Schick","year":"2006","journal-title":"Journal of Deaf Studies and Deaf Education"},{"key":"2025120520021416300_ref47","volume-title":"Best practices in educational interpreting","author":"Seal","year":"2003","edition":"2nd"},{"issue":"1","key":"2025120520021416300_ref48","doi-asserted-by":"publisher","first-page":"40","DOI":"10.1353\/aad.2012.0241","article-title":"Patterns of classroom discourse in an integrated, interpreted elementary school setting","volume":"142","author":"Shaw","year":"1997","journal-title":"American Annals of the Deaf"},{"key":"2025120520021416300_ref49","doi-asserted-by":"crossref","first-page":"123","DOI":"10.1075\/btl.23.08shl","volume-title":"Conference interpreting: Current trends in research","author":"Shlesinger","year":"1997"},{"key":"2025120520021416300_ref50","doi-asserted-by":"publisher","DOI":"10.2307\/j.ctv2rcngnx","volume-title":"More than meets the eye: Revealing the complexities of an interpreted education","author":"Smith","year":"2013"},{"key":"2025120520021416300_ref51","doi-asserted-by":"publisher","first-page":"753","DOI":"10.2307\/1131175","article-title":"Young children\u2019s differentiation of hypothetical beliefs from evidence","volume":"62","author":"Sodian","year":"1991","journal-title":"Child Development"},{"key":"2025120520021416300_ref52","doi-asserted-by":"crossref","first-page":"95","DOI":"10.1075\/ata.xiv.07tis","volume-title":"Testing and assessment in translation and interpreting studies","author":"Tiselius","year":"2009"},{"key":"2025120520021416300_ref53","doi-asserted-by":"publisher","first-page":"793","DOI":"10.1111\/j.1469-7610.1997.tb01597.x","article-title":"Communication between parents and deaf children: Implications for social-emotional development","volume":"38","author":"Vaccari","year":"1997","journal-title":"Journal of Child Psychology and Psychiatry"},{"year":"2000","author":"Villiers","key":"2025120520021416300_ref54"},{"issue":"3","key":"2025120520021416300_ref55","doi-asserted-by":"publisher","first-page":"284","DOI":"10.1353\/aad.2021.0031","article-title":"The educational interpreter supervision and support survey: Part 1","volume":"166","author":"Weirick","year":"2021","journal-title":"American Annals of the Deaf"},{"issue":"2\u20133","key":"2025120520021416300_ref56","doi-asserted-by":"publisher","first-page":"229","DOI":"10.1177\/00238309990420020501","article-title":"Stress in ASL: Empirical evidence and linguistic issues","volume":"42","author":"Wilbur","year":"1999","journal-title":"Language and Speech"},{"volume-title":"Proceedings of the Eighth National Convention","year":"1990","author":"Winston","key":"2025120520021416300_ref57"},{"issue":"1","key":"2025120520021416300_ref58","doi-asserted-by":"publisher","first-page":"48","DOI":"10.1353\/aad.2012.1609","article-title":"Parallel and divergent interpreting in an elementary school classroom","volume":"157","author":"Wolbers","year":"2012","journal-title":"American Annals of the Deaf"},{"issue":"1","key":"2025120520021416300_ref59","doi-asserted-by":"publisher","first-page":"16","DOI":"10.1353\/aad.2012.0074","article-title":"Educational interpreting: Understanding the rural experience","volume":"146","author":"Yarger","year":"2001","journal-title":"American Annals of the Deaf"},{"key":"2025120520021416300_ref60","doi-asserted-by":"publisher","first-page":"207","DOI":"10.1177\/016502548701000205","article-title":"Exceptions to mutual trust: Children\u2019s use of second-order beliefs in responsibility attribution","volume":"10","author":"Yuill","year":"1987","journal-title":"International Journal of Behavioral Development"}],"container-title":["Journal of Deaf Studies and Deaf Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/academic.oup.com\/jdsde\/article-pdf\/30\/2\/207\/60967044\/enae053.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"syndication"},{"URL":"https:\/\/academic.oup.com\/jdsde\/article-pdf\/30\/2\/207\/60967044\/enae053.pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,12,6]],"date-time":"2025-12-06T01:02:21Z","timestamp":1764982941000},"score":1,"resource":{"primary":{"URL":"https:\/\/academic.oup.com\/jdsde\/article\/30\/2\/207\/7916553"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2024,12,6]]},"references-count":61,"journal-issue":{"issue":"2","published-online":{"date-parts":[[2024,12,6]]},"published-print":{"date-parts":[[2025,3,20]]}},"URL":"https:\/\/doi.org\/10.1093\/jdsade\/enae053","relation":{},"ISSN":["1081-4159","1465-7325"],"issn-type":[{"type":"print","value":"1081-4159"},{"type":"electronic","value":"1465-7325"}],"subject":[],"published-other":{"date-parts":[[2025,4]]},"published":{"date-parts":[[2024,12,6]]}}}