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221008s2022 gw o 00 0 eng d |
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|a 9781954622081
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|z 9781954622074
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|a (OCoLC)1346368272
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|a MdBmJHUP
|c MdBmJHUP
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| 100 |
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|a Swabey, Laurie.
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|a Signed Language Interpreting Pedagogy :
|b Insights and Innovations from the Conference of Interpreter Trainers
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|a Bielefeld :
|b Gallaudet University Press,
|c 2022.
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| 264 |
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|a Baltimore, Md. :
|b Project MUSE,
|c 2022
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|c ©2022.
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|a 1 online resource.
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|a text
|b txt
|2 rdacontent
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|a computer
|b c
|2 rdamedia
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|a online resource
|b cr
|2 rdacarrier
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0 |
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|a The Interpreter Education Ser. ;
|v v.13
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| 500 |
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|a A Place at the Table? Reflections on the Past, Present, and Future of Signed Language Interpreter Education in the United States
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|a Description based upon print version of record.
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|a Cover -- Title -- Copyright -- Contents -- Editorial Advisory Board -- Contributors -- Preface -- List of Conferences and Proceedings Editors -- Part One: Two Snapshots from CIT Conferences -- The Issue Is Advocacy (1979 Keynote) -- Reaching New Heights in Interpreter Education Through Deaf Eyes (2018 Endnote) -- Part Two: Selected Papers and Responses -- The Art of Critique: Strategies, Aids, and Skills for Trainers (1981) -- Response: The Art of Performance Analysis -- The Morning After the Night Before: Thoughts on Curriculum Sequencing (1986)
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|a Response: Hair of the Dog: An Appreciation of Cokely's "The Morning After the Night Before" -- Evaluating Performance: An Interpreted Lecture (1986) -- Response: Evaluating Performance: Using Discourse Analysis to Enrich Interpreting Pedagogy, Practice, and Research -- Process Diagnostics: The Deaf Perspective (1988) -- Response: Engage, Imagine, and Align to Belong for Interpreter Training Programs -- Doing the Right Thing: Interpreter Role and Ethics Within a Bilingual/Bicultural Model (1990) -- Response: "Doing the Right Thing" Revisited
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|a A Vygotskian Perspective on Interpreter Assessment (1992) -- Response: Social Construction and Working in the Zone of Proximal Development: Gish Revisited -- Assisting African American/Black ASL/IPP Students Navigate Between Learning in the Classroom and Outside the Classroom (1998) -- Response: The Twenty-Two Year Crawl: Recruitment and Retention of African American/Black Students in Interpreter Education Programs -- Learn to Use It! Taking the NMIP Curriculum Off the Shelf and Into the Classroom (2002) -- Response: National Multicultural Interpreter Project
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| 505 |
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|a Reconstructing Our Views: Are We Integrating Consecutive Interpreting Into Our Teaching and Practice? (2002) -- Response: Twenty Years Later: What's Old Is New? Revisiting Consecutive and Simultaneous Interpreting -- Deaf Language Mentors: A Model of Mentorship via Distance Delivery (2002) -- Response: Deaf Language Mentoring: Case Studies, Outcomes, and Looking Forward -- Enhancing Critical Thinking and Active Learning in Online Courses (2006) -- Response: Looking Back and Peering Forward -- Effective Practices for Establishing Mentoring Programs (2006)
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| 505 |
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|a Response: A Paradigmatic Shift in Effective Mentoring Practices -- Collaboration in Learning: Situating Student Learning in Real World Contexts (2016) -- Response: Extending the Situated Learning Continuum: Interpreter Education and Beyond -- Social Justice in Interpreting Education: An Infusion Model (2016) -- Response: Infusing Social Justice in Interpreting Education -- Deaf Translation: Socio-Cultural Perspective (2018) -- Response: Deaf Translation: Pedagogical Perspectives -- Part Three: Conclusion
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|a Description based on print version record.
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| 655 |
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|a Electronic books.
|2 local
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| 700 |
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|a Herring, Rachel E.
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| 710 |
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|a Project Muse.
|e distributor
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|a Book collections on Project MUSE.
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| 856 |
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|z Texto completo
|u https://projectmuse.uam.elogim.com/book/103755/
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| 945 |
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|a Project MUSE - Custom Collection
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| 945 |
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|a Project MUSE - 2022 Global Cultural Studies
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| 945 |
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|a Project MUSE - 2022 Complete
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