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How do educational interpreters help deaf refugee and immigrant students with language acquisition?

What physiological responses do interpreters commonly report when experiencing negative thoughts?

A. Present Progressive: Las excusas. Poor Ana María. She is moving today and is texting you and your roommates for help. The only problem is everyone is out and busy doing something else. First, review the texts below. Then, respond with a description of what each person is doing in this moment using the present progressive (i.e., estar + -ando/-iendo). Select the most logical verb based on the context. Type your answer in the space provided. Be sure to include the accent (if necessary)! (1 pt. each; 5 points total)    MODELO: Megan y yo estamos escribiendo (escribir) un ensayo para la clase de historia americana.  1. Cristián [1] [beber / correr / manejar] un café con su amigo. 2. Nancy [2] [abrir / estudiar / saber] en la biblioteca. 3. Yo [3] [bailar / enviar / hablar] por teléfono con su mamá. 4. James y Megan [4] [comer / ver / visitar] en un restaurante. 5. Kevin, Kate y yo [5] [conocer / maquillarse/ ver] la tele con nuestros amigos.  

What is one way educational interpreters can navigate the dialectic of distance versus closeness with Deaf students?

Which dialectical tension is highlighted in the relationship between educational interpreters and Deaf students?

What preparation strategy was emphasized in the study for improving interpreters’ engagement with the material?

What issue did the educational interpreter mention regarding the deaf student’s level of understanding?

What is a key factor that educational interpreters must consider when developing rapport with Deaf students?

What is one of the main reasons educational interpreters take cues from Deaf students during interactions?

What is one of the main roles of educational interpreters in the classroom?