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According to the literature, what percentage of classroom discourse was not interpreted during the study?

What is one of the recommended preparation strategies for interpreters to improve their interpreting quality in educational settings?

What was one of the significant outcomes of the intervention study for interpreters?

What is the goal of identifying negative thought patterns in interpreters?

What did Shaw and Jamieson (1997) find regarding the access of a deaf student to classroom instruction?

Which of the following best describes the concept of ‘mediated education’ in the context of Deaf students?

Which aspect of educational interpreting was noted as often being unaddressed in research?

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.