What role did the educational interpreter spend the most time fulfilling during the analyzed classes?

What is one of the main consequences of the role overload experienced by educational interpreters?

What percentage of the interpreted intervals were classified as not interpreted during the study?

What is one of the reported feelings of educational interpreters who are not utilized as a source of student information?

What is a significant barrier to effective collaboration mentioned in the study?

What is one of the proposed models that educational interpreters can use to understand their role space?

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 un café con su amigo. 2. Nancy en la biblioteca. 3. Yo por teléfono con su mamá. 4. James y Megan en un restaurante. 5. Kevin, Kate y yo la tele con nuestros amigos.  

What effect does cognitive load have on the performance of interpreters when they feel unable to cope?

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

Sección 1 de 2 Estructuras | Present Progressive (pp. 170-172)