This study examines interpreted group work situations involving deaf and hearing senior high school students, using Norwegian Sign Language and spoken Norwegian. The research question is: how does the sign language interpreter explicitly coordinate turn-taking in group work dialogues among deaf and hearing students? Video recordings of authentic learning situations constitute the basis for analysis of how a sign language interpreter uses multimodal actions to convey information that is used by the deaf and hearing students in establishing a shared focus of attention and thus coordinating their turn-taking. Five types of actions were recurrently identified: construction of visual gestures; timing of the interpreter’s input; use of gaze to negotiate for the deaf students’ speaking turns; left-right shifts in body position to convey information about which of the hearing students is speaking; and backward-forward shifts in body position to negotiate for shared attention. The analysis draws mainly on concepts developed by Goffman ( 1959 , 1981 ), Goodwin ( 1994 , 2000 , 2007 ) and Wadensjo (1998) . The discussion examines implications for the educational interpreter’s role set ( Sarangi 2010 , 2011 ), and the dual responsibility s/he fulfils by not only interpreting the students’ utterances, but also explicitly coordinating their interaction.

中文翻译：

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手语口译员如何使用多模式动作来协调聋哑人和听力高中生之间的小组工作中的轮换

这项研究使用挪威手语和挪威语，考察了聋人和听力高中生在口译中的小组工作情况。研究的问题是：手语口译员如何在聋哑和听力正常的学生之间的小组对话中明确协调轮换？真实学习情况的视频录像构成了分析手语翻译如何使用多模式动作来传达信息的基础，聋哑人和听觉学生使用这种方式来传达信息，以建立共同的注意力焦点，从而协调他们的转向。反复确定了五种类型的动作：视觉手势的构建；口译员输入的时间；利用凝视来为聋哑学生的口语交涉；身体位置的左右移动以传达有关哪个听力的学生正在讲话的信息；身体位置的向前和向后移动，以寻求共同的注意。该分析主要借鉴了Goffman（1959，1981），Goodwin（1994，2000，2007）和Wadensjo（1998）提出的概念。讨论探讨了对教育口译员角色集的影响（Sarangi 2010，2011），他/他不仅履行对学生话语的解释，而且明确协调他们的互动，从而履行双重责任。