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Interpreting in K–12 settings
Educational interpreting is arguably the largest domain of interpreting practice and most interpeters will find themselves producing work in K–12, post-secondary, or community education settings at one time or another in their careers. Let’s look at how education interpreting may differ from interpreting in other settings.
Here are some learning outcomes of which we might want to be aware:
- How does interpreting in a primary school setting differ from a secondary setting?
- What are the vocational and skill-based expectations of interpreters?
- What are the expectations of participants in educational settings?
Chapter 10 (pp. 165–187) Required
Handout (Stringham) Required
Differences found in various age groups (K–8, secondary, and post-secondary) and unique factors (interaction, compensation, perception, and unique challenges) affecting interpreters working in these areas. These characteristics are also found in your text.
DOIT Center’s OSEP Project results on statutes and regulations related to educational sign language interpreting in the United States.
Smith’s (2004) paper of the experience of Deaf college students. From Deaf Studies Today! 2004.
Jemina Napier writes about the efficacy and challenges of interpreting in a university environment. From Journal of Deaf Studies and Deaf Education (Fall 2002).