I am not currently teaching Introduction to Interpreting (ASL3310).

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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:


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.

Laws and Regulations Related to Educational Interpreting

DOIT Center’s OSEP Project results on statutes and regulations related to educational sign language interpreting in the United States.

Handout (Smith)

Smith’s (2004) paper of the experience of Deaf college students. From Deaf Studies Today! 2004.

University Interpreting: Linguistic Issues

Jemina Napier writes about the efficacy and challenges of interpreting in a university environment. From Journal of Deaf Studies and Deaf Education (Fall 2002).