Educational Interpreters

Frequently Asked Questions
by: Nancy Scheetz (e-mail: nascheet@valdosta.edu )

1. What is the difference between a freelance and agency based interpreter and an educational interpreter?

Freelance and agency based interpreters find themselves working in diverse settings.  In any given day they may facilitate communication in doctor’s offices, job settings, courtrooms, hospitals, and mental health agencies.

Educational interpreters function within the confines of the school setting.  They are employed at the PreK level and can be found in all grade levels including postsecondary classrooms.

2. Do educational interpreters have different job requirements than freelance and agency based interpreters?

Freelance interpreters typically receive their assignments from a contracting agency.  Upon confirming availability, they are provided with pertinent information such as:  date, time of assignment, location, duration, communication mode preferred by consumer, deaf consumer’s name, and contact person’s name and phone number for the assignment.

Educational interpreters are hired to become part of an educational team.  Their roles vary depending on the grade level they serve.  At the primary school level, they serve as language role models and become the link between classroom teachers and students to insure the child’s language can be stimulated to advance to a higher level.  At the middle and high school levels they may be hired to serve in an interpreter/tutor capacity whereby they wear “two hats”.

Interpreters at the middle and secondary school levels may find themselves interpreting for college bound students as well as those enrolled in vocational classes.  In addition, they may be called upon to interpret assemblies, plays, and for students engaged in extracurricular activities.

3. How does one become an educational interpreter?

Within the state of Georgia, by 2003, every working interpreter within the public school system will be required to have their Georgia QA in both interpreting and transliterating, or be nationally certified by RID as either a CI or a CT.

In order to prepare for these evaluations it is highly recommended that interpreters:

·        Enroll in a 2 year or 4 year interpreting program

·        Take courses to further enhance your liberal arts background as well as your interpreting skills

·        Interact with members of the Deaf community

·        Secure the services of an interpreting mentor to help you improve your existing skills

4. Is there a different Code of Ethics for Educational Interpreters?

All interpreters are bound by RID’s Code of Ethics.  However, educational interpreters follow the Code of Ethics as outlined in Brenda Seal’s Best Practices in Educational Interpreting

·        The educational interpreter shall hold all school-related information confidential.  As a member of the educational team, the interpreter shall function in a manner that is appropriate to the team, sharing information that relates directly to the work, of other professionals in their contacts with the deaf or hard-of-hearing student in a professional and judicious manner.

·        The educational interpreter shall strive to equalize the source language and target language by using language that is compatible with the student’s developmental level.

·        The educational interpreter shall not counsel or advise students or other professionals in a manner that is inconsistent with his or her role as an interpreter.

·        The educational interpreter shall present a professional appearance and demeanor appropriate to the educational environment(s) in which he or she works.

·        The educational interpreter shall develop professionally through continuing education, including education that is relevant to the role(s) for which the interpreter is hired. (p. 57).

5.  What additional duties do interpreters perform from typical interpreters?

          Depending on the school district, interpreters may assume the following additional duties:

·        Aid (copying, filing for classroom)

·        Lunchroom and bus duty

·        Tutor

In some school districts the interpreter functions solely as a communication facilitator and has a planning period to familiarize him or herself with upcoming materials.  However, this is not the case in all settings.

6. What are some good web sites that educational interpreters can go to for information?

The web sites listed below are only a few of the ones available to educational interpreters.  In the weeks that follow, additional sites will be posted.

www.GaRID.org

www.RID.org

www.terpsnet.com

www.terpsl.com

7. What are some current publications in educational interpreting that I can go to for information on increasing the understanding of my job?

There are several excellent texts on interpreting.  Some you may want to review are:

• Best Practices in Educational Interpreting, Brenda Chafin Seal, 1998, Allyn & Bacon.
• Sign Language Interpreting, David Stewart, Jerome Schein, Brenda Cartwright, 1998. Allyn & Bacon.
• So You Want to be an Interpreter, Janice Humphries &  Bob Alcorn Sign Enhancers, Inc. 1996..
• Interpreting:  An Introduction, Nancy Frishberg, RID, 1990.

In addition, RID publishes an excellent publication:  RID Views and annually the February issue is devoted to educational interpreting.

If you have additional questions, submit them here.