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1. Educational Interpreting:
College and University settings
Trishia Sander-Visger
Dr. Kella B. Price, SPHR, CPLP

2. 56% of Deaf and Hard of Hearing
students eligible for entrance into
academic college program (Seal, p.170)

3. Student challenges
“The education of children with severe and
profound hearing loss is a difficult process,
and the greater the hearing loss the greater
the obstacles to be surmounted.” (Moores, p.238)

4. Student Challenges
• No accepted standards /assessments
• Less academic preparation
• Lack linguistic competencies
• Underqualified interpreters
• Limited success of notetakers
• Learning style
• Academic lectures
– Meaningful ASL equivalents
– Subject-specific terminology

6. Role of OSD
• Schedule interpreter for any college-related
activities
• Evaluate student’s language, match with
interpreter

7. Benefits of Interpreting
• Flexible schedule
• FUN
• “Provide a service to allow someone to pursue
their goals or increase their potential.
Discover that they can….that not hearing
doesn’t have to be a barrier” Karla Reynolds

8. Required skills
• Clerical
• Culture
• Customer service
• Technology
• College-level reading skills
• IEPA 3.0 or RID certification
• Interpersonal communication skills

9. Freelance
• SBA
• Federal Tax ID number or own SSN?
• Register business name w/state
• Local permit or license?
• Tax accountant
• Professional liability insurance

10. Freelance
• Marketing portfolio
• Appointment book
• Computer billing/accounting

11. BLS statistics
• 2010 Median: $43,300 (BLS) or $20.82/hr
• 58,400 jobs
• 42% anticipated growth by 2020

12. Role of the Interpreter
• Never a tutor or help with homework
• Not talk to each other about students, teachers, or
assignments
• “To facilitate communication, independence, and
integration” (Humphrey and Alcorn, p.359)
• Neutral
• Confidential
• Educate about difference “Variability in communication
in cultures, but not while styles cannot be
underestimated or
interpreting
undermined” (Seal, p.171)
• Position in class

13. “The language variation that arises
as a consequence of contextual and
situational diversity is the biggest
consideration for working
interpreters, as they must be
prepared to adapt their language
use accordingly.”(Napier, p.282)

14. Interpreter effectiveness
• Knowledge of subject leads to more accurate
interpretations
• Understand discourse environment
• Verbal descriptions of diagrams into ASL
• Clarification of sign
“Optimal interpreting should involve
communication use that allows the student to fully
participate in classroom discussions as well as to
attain a comfortable, personal level of involvement
with others in the classroom” (Stewart and Kluwin,
p.30)

15. Interpreter Reflections
• Always use lag time
• Flexibility is key
• Be prepared to change the way you signed or
voiced something it’s not because your Deaf
client is Dumb
• Your job is to provide a service
• Attitude and personality effect the Deaf
person

16. Interpreter Reflections
• Most interpreters start at the undergraduate level
• You are not always Interpreting for the students
(Deaf teachers or administrators)
• It’s important when possible to intern and team
interpret
• Be familiar with VRI
• You have to be on time and willing to do your job!

17. Student Reflections: Mainstream
• Built relationships with others
• Drew attention
• Focus on the work, not the lecture
• Videorecording would be helpful
• CART
• Had notetaker and access to professor lecture
notes
• Need to interpret word-for-word, with some help
with English if needed

18. Student Reflections: Deaf School
• Had notetaker and access to professor lecture
notes
• Videorecording would be helpful, but time
consuming
• Good experience if you understand Interpreter
if you don’t, ask for clarification

19. Interpreter effectiveness:
Student perspective
• Pace of interpreting
• General intelligence of the interpreter
• Selecting appropriate signs
• Perform reverse interpretation
• Adjust to situation-specific interpreting
• Manual dexterity, hand coordination
• Interpreting etiquette
• Physical positioning
• Prefer competency in subject matter

20. Interpreters should be:
• Patient • Good communicator
• Confident • Experts in mental imagery
• Aggressive when it comes (visualization)
to a student needing to • Able to make cultural
ask a question adjustments (example)
• Be open minded to • Good concentration
accept feedback • Short-term memory
• Be adaptive to new • Target language
situations quickly restructuring
• Flexible

21. Guidelines for miscues and errors
• External monitoring
• Appropriate competence in Target langauge (tL)
and Source language (sL)
• Maintain sufficient lag time to reduce
• Consecutive interpreting less errors than
simultaneous interpreting
• Determine strategies to correct errors in advance
• Check student comprehension
• Self-evaluation

23. Recommended Training
• Know the areas that • Be introspective to
need improvement identify setting and age
• Take advantage of group preferences
school classes through job shadowing
• Field experience, • Storytelling class
internships • CA 103 Computer
• Org Membership Applications
• Mentors • Advanced English
coursework

24. CSUN Interpreter Education Program
• GPA
• Related course work (ASL, Advanced English,
Interpreting, Deaf Studies)
• Deaf Community Experience
– Volunteerism, professional/community orgs, Deaf
connection
• Letter of Interest
• 3 Letters of recommendation
– At least 1 from Deaf
• Interview

25. Advice
• Maintain confidence • Don't be afraid to ask us
• Stay on top of to repeat ourselves if
everything you don't understand
• Do not fall too far us. It is better to clarify
behind on lectures it instead of making us
sound like an idiot!
• Ignore distractions
• Find a mentor
• Interpret everything!

26. Resources
• Delicious Resource Page
– http://bit.ly/INT101
• Slideshow
– http://www.slideshare.net/kellaprice

27. Thank You!
Are there any questions?