For signed language interpreters there are a limited number of formal transition programs to aid the development from completion of an interpreter education program (IEP) to competent professional. This period of time is an important time for building a professional foundation. Research in other practice professions has shown that gradual transitions towards autonomy under adequate supervision and coaching provide a forum for practitioners to grow in their professional abilities with the support needed to guide them. The type of program used as a model in this study is the medical residency program where underclassmen learn a new skill from an upperclassman, practice this skill, and finally teach the skill to the next cohort. All phases are done under a competent professional’s observation. By conducting an action research project on my practice, benefits of this progression during an interpreter's formative years were delineated. The study was conducted to assess the benefits of cycling through learning, practicing and teaching phases with the oversight of a competent practitioner. The action research findings support the recommended progression of learn, practice, teach.
Date of Award
Master of Arts in Interpreting Studies
Apprenticeship, mentorship, mentor-tree, work readiness, interpreter programs, gap, post-IEP, gap programs, medical residency model
Education | Language Interpretation and Translation
Lovercheck, K. (2018). Focusing the gap: Productive post-IEP development (master's action research project). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/maisactionresearch/2
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