This paper discusses the auto-ethnographic action research project that I conducted with the goal of improving my work as an interpreter and therefore reducing the “readiness to work gap” in my own professional practice. This action research project contained two different approaches with the goal of leading to self-improvement in my interpreting ability. The first approach involved working with a mentor to create goals that work toward the improvement of specific aspects of my interpreting process. This was typically done by selecting a sources text that would lend itself to practice working towards a specific interpreting goal. With limited mentoring opportunities in my region, this was mainly done through sharing recorded work samples synchronously and asynchronously with mentors over FaceTime, Google Hangout, Email, and over the phone. The second part of this project involved intentional practice in my work place through the documentation of both social and performance aspects of my interpreting practice. The documentation of these aspects of my interpreting lead to questions about my role as an Educational Interpreter and allowed me to keep track of how many times I intentionally worked towards the interpreting goals I created with my mentor.
Date of Award
Master of Arts in Interpreting Studies
K-12 Interpreting, Social Capital, Auto-ethnography, Action Research, Mentoring
Type (DCMI Terms)
Education | Other Languages, Societies, and Cultures
Hamilton, H. (2018). “Ever since I left the city”: An auto-ethnographic action research project on interpreting in a K-12 setting (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/129
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