Abstract

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.

Exit Requirement

Action Research

Date of Award

12-1-2018

Degree Name

Master of Arts in Interpreting Studies

Committee Chair

Elisa Maroney

Committee Member

Amanda Smith

Keywords

Apprenticeship, mentorship, mentor-tree, work readiness, interpreter programs, gap, post-IEP, gap programs, medical residency model

Language

eng

Subject Categories

Education | Language Interpretation and Translation

Rights Statement URL

http://rightsstatements.org/vocab/InC/1.0/

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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