Improving Educational Interpreter Preparation and Employment Readiness Using a Curricular Approach
There is currently no national standardization of education or credentialing requirements for signed language interpreters practicing in K-12 educational settings. In response, many states have established their own requirements for educational interpreting practitioners. These state-level requirements often include a state-determined minimum assessment score on the Educational Interpreter Performance Assessment (EIPA). While use of the EIPA as a testing instrument to credential educational interpreters has become widely used, the score requirements vary greatly from state to state.
Due to the scope and nature of requisite competencies evaluated through the EIPA, there is a need for specialist education to prepare interpreters to practice as K-12 educational interpreters. The gaps in competencies identified through this research were used as the foundation to develop recommendations for the inclusion of relevant domains within an educational interpreter specialist certificate curriculum.
Date of Award
Master of Arts in Interpreting Studies
educational interpreter, educational interpreting, experiential learning, interpreter education, interpreter training, job readiness, specialist certificate
Type (DCMI Terms)
Education | Higher Education | Language Interpretation and Translation | Other Education
Seipke-Brown, E. (2023). Improving Educational Interpreter Preparation and Employment Readiness Using a Curricular Approach (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/237
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Higher Education Commons, Language Interpretation and Translation Commons, Other Education Commons
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