This investigation of current and former interpreting students was conducted to explore students’ experiences of the interpreter education program. Discourse analysis of surveys revealed four areas of improvement: practicum/internship, mentorship, curriculum, and peer/community support. The study was based on Dean and Pollard’s demand control schema (2013), social-constructivist education (Kiraly, 2000), and phenomenology (Smith, 2013).
A survey was created and disseminated via email and social media. A total of 102 participants responded to the survey. The participants were diverse, and the survey was designed with yes/no, multiple choice, and open-ended questions with no word or character limit.
The project was limited to students and graduates of interpreter education/training programs. The results demonstrated that the respondents were dissatisfied with their curriculum, the number of practicum/internship hours, the lack of mentorship, and they expressed a desire for additional peer and community support.
This study showed that while participants completed 100 to 200 hours of internship/practicum hours they would have preferred up to 400. Ninety-five percent of participants did not have access to post-graduation mentorship, and 90% reported that they could have benefited from it.
Determining best practices, entrance and exit requirements, along with in-program mentorship are all areas for additional research.
Date of Award
Master of Arts in Interpreting Studies
Amanda R. Smith
Curriculum, Gap, Internship, Mentorship, Practicum, Support
Type (DCMI Terms)
Education | Other Languages, Societies, and Cultures
Wilbeck, D. K. (2017). An investigation of student perception how to better prepare signed language/English interpreters for the real world (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/39
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