Through the process of interviewing instructors of ASL-English interpreting courses, trends in how pre-assignment preparation is taught to students in interpreter education programs (IEPs) were identified and documented. Until now, there have been no studies on how preparation methods are taught in IEPs. Through a cursory examination of ASL-English interpreting curriculum and a look into relevant research, it was found that no standard on how to prepare for assignments or how to teach preparation strategies currently exist within the field of ASL-English interpreting (Nicodemus et al., 2014).

Trends in how preparation is taught included data on the amount of context given to students before asking them to interpret, techniques used in teaching preparation, information about where preparation is taught within an IEP, participant’s satisfaction with students’ preparation abilities, and ways the process of teaching preparation skills could be improved.

Participants shared their thoughts on themes discussed in the literature on preparation which included topics such as the demands that interpreters prepare for, the value of preparation, the variables that the selection of preparation methods depend on, preparation significance for interpreters of various skill levels, the debate between conceptual preparation and terminological preparation approaches, reasons that an interpreter may not prepare, the role of agencies in the preparation process, and the possible negative effects of over-preparing.

Participants also explained how they learned how to prepare for assignments; how they prepare for both assignments they are familiar with, and those they are not; and whether or not they are satisfied with their own ability to prepare for assignments.

Exit Requirement


Date of Award


Degree Name

Master of Arts in Interpreting Studies


Deaf Studies/Professional Studies

Committee Chair

Amanda Smith

Committee Member

Elisa Maroney

Committee Member

Diana Gorman Jamrozik


Preparation, prep, interpreting, ASL, curriculum, direct



Subject Categories

Applied Linguistics | Curriculum and Instruction | Disability Studies | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Higher Education and Teaching | Other Languages, Societies, and Cultures