Abstract

The desire and necessity to reclassify Pennsylvania educational interpreters from paraprofessional to professional status needs to be addressed. Understanding the history and need for interpreting services in the K-12 setting will provide a solid foundation for moving educational interpreters forward to professionalization. The concept of applying professional status to educational interpreters working in the Pennsylvania K-12 setting is explored within the literature review. Within this study, I used qualitative and quantitative approaches to collect data from stakeholders throughout the Commonwealth of Pennsylvania. These stakeholders consisted of educational interpreters working in the K-12 setting and agencies who employ these interpreters. The two separate surveys further support the idea of reclassifying educational interpreters from paraprofessionals to professionals. The data and research explored throughout this study guides the conversation to further research in advancing educational interpreters working in Pennsylvania’s K-12 settings to professional status.

Exit Requirement

Thesis

Date of Award

12-8-2021

Degree Name

Master of Arts in Interpreting Studies

Committee Chair

Elisa Maroney

Committee Member

Amanda Smith

Committee Member

Rebecca Kane

Keywords

Professional, Paraprofessional. Reclassification, Educational Interpreters, Practice Profession, Recognition

Language

eng

Type (DCMI Terms)

Text

Subject Categories

Education | Other Languages, Societies, and Cultures

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