Interpreting Skills
Sample Scholar capstone project.
Shared with permission.
This Interpreting Skills webpage demonstrates my skill to produce interpretations that support student success and inclusion in various educational settings. The interpreting products are shaped by the educational team member's efforts and the educational theories and practices behind these efforts (C5). Additionally, the products show my ability to base the interpretations on ethical decision-making, systems thinking, professional guidelines, educational team members' roles and responsibilities, and student need (C6). By combining technical skills with practice, professional knowledge, and decision-making, the interpretations and associated documentation show my ability to produce accurate and effective interpreting services to different deaf, hard of hearing, and hearing consumers present in educational environments.
School Interpreting Series (SIS) Standards
SIS Competency 5
Enact interpreting and other related services guided by the educational system, framed by learning theories, and influenced by the practices of the educational team in support of each student’s access and interactions. (Knowledge & Skill)
SIS Competency 6
Implement decision-making as a Related Service Provider that is based on educational, professional, and ethical frameworks. (Skill)
This page includes a summary of the initial EIPA feedback as well as the best interpretations in K-12 educational settings for:
This page also includes an overarching assessment of interpreting skills and an overarching reflection.
This webpage serves as a demonstration of my competence in interpreting skills, featuring examples of four distinct pieces of interpreting work accompanied by self-reflective analysis. The examples focus on groups commonly encountered in K-12 public schools: elementary, middle school, high school, and adults working in the educational environment. Both sign-to-voice and voice-to-sign interpretations are included to highlight my proficiency in various modes of interpretation. Additionally, I provide information on the Educational Interpreter Performance Assessment (EIPA), a performance assessment specifically designed for school interpreters, and offer evaluative feedback from my initial EIPA evaluation.
Summary of Initial EIPA Feedback
As a recipient of an academic scholarship from the U.S. Department of Education's Office of Special Education Programs and the Preparing School Interpreter (PSI) Project at the University of Northern Colorado, I completed the performance segment of the Educational Interpreter Performance Assessment (EIPA) in the summer of 2023 prior to beginning the School Interpreting concentration. The EIPA is comprised of two parts: a performance and a written assessment. I will take the written assessment in the summer of 2025 (see Professional Development). The EIPA is not a credential, but many states recognize it as a scale of qualification for educational interpreters.
Following the scoring of my EIPA, I was provided with an external evaluation of my language and interpreting abilities which was reviewed with me by members of the PSI Project. I received the following initial feedback.
Roman 1: Interpreter Product--Voice-to-Sign
-
Areas of strength included indexing, eye gaze, body shifts and verb agreement. Good use of space was noted but could be emphasized more, as were intonational stress patterns. I demonstrated good use of non-manual markers. Areas for improvement were overall emphasis and intention when signing to match the level of the speaker. Use of prosody to demarcate sentence boundaries and overall tone when signing was also noted as something to work on. Feedback from PSI advisors encouraged focusing on the Gish interpreting model (broad topics to details) to include more of the overall goal of the communication.
-
Voice-to-sign interpretation will constitute the majority of an interpreter's work in a public K-12 school setting when working with Deaf and hard of hearing (DHH) students. Through interpreters, DHH students gain access to both their education and numerous social interactions. Developing strong voice-to-sign skills is crucial for enabling students to comprehend and engage with the classroom environment more effectively.
Roman 2: Interpreter Product--Sign-to-Voice
-
I demonstrated a novice-level understanding of the content the student in the sample signed, producing clear and effective English phrasing to convey what I did understand. My word choice and register were generally appropriate for the intended audience. However, comprehension of the signer's fingerspelling was identified as an area requiring further practice. Evaluators also recommended increasing lag time to fully grasp the signer's intent before beginning the interpretation.
-
Sign-to-voice interpretation is essential for conveying the communication of DHH students to hearing individuals within the educational setting. Misunderstanding the student's signs can negatively affect their academic performance. For instance, if the student responds to a question from a teacher and the interpreter conveys that response inaccurately, the teacher may not realize that the student's answer differed, potentially leading to the student being penalized for an incorrect response.
Roman 3: Vocabulary
-
The evaluators highlighted the effective use of a wide range of vocabulary. Fingerspelling of both words and numbers was accurate, and my sign production was mostly precise. However, they recommended incorporating more fingerspelling throughout to further promote English literacy development. Feedback from PSI advisors emphasized the importance of working on multiple-meaning words to ensure conceptual accuracy and developing skills in expansion to better connect related concepts.
-
DHH students who use sign language are expected to be bilingual, proficient in both their chosen sign language or modality and in English. Interpreters play a crucial role in supporting English literacy by using fingerspelling and repetition to present key words. Expansion techniques help bridge the gap between fingerspelled words and the concepts they represent.
Roman 4: Overall Factors
-
Roman 4 addresses message processing, message clarity, and the environment. Strengths included effective eye gaze to establish a connection with the student and conveying most key concepts. However, more omissions were noted as the complexity of the content increased. Suggestions for improvement emphasized the importance of adding lag time to fully grasp the message before beginning the interpretation. This approach will help communicate the speaker's intent more accurately.
-
Due to the differences in grammatical structure between ASL and English, interpreting from sign to voice before the thought is fully expressed may result in inaccurate information being conveyed, leading to miscommunication between consumers. In general, interpreters must prioritize message clarity, use consistent reference points, and ensure the primary intent of the communication is accurately conveyed.
The PSI project involves taking the EIPA: Performance as a pre-test prior to starting any interpreting classes. The summary of initial feedback reflects my language and initial processing skills as a baseline for growth over the final two years of the ASL-English Interpreting program. I will take the EIPA: Performance again in spring of 2025 as I near the end of the program to measure my growth and skill development.
Best Elementary Interpretation
The following interpretation examples reflect my competency in K-12 educational interpreting. The first one is an example of a kindergarten/first grade combined classroom. The students are ages 5-7. The students sit on a rug in front of the white board. The teacher leads the students through their daily duty assignments and a lesson on the days of the week. Students are assigned roles to fulfill within the classroom, for example: line leader, board cleaner, pencil sharpeners, etc. (see Child & Language Development for more information on expectations for children at this age level). The lesson includes spelling, phonetic awareness, and temporal aspects (i.e.: today is, tomorrow will be, and yesterday was). The students are expected to observe classroom rules of appropriate behavior, such as listening quietly while the teacher is talking, raising their hands to answer a question, and responding when called on. The goal of this educational interaction is to teach students the days of the week, reinforce temporal concepts and time frames, support development of appropriate social behaviors, and contribute to the upkeep of the classroom environment. A Common Core State Standard that applies to this lesson is English Language Arts Standards: Language, Grade 1, Conventions of Standard English, 1e.
The preparation for this interpretation included a three-stage Educational Assessment done with a partner as part of coursework for the Introduction to School Interpreting course, and a concept map and mind map done on my own. The Educational Assessment analyzed who was involved in the interpreted event, the goals of the environment and consumers, the roles and responsibilities of the teacher, student, and interpreter, developmental milestones, distribution of responsibilities, common core standards addressed in the lesson, teaching strategies, educational discourse, and analysis of the salient elements. Because of the thoroughness of the Educational Assessment, I did not feel it was necessary to complete a 10-step analysis or separate discourse analysis chart. I have found concept maps and mind maps to be personally beneficial in helping me to arrange the big picture items and details of the interpreted event so they are visually accessible.
Video Language: ASL
The goals of the curriculum and how the teacher implements strategies to teach those goals are critical to formulating effective interpretations. When I was ready to interpret the scene, I felt comfortable with the material that was covered and how it was presented. I knew enough of the system and classroom protocol to interpret for meaning on a contextual level. The preparation activities allowed me enough background knowledge to use predictive skills effectively.
This scenario demonstrates my developing skills as an educational interpreter. I focused specifically on arranging my space and establishing clear points of references (key skills of EIPA Roman 4). I visualized myself standing next to the empty wooden chair at the front of the room, with the students positioned in front of me to my right. One key takeaway from my instructor's feedback was the importance of picturing a DHH student in a specific location that aligns with the setting rather than addressing the class at large. As the interpreter, I must refer to the student and include them in the lesson by making eye contact and addressing them in a manner that ensures equal access to the material. Maintaining correct eye-gaze is a challenge of virtual interpreting that is easy to overcome when in person. Since recording this interpretation, I have grown in my understanding of how to engage with DHH students. At the elementary level, eye gaze, animated expressions, full use of signing space, and articulated movements all help with engagement. Collaboration with the classroom teacher is essential for maintaining sustained engagement. Interpreters can work alongside classroom teachers, Teachers of the Deaf, and special education teachers to implement specific techniques that support the participation of DHH students in the classroom (see Roles & Responsibilities and Resource Library).
At the middle school level, the interpreter's involvement (also known as role-space) shifts to support the student's growing independence and autonomy. In this scenario, the student is a 6th grader who is presenting a poem for a parents' night event at her school. She decided to present in ASL even though she is working on her English speaking clarity. For this particular event, she felt more comfortable using her first language and connecting with her parents who also use ASL. Additional background information on this scenario can be found on my Systems & Collaboration page.
To prepare for the student's presentation, I focus on the details provided in the brief and thought about how I could match the student's language needs. I knew her presentation centered on an acrostic poem connected to an E-A-R-T-H theme. The prep materials included E-A, and the interpretation is of the remainder of the poem. I considered language and vocabulary connected to Earth Day, conservation, recycling, etc. and tried to predict what kind of language might be used. The background knowledge I had from doing a systems analysis provided valuable information on the goals of the student and teacher, the assignment, and areas where I, as the interpreter, could support those goals.
Best Middle School Interpretation
Video Language: English
When the video to interpret started, I expected it to start at the beginning of the poem, but instead it started in with the letter 'R'. That was unexpected and it took me a minute to gain my bearings. This turned out to be an important interpretation for me, because I felt like I had a difficult time keeping up with the student's pace and signing during this cold read. However, when I watched it again afterwards, I realized my voicing was stronger than I initially thought it was. There are omissions, but the bulk of the content and meaning are there.
This interpretation helped me to start to embrace the unexpected. In real life interpreting, things will change at the last minute, and I need to be ready for that. I've learned that I can take my prep work, and apply it to whatever the situation turns out to be. Flexibility in interpreting is an important skill to cultivate and will serve me well in the future.
Educational interpreters work with students all grades K-12. The next interpretation is an example of a 9th grade high school biology class. The students are ages 14-15. The teacher is presenting a lesson on flatworms. She begins with a brief review of concepts learned in a previous class, then moves on to the day’s new topic. The lesson includes a lecture from the teacher, a brief student presentation, and a hands-on activity where the students make their own flatworms from modeling clay. The teacher is enthusiastic about involving the students in the lesson through physical movement connected to the concepts. The goal of the lesson is to teach students about the taxonomy and biology of flatworms. A Next Generation Science Standard that applies to this lesson is High School: Life Science, From Molecules to Organisms: Structure and Function, LS1-2.
The preparation materials for this assignment provided an opportunity for a deep analysis of the source video. Preparation elements included completing an Educational Assessment document, as well as mind and concept maps which helped me to mentally organize the material from the lesson. I also chose to re-watch my instructor’s feedback from my practice interpretation of the source material. Her feedback provided areas to focus on, such as how to keep pace with the teacher when I started to fall behind. One suggestion that was particularly helpful was a way to culturally and linguistically adapt what the teacher said to meet the student’s needs. There are several times in the discourse when the teacher tells the students to “say it”, meaning “repeat after me” (1:34, 3:59, 5:01, & 11:29). Instead of directly interpreting “SAY”, my instructor suggested asking the student to copy-sign or fingerspell it with me (the interpreter). This demonstrates cultural competency and awareness of the linguistic development needs of DHH students who rely on sign language for communication access. She also suggested through feedback on another video to set-up a space for the DHH student and engage with them. I prioritized implementing both of these suggestions in my interpretation.
Another element of preparation I focused on was watching the interpretations of a few of my peers from our earlier practice assignment, particularly my peers who are working educational interpreters. I wanted to see how they incorporated fingerspelling, classifiers, and sign choices. I picked up quite a few ideas for how to implement these aspects. It was also reassuring when their methods matched my own choices. An example of a new idea is when the students are building their worm clay models and the teacher says she’s going to give everyone a paperclip to make their worm’s digestive tract (10:52). I picked up a better way to sign “PAPERCLIP” and how to show the action of making the digestive tract using classifiers from observing my peers.
Best High School Interpretation
Video Language: ASL
I felt more prepared during this interpretation than when I interpreted the same video earlier in the semester. I rewatched my first video, considered all that I had learned through feedback and observation of other interpretations, and thought about the discourse analysis from the Educational Assessment. As I interpreted, I felt confident in how to spell the special vocabulary words (Platyhelminthes, triploblastic, cnidarians, acoelomates, etc.). In the moment, my fingerspelling still felt a little stiff in places, but when I rewatched the video I noticed it actually flowed better than I thought it did.
This video and the elementary school video above were the first scenarios I interpreted related to K-12 settings. This video was a challenge for vocabulary and fingerspelling. I also tried to work in visual elements, such as classifiers. Smooth and clear production of classifiers is an area that needs improvement for me. I implemented previous feedback about setting up space for a DHH student in the classroom and referring to them. In post-analysis, I found I’m addressing the room at large instead of the student more than is necessary, so I will keep that in mind for future interpretations. All things considered, this interpretation demonstrates growth as compared to the practice interpretation of the same video we did at the beginning of the semester. I can see improvement in my overall skill and awareness of what is happening in the classroom from a systems level.
Educational interpreters work with all clients in the school environment, not just the DHH students. In this scenario, the hearing grandmother/ guardian of a potential DHH student is taking a tour of a school for the Deaf to see if the school would be a good fit for her granddaughter. The goal of the interaction is to introduce the grandmother to the school and its culture. During the course of the tour, she meets a couple of the teachers at the school and learns about one of the manipulative activities they use in the classroom. In the classroom she visits, one of the teachers explains the activity is designed to increase knowledge of ASL paired with English literacy.
To prepare for the interpretation, I carefully reviewed the synopsis and identified the primary participants involved, namely the grandmother, granddaughter, and student support liaison. I then applied systems-level thinking to consider the secondary participants in the school environment, such as classroom teachers and support staff. Additionally, I reflected on relevant vocabulary that might arise in this context.
Best Adult Interpretation
Video Language: English
Despite my systems-level thinking during preparation, the synopsis led me to anticipate that the interpretation would be an interview between the grandmother and the student support liaison. However, the meeting was actually with the classroom teachers. I quickly adjusted my mental framework from what I expected to what was actually occurring, though I missed a few details at the beginning of the video. Despite this, I believe the preparation I did was helpful, as I remained focused on the participants and the goal of the interaction throughout the interpretation.
This assignment also provided an opportunity for case conferencing and feedback with my instructor, which was a valuable learning experience. My instructor offered guidance on how to more effectively apply systems-level thinking when preparing for an interpretation, particularly in anticipating the dynamics of the interaction. Shortly after, I had the opportunity to observe a middle school assembly where the interpreter, while aware of the general expectations, encountered unexpected elements in the event. This observation allowed me to connect my learning with my instructor’s feedback and my experience interpreting this assignment. It provided a real-world example of an interpreter quickly and effectively adjusting to unforeseen circumstances.
As a result, my approach to preparing for interpretations has evolved. Instead of focusing solely on how systems can influence a given situation, I now think more broadly about how those systems might manifest during an interpretation. This shift has made me more flexible and open to adapting to unexpected variables during the interpretation process.
Overarching Assessment of Interpreting Skills
The examples above cover a span of time, learning, and growth. Interpreting is a skill which develops through practice and experience. The SIS courses have provided a wide range of situations to interpret, think through, and learn from. I feel that my strengths lie in voicing ASL to English, which is understandable since English is my native language. In ASL, my fingerspelling is getting more fluid and I'm producing fewer errors. I have good affect and can match the body language and intent of the client when interpreting in either ASL or English. Areas I'm working to improve include prosodic elements such as sentence and topic boundaries to reduce the effect of run-on sentences and enhance the clarity of my signing. I'm also working towards matching the register of younger students when voicing, and adjusting my signing style to fit their linguistic needs (the continuum between ASL and transliteration). It's exciting to apply new elements I've learned in class to my interpretations. I will keep working on developing my skills through deliberate practice and mentoring opportunities. Since fall of 2024, I've worked regularly with an interpreting mentor outside of class work to address these areas where I know I can improve. Students in K-12 settings are required by law to have competent and skilled interpreters (see Systems & Collaboration and Individualized Education Plan), and I'm doing my best to be ready to meet those needs. The consequences of being underqualified have a direct negative impact on DHH students' academic progress, as well as their prospects for post-secondary education and employment opportunities after graduation (see Perez v. Sturgis Public Schools in Newsfeeds).
Overarching Reflection
This page demonstrates my interpreting skills in both English to ASL and ASL to English within K-12 school settings, with both student and adult clients. Compiling the information has allowed me to reflect on my progress, and I am proud of the work I have accomplished so far. This website serves as a reflection of what I have learned throughout the program, and I look forward to seeing how my skills continue to grow and evolve through my internship and transition to work as an educational interpreter.
My strengths are perseverance, commitment, and determination. I want to work as educational interpreter and make a difference in the lives of DHH students by offering them access to education with as much equity as possible. I’m a good team player and enjoy working with adults in school settings as well. I’ve learned a lot about how the educational system fits into a DHH student’s life; enough to know that there is still a lot more to know.
I have made a conscious effort to incorporate feedback from my instructors, as well as my own self-reflections, into the information presented here. I am currently developing a deliberate practice plan with specific long-term and short-term goals to support my skill development. It is crucial to understand how my skills impact DHH students in educational settings, as well as the interpreter’s role, responsibilities, and integration into the educational system. I hope this website will serve as a reflection of my strongest skills and progress, showcasing my capabilities to potential employers, while also acting as a valuable resource to support my future work in K-12 school settings.