Yarger C C
Department of Exceptionality Programs, Bloomsburg University of Pennsylvania, Bloomsburg, PA, USA.
Am Ann Deaf. 2001 Mar;146(1):16-30. doi: 10.1353/aad.2012.0074.
The present study examined the experiences, preparation, and perceptions of 63 educational interpreters employed in two rural states, using surveys and subsequent in-depth interviews with selected subjects. Only 10 of the 63 interpreters had completed interpreter preparation programs, with 5 of these having no course work related to education. None of the interpreters working in elementary or secondary schools held certification from the Registry of Interpreters for the Deaf or any other certifying body. Of the 63 interpreters, 43 were assessed using the Educational Interpreter Performance Assessment (EIPA), which uses a scale of 0-5. Test takers who score 3.5 or better are considered "coherent." The mean score on the EIPA for the 43 educational interpreters was 2.6. Respondents reported concerns about their limited understanding of American Sign Language (ASL), their ability to interpret from ASL to English, and their salaries, training, and professional status.
本研究通过调查以及随后对选定对象进行的深入访谈，考察了在两个农村州工作的63名教育口译员的经历、准备情况和看法。63名口译员中只有10人完成了口译员培训项目，其中5人没有与教育相关的课程作业。在中小学工作的口译员均未获得聋人翻译注册机构或任何其他认证机构的认证。63名口译员中有43人接受了教育口译员表现评估（EIPA），该评估采用0至5分的评分标准。得分3.5分及以上的考生被认为“连贯”。43名教育口译员在EIPA上的平均得分为2.6分。受访者表示担心自己对美国手语（ASL）的理解有限、从美国手语翻译成英语的能力，以及他们的薪资、培训和职业地位。
