Dahl C, Wilcox S
Linguistics Department, University of New Mexico.
Am Ann Deaf. 1990 Oct;135(4):275-9. doi: 10.1353/aad.2012.0549.
Despite rapid growth in the field of educational interpreting little is known about the formal training of educational interpreters. This gap in the research is the focus of this study. A questionnaire was sent to the directors of 50 interpreter training programs nationwide asking for information about their course work in educational interpreting and related areas; instruction in signed English systems; and the directors' opinions on certain ethical and professional questions facing the educational interpreter. The results suggest that graduates of interpreter training programs who obtain employment as public school interpreters are not adequately prepared. Training programs provide few courses on the education of deaf children, on the language systems used, and on issues specific to classroom interpreting. The directors of these programs overwhelmingly support the development of guidelines on the educational interpreter's role. They show some support for the "interpreter as tutor" role but are equivocal about the development of a special certification for educational interpreters.
尽管教育口译领域发展迅速，但对于教育口译员的正规培训却知之甚少。本研究聚焦于这一研究空白。向全国50个口译培训项目的负责人发送了一份调查问卷，询问有关其教育口译及相关领域课程作业的信息；手语英语系统的教学情况；以及负责人对教育口译员面临的某些道德和专业问题的看法。结果表明，那些毕业后受雇于公立学校担任口译员的人员，并未得到充分的培训。培训项目几乎没有开设关于失聪儿童教育、所使用的语言系统以及课堂口译特定问题的课程。这些项目的负责人压倒性地支持制定关于教育口译员角色的指导方针。他们对“口译员即辅导教师”这一角色表示了一定的支持，但对于为教育口译员设立专门认证一事态度模糊。
