Fitzmaurice Stephen
Am Ann Deaf. 2017;162(3):253-264. doi: 10.1353/aad.2017.0024.
Although many rural Deaf and Hard of Hearing students attend public schools most of the day and use the services of educational interpreters to gain access to the school environment, little information exists on what interpreters are doing in rural school systems in the absence of credentialing requirements. The researcher used ethnographic interviews and field observations of three educational interpreters with no certification or professional assessment to explore how uncredentialed interpreters were enacting their role in a rural high school. The findings indicate that uncredentialed interpreters in rural settings perform four major functions during their school day: preparing the environment, staff, and materials; interpreting a variety of content; interacting with numerous stakeholders; and directly instructing Deaf and Hard of Hearing students. Generally, educational interpreters in rural districts operate with unregulated autonomy, a situation that warrants further research and a national standard for all educational interpreters.
尽管许多农村地区的失聪和听力障碍学生大部分时间都在公立学校上学，并利用教育口译员的服务来融入学校环境，但在没有资质认证要求的情况下，关于口译员在农村学校系统中所做工作的信息却很少。研究人员通过对三名未获得认证或专业评估的教育口译员进行人种志访谈和实地观察，来探究没有资质的口译员在一所农村高中是如何履行其职责的。研究结果表明，农村地区没有资质的口译员在学校日常工作中履行四项主要职能：准备环境、人员和材料；口译各种内容；与众多利益相关者互动；以及直接指导失聪和听力障碍学生。一般来说，农村地区的教育口译员在不受监管的自主状态下工作，这种情况值得进一步研究，并为所有教育口译员制定国家标准。
