Hernandez Jessica A, Norwalk Kate E, Kim Eui Kyung
Department of Psychology, North Carolina State University, 640 Poe Hall, Campus, Box 7650, Raleigh, NC 27695-7650 USA.
Department of Psychology, University of California, Riverside, CA USA.
Contemp Sch Psychol. 2022 Aug 24:1-16. doi: 10.1007/s40688-022-00426-4.
Despite rapidly increasing cultural and linguistic diversity in US schools, the majority of psychoeducational evaluations will be conducted by monolingual, English-speaking school psychologists. As such, the appropriate use of interpreters has been identified as a critical skill in working with emergent bilinguals and their families. Surveys of practicing school psychologists conducting assessments with emergent bilinguals indicate a lack of knowledge and training in the use of interpreters; however, few studies have examined the extent to which school psychology graduate students are trained in the appropriate use of interpreters. Utilizing survey methodology, this study examined school psychology graduate students' training in and preparedness to work with interpreters, as well as their knowledge of best practices in the use of interpreters. Current graduate students and interns enrolled in school psychology master's, specialist, and doctoral programs in 36 states throughout the USA ( = 364) responded to the survey. The majority of participants were White (61.5%), monolingual (70.3%), and seeking a master's or specialist degree (71.2%). Survey responses suggest that graduate students and interns' training, knowledge, and preparedness to work with interpreters is lacking. A qualitative analysis of the open-ended question revealed that first-hand experience working with interpreters was among the most beneficial types of training experiences for graduate students and interns. Implications for how program directors and graduate-level faculty can provide better training for their students in the use of interpreters are discussed.
尽管美国学校中的文化和语言多样性迅速增加，但大多数心理教育评估将由只会说英语的单语学校心理学家进行。因此，正确使用口译员已被确定为与初出茅庐的双语者及其家庭合作的一项关键技能。对为初出茅庐的双语者进行评估的在职学校心理学家的调查表明，他们在使用口译员方面缺乏知识和培训；然而，很少有研究考察学校心理学研究生在正确使用口译员方面接受培训的程度。本研究采用调查方法，考察了学校心理学研究生在与口译员合作方面的培训情况、准备程度以及他们对口译员最佳实践的了解。美国36个州的学校心理学硕士、专业和博士项目的在读研究生和实习生（n = 364）对该调查做出了回应。大多数参与者是白人（61.5%），只会说一种语言（70.3%），并正在攻读硕士或专业学位（71.2%）。调查结果表明，研究生和实习生在与口译员合作方面的培训、知识和准备都很欠缺。对开放式问题的定性分析表明，与口译员合作的第一手经验是研究生和实习生最有益的培训经历之一。文中还讨论了项目主任和研究生导师如何为学生提供更好的口译员使用培训。
