K-12 Educational

Interpreting:
Preparing for Class

Tiffany M. Greenlee
SERVICE LEARNING I | SUMMER 2018

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Table of Contents:

Educational Interpreting 3

Interpreting in the Classroom 4

Preparing for Classroom Interpreting 5

Schedule Time to Prepare 6

Utilize Resources to Prepare 9

Assess Your Preparation 13

Summary 14

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 Educational Interpreting
An educational interpreter’s job is unique
in that the interpreter works regularly
with children at varying developmental
levels. The interpreter works in public or
private multifaceted educational
environments which require a high level
of educational ability. The interpreter is a
member of the educational team and is
accountable for student achievement and
maximizing learning opportunities.

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 Classroom Interpreting
An educational interpreter must be
equipped to be effective in the
classroom. Like successful teaching,
successful interpreting requires
preparation time. When the interpreter
is familiar with the expected topic
content, vocabulary and activities, the
interpretation is more beneficial for the
student.

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 Preparing for
Classroom
Interpreting
Being prepared
involves the interpreter having the time
to review, having materials from the
teacher, previewing information,
including video media and vocabulary,
learning new signs, as well as
understanding the concepts that will be
taught, and how the teacher plans on
teaching them.
How does the educational interpreter
prepare?
How much time
is required?
What resources
will be needed?
Educational interpreters have a big job,
and there are few road maps. Do all
interpreters prepare the same way?
This guide will help answer those
questions by evaluating the preparation
process of 30 random educational
interpreters around the U.S.

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 Schedule Time to Prepare
You will need to set aside time to prepare
for classroom interpreting. How much
time depends on factors such as
interpreting experience, familiarity with
the subject, use of video media, and the
need to learn new vocabulary. For this
guide, we will focus on the average time
required for one class.
The interpreters surveyed have
experience ranging from 7 to 35 years!
However, at one point, we are all “new”
interpreters with less than one year of
experience. When asked about the time
required per class as a new educational
interpreter, about eight interpreters said
30 minutes or less and 14 said 45 minutes
to an hour. Other responses included 3-5
hours per day for all the classes.

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When asked how much
time is currently spent 15 educational
preparing for class, 15 of interpreters
the surveyed interpreters need 30
said 30 minutes or less. minutes or less
to prepare for
Depending on your
a class.
school, interpreters are
sometimes provided
“planning time”, which is regularly
scheduled time during work hours to
prepare for classes.
Most educational interpreters receive
between 30 minutes to 2½ hours per day.
The average time is 1½ hours. Some
interpreters do not receive planning time
from the school, but utilize other periods
during the day for
preparation, such as
21 educational
lunch or other
interpreters
unexpected times
said their
when no
school provides
interpreting is
planning time.
needed. An example
of this is if the
student is working one-on-one with a
signing teacher or speech teacher, the
interpreter can use that time to their
advantage.

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Sometimes, preparation is required
outside work hours. The average time
required was less than 2 hours per week.
This may occur due to:

• No planning times
provided by the school
• Graduations
• Performing
Arts assemblies Seven
educational
• Field trips
interpreters
• Previewing video said they must
media prepare
during non-
work hours.

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 Utilize Resources to Prepare
As an educational interpreter, you should
have access to the necessary resources to
prepare for classroom interpreting.
These resources will help with studying
concepts, learning new technical
vocabulary, and learning new ASL
vocabulary.
What resources are available?
Since there is no dictionary of all the signs
in American Sign Language, educational
interpreters may need to access several
resources to prepare.
The surveyed interpreters use the
following resources for preparation:
• Laptop with Internet access
• Class textbooks
• Class handouts
• Interpreting workshops
• Online resources
o Websites
o Online books
o Videos
o ASL websites

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Some schools have the necessary
materials. However, it can be frustrating
when the resources are limited.
Fifteen interpreters said their schools
have a multitude of resources available.
Eleven interpreters said their schools
have a moderate amount of resources
available.
Three interpreters find it a struggle
getting the appropriate resources.

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Educational interpreters should work
with the classroom teacher as a resource.
The interpreter should have access to the
teacher’s lesson plans and know the
teacher’s style of
“I consult with instruction. This
the teacher daily access will
to know what is support effective
coming.” interpretation.

Twenty-five interpreters said they meet

with the teacher and use lesson plans to
prepare.

Finally, one other important resource not

to be overlooked is your interpreter
peers! If you are fortunate to work with
a team of interpreters at your school or in
your district, its advantageous to
collaborate with them! Having
conversations about interpreting can be a
source of great feedback. It is an

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 opportunity to
29 educational share knowledge
interpreters of the class
collaborate with subject, the
their interpreter teacher’s style,
co-workers. and the expected
work load. It is
also a time to
share class notes, copies of past
handouts, as well as suggestions on how
to sign vocabulary words without specific
ASL signs.

If you are
“Collaborating with other
the only
interpreters is a fantastic
educational
luxury.”
interpreter
employed at
your school or county, collaborating with
other educational interpreters in
neighboring schools or counties might be
a viable option.

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 Assess Your Preparation
Educational interpreters should engage in
self-assessment before, during and after
classroom interpreting. Here are some of
the ways educational interpreters self-
assess:
“The responses,
“Self-check my comfort manual and non-
level of knowledge with the manual, of the
lesson.” student tell me
that I am being
clear or not.”
“Sometimes I practice. Once I'm
familiar with the vocabulary, I feel
prepared. But there are always
surprises. For example, the “When I
information may not be come
presented the way I expected, or out of
the “I often do the
plans change and something students math
completely different happens.” class
and homework and
reflect check my
on what answers, take
“If I’ve learned the gave practice tests
vocabulary and seen me the teacher
how others interpret the trouble.” provides to the
same type of material, I students,
feel prepared.” complete the
students'
“Sometimes study guides,
“Student feedback and student feedback, and ask the
performance and my and sometimes I teacher
own "gut feeling" don’t know.” questions if I
about how effectively I need
interpreted.” clarification.”

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BOTTOM LINE:

Being prepared for classroom interpreting

requires time and a variety of resources. Having
access to available materials such as textbooks,
online resources, workshops, and videos can
help you prepare an efficient interpretation.
Collaborating with an interpreting team and the
classroom teacher can provide feedback and
additional insight. When done effectively,
educational interpreting can be a fulfilling and
challenging career.

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