The purpose of this study was to examine the roles and responsibilities of educational interpreters in typical school settings in Western Pennsylvania. The investigation also sought to identify problems and concerns that interpreters encounter in the classroom and to report their suggestions and recommendations for the professional preparation of educational interpreters.; Thirty-two educational interpreters (62% return rate) working in Western Pennsylvania completed written questionnaires. Based on a review of the questionnaires, 20 educational interpreters (10 had completed an interpreter preparation program, 10 had no such training) were asked to participate in individual interviews.; Questionnaire results indicated that the subjects worked in a combination of classroom settings but most frequently in regular education and resource classrooms. Over 90% of the educational interpreters surveyed worked with 1-5 students and used a variety of sign systems to communicate with students. Educational interpreters had a variety of roles and responsibilities in and outside the classroom, including: interpreting academic and nonacademic classes, tutoring, assisting students with homework, developing technical signs, and serving as disciplinarians.; Interview results indicated that prior to employment, the educational interpreters had received little formal orientation concerning their jobs. In addition, they were rarely evaluated on their interpreting skills or overall performance in or outside the classroom.; Educational interpreters were asked to comment on problems and concerns that they face in their work as interpreters. Responses included being called upon to be a disciplinarian, not understanding the role and responsibilities of their job, and miscommunication among teachers, students, and staff about the interpreter's role in the classroom.; Educational interpreters made several recommendations for the professional preparation of interpreters working in educational settings. Recommendations included (a) classes that focus on public speaking and group dynamics; (b) classes devoted specifically to aspects of educational interpreting; (c) additional classes in a variety of mode(s) of communication; (d) interpreting experience at each educational level; and (e) additional classes, such as child development, child language development, developmental psychology, and deaf culture.; Educational interpreting is a new and emerging profession. Further research is needed to clarify who and what an educational interpreter is and what skills are necessary to become educational interpreters.
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