Abstract
The readiness-to-work gap among graduates of signed language interpreting programs has been widely acknowledged for decades. Efforts to address the gap have primarily focused on training methods and student performance. This paper shifts the focus to interpreter educators, examining whether the inconsistencies in their awareness and use of discipline-related books may contribute to the disparate educational outcomes of students entering the workforce. Drawing on survey data from 75 interpreter educators in the United States, this study explores demographic patterns of their book awareness and usage in teaching. Results indicate that awareness and utilization of discipline-related books to support teaching are generally limited, with notable differences across demographic groups. Educators with higher degrees, more teaching experience, employment in accredited programs, and the ability to hear report greater familiarity and engagement with books to aid their teaching. Furthermore, most institutions lack protocols for selecting coursebooks, and educators often choose their own materials, leading to inconsistencies in the foundational information presented to students. These inconsistencies may be contributing factors to the ongoing gap in workforce readiness. By investigating a specific aspect of teaching resources, discipline-related books, this study highlights a critical yet underexamined factor in interpreter education and calls for attention to the field's teaching infrastructure.
Suggested Citation
Muroski, Kierstin S.
(2025)
"Fragmented Foundations: Interpreter Educator Resources and Uneven Student Preparation,"
Journal of Interpretation: Vol. 33:
Iss.
1, Article 6.
Available at:
https://digitalcommons.unf.edu/joi/vol33/iss1/6
Included in
American Sign Language Commons, Education Commons, Language Interpretation and Translation Commons
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