Abstract

Interpreter training programs in the United States vary in how they structure language development and interpreting instruction, with particularly stark differences between American Sign Language (ASL) interpreter training programs (ITPs) and spoken‑language interpreting and translation programs. In many ASL ITPs, students begin interpreting coursework before achieving foundational fluency, resulting in language acquisition and interpreting skill development occurring concurrently. In contrast, spoken‑language programs typically require incoming students to demonstrate functional fluency prior to beginning interpreting training. These structural differences may overwhelm ASL learners, constrain their linguistic development, and contribute to the graduation of interpreters who are not yet prepared to meet the linguistic and cultural demands of the field. This study uses a mixed‑methods design to examine how ASL and spoken‑language interpreter training programs position language proficiency within their admissions processes and curricular sequencing. Quantitative data on program characteristics and admissions requirements are compared across institutions, followed by qualitative analysis of curriculum documents, program identities and positioning. Together, this data illuminates how programs conceptualize the relationship between language development and interpreting skill, where these domains are separated, integrated, or conflated, and if these structures are standardized throughout the field.  Findings from this study aim to identify systemic patterns in interpreter education and contribute to ongoing efforts to strengthen interpreter preparation and improve equitable access for Deaf and Hard of Hearing communities.

Publication Date

5-2026

Document Type

Thesis

Student Type

Graduate

Degree Name

Science, Technology and Public Policy (MS)

Department, Program, or Center

Public Policy, Department of

College

College of Liberal Arts

Advisor

Corinna S. Hill

Advisor/Committee Member

Alisha Bronk

Advisor/Committee Member

Qing Miao

Campus

RIT – Main Campus

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