دورية أكاديمية
Training to Work with Interpreters in US School Psychology Graduate Programs
| العنوان: | Training to Work with Interpreters in US School Psychology Graduate Programs |
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| اللغة: | English |
| المؤلفون: | Jessica A. Hernandez, Kate E. Norwalk, Eui Kyung Kim |
| المصدر: | Contemporary School Psychology. 2024 28(2):157-172. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Translation, Bilingualism, Intercultural Communication, Monolingualism, Best Practices, Educational Psychology |
| DOI: | 10.1007/s40688-022-00426-4 |
| تدمد: | 2159-2020 2161-1505 |
| مستخلص: | 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 (n = 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1425691 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 2159-2020 2161-1505 |
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| DOI: | 10.1007/s40688-022-00426-4 |