Classroom Interpreting

EIPA Written Test and Knowledge Standards

Student Development

As students grow and mature, their levels of confidence and independence, and their capacity to work and cooperate with others develops. It is essential that educational interpreters are able to recognize these changes in a student’s development and are able to adapt their interpreting approach and the level of support they provide the student when necessary.

Core Standards

EIPA Written Test questions dealing with student development were assembled based on the following core student development standards:

Age-specific Development

  • The early detection of hearing loss is critical because it allows deaf and hard of hearing students to develop language that is more age-appropriate when compared with their hearing peers.
  • The majority of deaf and hard of hearing students are born to hearing families who may not provide them access to a fluent language early in development.
  • Because attachment is important to young students, it can facilitate the student’s learning.
  • From age 6 to 11, students develop notions about their ability to achieve (industry vs. inferiority).  Inferiority develops when negative experiences at home, at school, or with peers lead to feelings of incompetence.
  • From age 6 to 11, students develop the capacity to work and cooperate with others. Educational interpreters need to be aware that this development is as important as the factual knowledge that students acquire in school.

Maturity Level

  • As students mature, their autonomy changes. During adolescence, they become more autonomous and demonstrate more initiative, which is healthy. As a student matures, interpreters should reduce the amount of support they provide.
  • The period of adolescence is important to identity formation. Young people with a weak sense of trust, autonomy, or initiative may experience identity confusion and may be unprepared for the challenges of adulthood. Young people explore their identity and values at this age. Interpreters must be sensitive to the student’s needs to explore their identity independent of the interpreter.
  • When responding to a student’s inattentiveness, the interpreter should consider the student’s level of maturity. 

Skill Level

  • Interpreting for older students utilizes different skills than interpreting for younger students. However, one is not more important than another.  In general, interpreters with better skills are needed with younger students who are still developing language skills and are less capable of repairing an interpreter’s errors.
  • In order to understand a student’s current level of functioning, interpreters should review a student’s IEP with other members of the team.

Relationships

  • Students often create bonds with professionals they work with. Although such bonds are healthy, professionals must be careful to maintain professional boundaries.
  • Adolescents may be more comfortable with same-gender interpreters in some situations.
  • Peer relationships are very important to social and cognitive development throughout the school years.
  • During the middle school years, friendships involve a great deal of communication. When a student does not have age-appropriate pragmatic skills, his peers may view him as socially awkward.