What Are Your Professional Goals As An Asl English Interpreter

Question 1: What are your professional goals as an ASL-English interpreter? (200-300 words)

As an ASL-English interpreter, I have several goals in mind. First, I would love to continue working as an Educational Interpreter in a public-school system. I clearly remember, many years ago, meeting with a coworker of mine. They were congratulating me for earning my National Interpreter Certification. In that conversation, they asked me what my plans were for work. I explained that I wanted to continue working in the educational system. Their response is etched in this memory. They were happy to see that, even with national credentials and the ability to make a living doing freelance work, I was choosing to stay in education. “Deaf students deserve

Describe why this grade-level gives you the most satisfaction and the strengths you bring to this age group. (200-300 words)

My preferred grade level to work is elementary. Working in middle and high school levels may seem to be a less challenging environment. However, working at the elementary level allows the interpreter to participate in fascinating aspects of language acquisition. It is at the elementary level where I have personally witnessed Deaf students make greater connections with language. It is a joy watching them grow in their use of language, learning how to work with an interpreter, watching them build trust with their interpreter and teachers. Interpreters also have an intense responsibility to support Deaf students’ social welfare – especially at the elementary level. This is the time where students learn how to make friends, play, build connections with others, and so much more! As the interpreter in this environment, it is an honor to be part of this

Due to the many years of working, I have learned the difference of “just interpreting” versus working as an Educational Interpreter. Taking advantage of every opportunity to provide language and supporting the ability for the deaf student to express that language back to me. Interpreting the academic lesson and the fun things. For example, the misbehaving in the hallway, the chit-chat at lunch, the game of tag during recess. Maybe even sitting with some deaf and hearing students at the back table during reading time and reading a book together. Bridging language, social, and emotional gaps is something I think is important to do. I see myself as part of the educational team and that means more to me than simply