Introduction

Interpreting takes place in many contexts and settings and no two interpreted appointments are the same. Interpreting work is fluid and challenging for all interpreters, particularly for novice interpreters. Our goal in compiling this Open Education Resource (OER) was to provide a one-stop-shop, extensive detailing of the variety of settings and populations novice interpreters will experience in the interpreting field.  We hope it will be used by Interpreting Programs at colleges and universities and by novice interpreters seeking a better understanding of working in a specific setting or with a specific population. As interpreter educators we have scrounged for resources for students, and sadly many of those were disparate and dated.  It is our intention for this OER to meet that need.

You will notice the chapters are written by both academics and interpreter practitioners and as such, you will see different approaches and writing styles in each chapter. We are extremely grateful for all the contributors’ time and expertise in writing each chapter.  We have tried to keep chapters short, to the point, and reader friendly. While our goal is to be comprehensive, including as many settings as possible, we recognize there are still gaps, and we hope to continue offering new chapters from different authors in this user-friendly format.

The current edition includes chapters on various settings, and with some companion videos. As you read through a chapter, some will have video links where you can watch a Deaf person talking about their experience in that setting, as well as tips for interpreters. Each chapter has activities that can be used in an interpreting program, can be done in a study group, or on your own. Many chapters have provided resources for you to use to better assist your understanding and for practice.

This edition opens with Cates’ chapter about interpreting for children in the educational setting. Often new interpreters begin their career in the public school setting with young children who are still learning language and navigating the use of an interpreter. To ensure that children receive quality access to education, Cates brings to forefront the qualifications outlined by the National Association of Interpreters in Education. It is imperative that educational interpreters have the qualifications necessary to work in this environment.

Fitzmaurice continues the discussion pertaining to educational interpreting with his chapter on fingerspelling. In the educational setting, students are expected to learn key vocabulary and these terms need to be represented through fingerspelling. Various approaches on how to use fingerspelling as a part of an interpretation are provided.  Fitzmaurice discusses chaining, sandwiching, and compounding, and as an educational interpreter how we can identify new and key vocabulary and provide those terms to the students.

Womack, Cherry, Kasper, Popov, Blick-Nitko, and Kinast describe the complexities of interpreting for Deaf professionals in STEM related fields. In this chapter, Deaf professionals and designated interpreters examine roles, responsibilities, and interactions. Examining the principles of confidentiality as many Deaf professionals and their designated interpreters have access to highly confidential information. Deaf tax, pertaining to the amount of work, time and stress that is placed on the Deaf professional to be successful in the workplace is discussed.

Wanis examines Deaf and hearing interpreter teams, explaining how the teams work together, the consumers with whom they work, and the settings where they often are present. Wanis highlights the benefit of using Deaf interpreters and what the interpreting process looks like. The chapter closes with examining how Deaf interpreters can work in educational settings.

Bentley-Sassaman and Schmerman discuss how a Deaf and hearing interpreter team can work effectively when on video platforms. The chapter discusses approaches when one interpreter is on-site and the other is remote with very specific tips. Specifically, they recommend a hearing interpreter who has on-site experience working in a Deaf and hearing interpreter team, before transitioning to off-site interpreting.

Addressing work in legal settings, Apfel, Mathers, and McClure explore what is needed to work in this setting, including training, preparation, terminology, protocols, mentors, ethics, staffing, and Deaf and hearing interpreter teams. Before going into any legal setting, novice interpreters should observe legal proceedings and take training related to legal interpreting. By following the steps laid out in this chapter, it will help novice interpreters explore if they are the right interpreter-fit for legal settings.

The next few chapters revolve around healthcare interpreting. Barnum and Amacci’s chapter examine what a novice interpreter should know about working in medical settings and introduces the basics of medical interpreting, tips for clinical settings, in-patient hospital stays, and out-patient surgical procedures.

Morina-Meyer looks at interpreting for children in pediatric healthcare settings. Most interpreting programs focus on working with adults in the community, and often do not discuss working with children outside of the educational setting. This chapter provides a foundation for working with children, understanding their developmental age and strategies on working with children.

Tied to health care settings, Crump addresses interpreting in mental settings and discusses a variety of settings where mental health interpreting takes place. The chapter discusses interpreting for crisis intervention, inpatient or outpatient settings and goes over how to prepare for working in this type of environment and the ethical decision making that comes into play.

Porter and Barua provide unique perspectives into what it is like for a Deaf behavioral health technician working with a designated interpreter. Insights from both the technician and designated interpreter are provided to help educate novice interpreters about what it is like as, and what is expected of, a designated interpreter.

Delving into the world of interpreting for the federal government Bannister and Portee lay out the qualifications needed and the type of interpreting that takes place in the federal government. Applying the Demand-Control Schema to the federal government settings are discussed by providing specific examples of possible demands that may arise and the control options that can be utilized in this setting.

Robb provides groundwork for interpreters who want to work in theological settings and provides resources for interpreters to help prepare them for this type of interpreting. There are various qualifications for interpreters to consider, ensuring they are a good fit for working in specific churches. Robb also offers a possible skeleton service structure and a discussion of remuneration for religious settings.