1.3: Interpreting in STEM- The Essentials for Working with Deaf Professionals

Abbreviations in this chapter

• DP = Deaf Professional; a professional who is Deaf, DeafBlind, DeafDisabled, or Hard of Hearing (DDBDDHH); this is inclusive of many careers (not limited to STEM) including faculty or academics, administrators or CEOs, actors, doctors or healthcare providers, etc.
• DI = Designated Interpreter; generally, a staff interpreter who works consistently with the same Deaf Professional; see “Related Resources” for more information
• STEM = Science, Technology, Engineering, and Mathematics

Introduction

Interpreting in science, technology, engineering, and mathematics (STEM) could occur in many different contexts. STEM terminology could emerge in K-12 and post-secondary settings (Braun et al., 2018), in various workplaces (e.g., manufacturing), in community workshops (e.g., “Microsoft Office 101” for seniors), or even at a child’s dinosaur-themed birthday party hosted at a science museum. In this chapter, we focus primarily on working with deaf professionals (DPs) and deaf graduate students in STEM.

A defining characteristic of STEM settings is the use of specialized terminology and jargon, which can cause further delays and contribute to interpreter errors in fingerspelling and spatial grammar (Braun et al., 2018, Vesel et al., 2024). Often, DPs and their hearing colleagues have pursued higher and more specialized education compared to the interpreter. Qualified and experienced interpreters may struggle to understand the content that they are interpreting in STEM settings. Whilst it may feel abnormal for interpreters to interpret content they do not understand, the Deaf Professional (DP)[1] and the hearing professional will typically still understand each other when the message is relayed correctly.

STEM settings are also likely to be “outside the box,” or at least outside of the traditional classroom or workspace. Environmental scientists do fieldwork such as counting insects on the side of highways or collecting sediment samples from urban waterways. Biologists and chemists work in laboratories where they may handle dangerous viruses or chemicals. Scientists work in different settings at different times, so any given scientist may not have a “typical” work setting. The daily lab operations and workflow vary in these settings and especially across STEM disciplines. Interpreters in potentially hazardous situations share responsibility for safety and are often required to take lab safety training as well as take action if a safety incident occurs while working.

The higher status of DPs is another important consideration. As deaf individuals are advancing in their education and career attainment, the deaf/interpreter dynamics are evolving. Interpreters may be accustomed to working in settings where the deaf person has lower status than the hearing person; for example, a deaf student in class with a hearing professor or a deaf patient seeing a hearing doctor. DPs are more likely to be in positions of authority or have higher status than some or all the hearing people in the room. Therefore, it is especially important for the interpreter to produce high-register and accurate English interpretations, and for the interpreter to act professionally in such a way that supports the DP’s own professionalism and status.

An often overlooked but vital area of STEM is networking. Networking often occurs at professional academic conferences, but STEM professionals also engage in networking daily with their immediate colleagues and in collaborations with other professionals. Networking leads to career opportunities, grant collaborations, and chances to exchange advice between professionals (Kasper et al., 2024). This is an area that interpreters working in these settings need to be mindful of and view these informal opportunities as integral to the working environment and development of relationships for the DP.

Recommended Qualifications

While there is no specific certification or qualifications, we find interpreters demonstrating these traits are highly effective.

1. Be humble and open to feedback. Several of the D/HH authors have had the experience of working with an interpreter who thinks they know better or more than the DP. Those interpreters resist feedback and ultimately perform worse than an interpreter who is unfamiliar but open to feedback and learning the DP’s work. DPs in STEM generally understand that their work is challenging to interpret and expect to work as a team with their interpreters, although the DP has the final say in decisions that affect their access.
2. Quickly learn new terminology. When interpreting unfamiliar content, interpreters must be able to quickly pick up on new concepts in both languages. Typically, the DPs and hearing professionals have much more experience in their field than the interpreter, so it’s unreasonable to expect interpreters to prepare enough to become experts. If the interpreter doesn’t understand what is being said, it doesn’t mean they are doing a bad job. Interpreters can learn to accurately convey the information in both languages even if they don’t fully understand it.
3. Have an adaptable personality. Interpreters working with DPs, especially DIs, need to be a team player and be adaptable to working with diverse personalities. A DP’s DI will often support by coordinating a team or substitute interpreters, providing information to prepare other interpreters, and/or corresponding with hearing colleagues to gather additional information when needed. These tasks help things go more smoothly for the DI and help offset Deaf Tax (discussed more below).
4. Be flexible with conceptual vs. literal interpretation into ASL. Rather than interpreting the conceptual meaning, it is often necessary to follow the spoken English closely to be precise and avoid misunderstandings. For this reason, there is generally more English influence on signing in STEM, including fingerspelling, initialized signs, and abbreviations. Do not take that to mean that ASL CANNOT express any of these concepts — look at the great work being done by Atomic Hands, for example, on creating grammatical and conceptual ASL equivalents for STEM concepts. Whether to interpret following the grammar more on the English side of the spectrum versus the ASL side depends on the DP’s preference in any given setting, and it is always best to ask.
5. Have a high register English and ASL. Even without being familiar with the specific STEM field, an interpreter who wants to work in STEM settings should be comfortable using high-register ASL and English, and preferably also be familiar with academic or corporate registers if they are working in those settings. We dive into this further in “How to Prepare.”
6. Demonstrate high level of professionalism. Interpreters’ actions reflect on the DP and affect how the DP can interact with their colleagues. Interpreters should be engaged with interpreting (not on their phone excessively), reliable, and friendly but with appropriate boundaries. Reliability is especially important because there are usually only a few interpreters familiar with a DP’s work. This fact makes it harder to find a qualified substitute and the DP may be left in a lurch if an interpreter calls out at the last minute. Interpreters should be able to establish and follow appropriate boundaries and be flexible in adjusting differently than they have traditionally, within reason. One of the authors has experienced working with an interpreter who was curious about STEM — generally a positive characteristic — but who ended up asking questions and carrying on their own conversations while they were supposed to be interpreting, leaving the DP out. DIs are also generally expected to be on good terms with the DP’s colleagues, but never at the DP’s expense. A beneficial skill in this setting is the ability to balance when to do preparation research and converse with hearing colleagues and when to keep to yourself and be particularly attentive to the DP and their needs.
7. Background knowledge is a bonus. While there is no official certification yet for interpreters to specialize in STEM, having some experience with the content area is quite helpful, especially if the interpreter has taken related classes or training (Braun et al., 2018). For example, one of the authors previously worked with a designated interpreter, who we’ll call Jenny, who had a long and winding educational journey before becoming an interpreter. Jenny majored in acting and then switched majors seven times until her parents gave her an ultimatum to pick one major or lose their financial assistance. She ended up interpreting and had a well-rounded knowledge of other fields due to the classes she took in computer science, chemistry, sociology, psychology, and more. One author enjoyed working with her and found that she could quickly pick up more technical concepts due to her extensive foundational knowledge.

Ethical Considerations

The authors apply the Deaf Professional/Designated Interpreter (DI/DP) Model of having a close teamwork relationship (Hauser et al., 2008; Hauser et al., 2022). DIs recognize that each DP is unique, has specialized knowledge and skills, maintains their own professional relationships, and has reasons for making various decisions throughout their career. When the DP understands the interpreting process in general and is willing to engage with the DI(s) about approaches toward more effective interpreted interactions, everyone benefits in multiple ways.

Related to the Recommended Qualifications above, it is important that the DP/DI relationship is mutually comfortable and safe. Once a good fit is established between a DP and DI, it is beneficial for the DI to keep in mind that if at any point the relationship isn’t working for them both, parting of ways will be likely, which should be handled professionally and cordially. When there is clear and transparent communication between the DP and DI, there is less chance either will take things personally when done for valid professional reasons. It is important to know that each person has their preference, and not every working relationship will be a good fit.

Within a DP/DI relationship, there is a difference in how interactions play out. Most often, interpreters are familiar working with people in a detached way — they show up, meet the people, do the work, and leave. DIs, on the other hand, are part of the everyday working environment. They have relationships not only with the DP but also the hearing professionals; they observe the work the DP does on their own and are privy to many more details than usual; they are brought into discussions during meetings for clarification or other valid reasons; and they may hold dual roles and have additional responsibilities. Although the Registry of the Deaf (RID) Code of Professional Conduct (CPC) suggests avoiding dual roles, it is not a violation in this case when all parties involved are aware and understand the interpreter’s role.

 

Confidentiality

There are multiple aspects of confidentiality unique to this setting. First, DPs (and their interpreters) have access to private information such as proprietary corporate information, classified government-related information, and/or unpublished research findings, all of which can be harmful to the DP or their employer if the information is shared inappropriately. Interpreters should work closely with the interpreting agency (if freelance) or their supervisor (if staff) to be sure they know what can and cannot be shared and with whom. This affects how much information, if any, the DP can share with interpreters in advance.

Secondly, the community of DPs is very small. Interpreters working with DPs must take care when debriefing or talking about their work because it is often easy to figure out who they are working with. Many DPs are the only or one of a few professionals in their subfield, and many DPs in PhD programs are the only, if not the first, deaf person in their graduate program.

Deaf Tax

For an overview of language equity and Deaf Tax, we recommend Dr. Hall’s article From Principles to Practice: Creating Language Equity for Deaf Professionals. Briefly, Deaf Tax refers to the additional work, time, and stress that DPs must take on to be successful in predominantly hearing workplaces (Aldalur et al., 2022; Hall et al., 2024). Deaf Tax is complex and multifaceted, but a simplified example is just the additional time it takes for a DP to request interpreters for all of their meetings, pass on prep information to various interpreters, and spend additional time before and after meetings to meet interpreters early, guide them to the meeting place if needed (e.g., in a large university or corporate building), and debrief with them after the meeting. If the interpreter makes mistakes, the DP will have to spend additional time correcting the mistakes that might impact their relationships with coworkers. For a DP with several hours of meetings a week, this time and effort adds up quickly and takes away from other productive work such as additional experiments, grant applications, and publications (Aldalur et al., 2022). Having a DI can greatly help lighten this load for the DP.

Insights from Deaf consumers

STEM graduate student

Deaf Neuroscientist

Demands and Controls

The most important control when interpreting in any STEM setting is teamwork with the DP. Interpreters should be transparent about demands and work with the DP to determine how to address them. For example, if an interpreter does not understand something in English, most DPs (in our experience) prefer that the interpreter shares their best guess and lets them decide whether to interrupt the speaker to ask for clarification. Sometimes the DP understands the term even if the interpreter doesn’t, and sometimes the DP would prefer to wait and ask for clarification later instead of interrupting a meeting. If the DP does ask the interpreter to clarify, it’s important to be clear that the interpreter does not understand (not the DP), because it could reflect negatively on the DP if their hearing colleague assumes they do not understand a basic concept.

There are many demands that can arise in STEM settings, especially unique physical demands. Science labs and engineering facilities are often loud with various machinery. In some labs, interpreters must wear personal protective equipment (PPE) such as goggles, gloves, or masks. DPs may be working 12-hour days with one interpreter who needs to eat and take breaks between interpreting conversations with colleagues. The DP’s team may have an interpreter while they do fieldwork in the arctic circle or hike up a volcano. There may be interpersonal tension or hierarchical dynamics between a deaf professor and their students, or between a deaf graduate student and their faculty advisor. Or the interpreter may simply be struggling with their own work if they are interpreting in a new setting or with a new DP. In all of these cases, the best approach is to have open communication with the DP and work together to find the best solution.

How to Prepare for this Setting

1. Have well-rounded general knowledge. Keep up with STEM articles for general audiences. Effective interpreters in STEM are usually naturally interested and curious about STEM topics personally. Newspapers and magazines such as Nature and Science are great places to casually learn about different sciences and subdisciplines.
2. Regularly read peer-reviewed scientific articles. Literature reviews are especially helpful to give a snapshot summary of relevant research. The main reason to read peer-reviewed articles is to become familiar with academic register and learn common STEM terminology, which is helpful even if it’s not directly related to an assignment. Read the DP’s scientific articles if they are available to understand how they would like to phrase their statements in English.
3. Watch DPs present their work. Similar to reading peer-reviewed articles, watching STEM presentations in ASL will give you a sense of academic register in ASL and how ASL users can effectively express complex topics. Listen to and watch spoken English presentations about various topics — particularly the areas you interpret regularly — to learn proper pronunciation of terms, acronyms, and levels of register.
4. Do in-depth preparation for specific assignments. Whenever possible, reach out to professionals ahead of time to request prep materials — presentation slides, relevant publications, prior recorded presentations, etc. Be mindful of Deaf Tax, and when possible, reach out to hearing colleagues or professors for information as well as the DP.

Tips for interpreters in STEM settings

 

Closing Thoughts

Interpreting in STEM can be rigorous and challenging and offers a niche area within which to build expertise. It can also be incredibly rewarding, as interpreters who strive to become proficient in STEM are essential to bridging the gap between the burgeoning pool of educated DPs and the demand from mainstream workplaces for qualified professionals. In addition to interpreting, interpreters in STEM have unique career opportunities. For instance, STEM interpreters can serve as mentors for less experienced interpreters that are interested in improving their skills, pursue formal teaching opportunities, collaborate on publications regarding STEM interpreting, and create their own specialized interpreting agencies to serve the needs of the DDBDDHH community. In addition, when explicitly sought out by DPs, STEM interpreters can provide valuable insight to the formation and research of policies and signing dictionaries for DPs in STEM.

Interpreting for a highly educated and specialized DP can indeed be challenging, and it is normal to feel uneasy about it. Each work environment presents unique demands, and each DP may have their own specific preferences when it comes to interpreting services. Some DPs know what they need from interpreters and will communicate their expectations directly while other DPs may still be navigating how to work effectively with interpreters. In either case, maintaining honest and open communication is essential. It allows both parties to understand expectations, address any concerns, and collaborate effectively. This partnership also goes beyond interpreting; it requires a genuine interest in the DP’s field and commitment to ongoing learning. By being proactive in understanding the nuances of their work, you not only enhance the interpreting experience but also elevate your own professional growth. Embracing constructive feedback, communicating courteously and professionally, and respecting boundaries are key components of building a successful working relationship.

Tips and Additional Thoughts

Where to Start?

Here are some general tips if you are interested in interpreting in STEM but don’t know how to get started:

• Network with DIs and STEM interpreters to create opportunities for observation and mentorship. If an interpreting agency offers you an assignment and you don’t feel comfortable accepting it, ask to observe instead. This is a good way to make a connection and can help you (and the DP) decide if you would be a good fit.
• Use free online resources to educate yourself: YouTube, Khan Academy, free online courses (e.g., edX or Coursera)
• Keep up with the community of DPs and STEM ASL terminology: Atomic Hands, ASL Core; attend related workshops and events (such as the recent 2023 Global Year of STEM Sign Language Lexicons events)
• Pursue formal education, such as STEM college classes and workshops

Activity 1

Suggested Activities

For any activities that asks a DP to give up their time, please keep Deaf Tax in mind and offer an honorarium payment whenever possible. If an honorarium is not available, work with the DP to minimize the amount of time they have to miss work and/or ask more experienced DPs (who are better established in their field) rather than early-career DPs.

1. Video Work. Assign students to interpret a video in ASL that is about a STEM topic but presented in a way that non-experts can understand. For example, students could interpret The Magic of Northern and Southern Lights! by Atomic Hands. Before sharing the video with them, inform students that they should prepare for interpreting about the northern lights or aurora. If students need additional guidance on how to prepare, suggest that they read about what causes the aurora and what factors influence its color and intensity. Students should work in pairs or groups so that they can practice strategies for preparing and explaining basic concepts to their peers.

Depending on the students’ level and experience, it would be helpful for them to watch the video once before interpreting. For students at earlier stages, it may be more helpful for them to watch the video multiple times and reference additional resources to create an outline in English before interpreting the video. The point of this exercise is to practice interpreting STEM content that is unfamiliar to most students.

Activity 2

Activity 2

Guest Speakers. Invite a STEM DP to class to share what a “typical” workday looks like for them and how they work with interpreters. When appropriate, invite their DI to join the conversation as well.

Activity 3

Activity 3

In-Class Interpreting. Invite a STEM DP to class for simulated interpreting practice and invite their DI when appropriate. If agreed upon, invite them to debrief with the students after the interpreting simulation concludes so that they can discuss language choices and how interpreters can best represent them and others in the future.

Activity 4

Activity 4

Tour a STEM Space. It’s ideal to have a DP lead a tour of their own STEM workspace(s). Students who are unfamiliar with STEM settings may struggle to understand the context and physical/space demands, so seeing the space in person can help students better understand the challenges that may arise.

Learning Objectives

1. What are some of the challenges interpreters face when working in STEM settings with Deaf Professionals (DPs)?
2. How does the status and authority of Deaf Professionals (DPs) in STEM settings impact the interpreter’s approach and behavior?
3. Why is it important for interpreters in STEM fields to be adaptable and flexible, and what specific traits contribute to their effectiveness in these settings?
4. Why is confidentiality particularly important in the context of the Deaf Professional/Designated Interpreter (DP/DI) relationship in STEM settings?
5. How does the concept of “Deaf Tax” impact the workload and productivity of Deaf Professionals (DPs), and how can a Designated Interpreter (DI) help mitigate this burden?
6. Why is it important for interpreters in STEM settings to regularly read peer-reviewed scientific articles, even if the content isn’t directly related to their assignments?
7. How can watching Deaf Professionals (DPs) present their work in ASL help interpreters improve their interpreting skills in STEM settings?
8. What are some recommended ways for interpreters interested in STEM to gain experience and prepare for interpreting in this specialized field?

Related Resources

• ASL Clear [online resource]: https://aslclear.org/
• ASL Core [online resource]: https://aslcore.org/
• Atomic Hands [online resource]: https://atomichands.com/
• “Deaf Eyes on Interpreting” by Thomas K. Holcomb & David H. Smith [book]:

https://doi.org/10.2307/j.ctv2rh28rm

• “Chemical and biological research with deaf and hard-of-hearing students and professionals: Ensuring a safe and successful laboratory environment” by Susan B. Smith, Annemarie D. Ross, & Todd Pagano [peer-reviewed article]: https://doi.org/10.1016/j.jchas.2015.03.002
• “Designated interpreters: A model to promote the diversity and inclusion of Deaf professionals in academic medicine” by Wyatte C. Hall, Marlene Elliott, & John P. Cullen [peer-reviewed article]: https://doi.org/10.1097/acm.0000000000002570
• “Increasing student interpreters’ ability to accurately and fluently interpret STEM content” by Judy Vesel, M. Diane Clark, and Tara Robillard [blog]: https://blog.terc.edu/increasing-student-interpreters-ability-to-accurately-and-fluently-interpret-stem-content
• “Science in ASL is a whole different language: Interpreters in STEM” by Megan Majocha [blog]: https://themindhears.org/2022/07/14/science-in-asl-is-a-whole-different-language-interpretersin-stem/
• “Signs of change for ASL in STEM” by Robin Donovan [article]: https://www.science.org/content/article/signs-change-asl-stem
• Compendium of resources in interpreting with deaf academics, deaf researchers, and deaf STEM professionals by Kat Womack [online resource]: https://sites.google.com/view/compendium-kwomack/about
• Quantum ASL [online resource]: https://www.youtube.com/@quantumasl7245
• “Workshop for emerging deaf and hard-of-hearing scientists” by Caroline M. Solomon et al. [white paper]: https://www.washington.edu/accesscomputing/sites/default/files/manual-upload/WhitePaper-Final_Gallaudet_Emerging_Sci_2_15_13.pdf

References

Aldalur, A., Hall, Wyatte C., DeAndrea-Lazarus, Ian A. (2022). No taxation without representation: Addressing the “Deaf Tax” in academic medicine. Academic Medicine 97(8), 1123-1127. DOI: 10.1097/ACM.0000000000004685

Braun, D. C., Clark, M. D., Marchut, A. E., Solomon, C. M., Majocha, M., Davenport, Z., Kushalnagar, R. S., Listman, J., Hauser, P. C., & Gormally, C. (2018). Welcoming Deaf Students into STEM: Recommendations for university science education. CBE life sciences education, 17(3). https://doi.org/10.1187/cbe.17-05-0081

Hall, W., Brick, K., & Millios, W. (2024). From principles to practice: Creating language equity for Deaf professionals. Journal of Interpretation, 32(1, 4). https://digitalcommons.unf.edu/joi/vol32/iss1/4

Hauser, P. C., Finch, K. L., & Hauser, A. B. (Eds.). (2008). Deaf Professionals and Designated Interpreters: A New Paradigm. Gallaudet University Press. https://doi.org/10.2307/j.ctv2rcnnxg

Hauser, P. C., Cherry, N. D., Hauser, A. B., & Poe, M. S. (2022). Deaf professional/designated interpreter paradigm revisited. In C. Stone, R. Adam, R. Muller de Quadros, & C. Rathmann (Eds.), The Routledge Handbook of Sign Language Translation and Interpreting. Routledge. https://doi.org/10.4324/9781003019664

Kasper, A. M., Popov, V. A., Blick-Nitko, S. K., Kinast, K. B., Womack, K., & Cherry, N. D. (2024). Illuminating the deaf experience at STEM conferences. Nat Rev Chem. https://doi.org/10.1038/s41570-024-00639-6

Vesel, J., Greene, A., Hauschildt, S., & Clark, M. D. (2024). Increasing undergraduate student interpreters’ fluency and accuracy in interpreting STEM content. Forum for Linguistic Studies, 6(2). https://doi.org/10.59400/fls.v6i2.1179

[1] A Deaf Professional (DP) is a professional who is Deaf, DeafBlind, DeafDisabled, or Hard of Hearing and is inclusive of many careers (not limited to STEM) including faculty or academics, administrators or CEOs, actors, doctors or healthcare providers, etc.