Bilingual Interpreters in U.S. K–12 Public Schools: Roles, Qualifications, and Challenges

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Abstract

The present study explores bilingual interpreters’ roles, qualifications, and challenges while serving English Language Learners in a US school district. Drawing on the role theory and based on analysis of observations, survey data, and artifacts collected, the study indicates that bilingual interpreters take on multiple roles and responsibilities, and their degree of involvement goes beyond simply serving as a “conduit”. In terms of qualifications, bilingual interpreters in general lack sufficient educational interpreter training and education, and tend to be short of relevant work experience. Their challenges mainly concern payment, student motivation and investment, and personal competencies. Implications for policy-makers, schools and bilingual interpreters are discussed.

Author

• Xinyue Zuo, University of Massachusetts - Amherst