Bilingual Interpreters Working With English Language Learners in Elementary Schools: Responsibilities and Role Strain

• In Event: Insights From Research on Equity Issues in Second-Language Teaching and Teacher Education

Abstract

This paper investigates the practices of providing interpreting services for English Language Learners (ELLs) in elementary classrooms. It focuses on examining the responsibilities Mandarin-English interpreters assumed while serving ELLs and factors that may contribute to interpreters’ role strain. Data applied in the study include survey responses, artifacts, and field notes on classroom observations and conversations with interpreters, homeroom teachers, an ESL teacher, and an ESL coordinator. Findings indicate that in addition to conducting spoken language interpreting, the interpreters also tutored ELLs, supported classroom management, and communicated with ELLs’ family members. The sources of their role strain could include: incompatible expectations, interpersonal demand, and insufficient training and skills. Implications for school administrators, interpreter education sectors and interpreters were discussed.

Author

• Xinyue Zuo, University of Massachusetts - Amherst