Collaborative Shifts: Positioning Educational Interpreters Through Targeted Professional Development

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 4
  In Roundtable Session: Literacy Process and Deaf Protagonism

Abstract

This study investigates the experiences of ASL/English interpreters who participated in the Certificate in Educational Interpreting (CEI), a professional development program designed to address persistent gaps in interpreter preparation for K–12 educational settings. Using positioning theory as a framework, the research examines how interpreters’ reflexive and interactive positioning evolved over time. Data were collected over three years through pre- and post-program surveys and semi-structured interviews. Findings reveal shifts in interpreters’ professional identities, collaboration practices, and advocacy efforts for deaf students. This study contributes to the field by demonstrating the impact of sustained, context-specific training and offering insights into how interpreters navigate evolving educational landscapes.

Author

• Lisa M. Prinzi, Rochester Institute of Technology