Current Practices: Pre-Admission Assessment of American Sign Language and English Language Competency in Interpreter Education Programs

Current Practices: Pre-Admission Assessment of American Sign Language and English Language Competency in Interpreter Education Programs By Cari A. Carter Master of Arts in Interpreting Studies College of Education Western Oregon University February 2015 The purpose of this study is to ascertain what, if any, assessments of American Sign Language (ASL) and English language competency are currently used for admission to interpreter education programs (IEP). Research consisted of a mixed methodology discovery study conducted over two phases. Each phase sought to expound upon and clarify all facets of the pre-admission assessment process. Phase I, conducted through a nationwide survey was designed to discover what interpreter education programs are currently using—pre-admission—to assess ASL and English language competency. Information was collected about the presence of any pre-admission ASL and English language competency assessments as well as the components of those assessments. Phase II included semi-structured interviews with interpreter education program coordinators, assessment designers, faculty responsible for assessment administration, or any combination thereof. The interview was comprised of questions about pre-admission

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