NAD Educational Interpreting Settings 2 — Questions and Answers
Question 1: Which EIPA skill level is generally considered the minimum benchmark recommended for interpreters working in K-12 educational settings?
- Level 2.0
- Level 3.5 (Correct answer)
- Level 4.5
- Level 5.0
Correct answer: Level 3.5
A score of 3.5 on the EIPA is widely recommended as the minimum proficiency level for educational interpreters, though some states set higher requirements.
Question 2: When interpreting in a mainstream classroom, what is the greatest challenge related to processing time (lag)?
- The interpreter must skip entire sentences to keep pace
- Academic content is dense and fast-paced, leaving little time for a natural lag (Correct answer)
- Students prefer simultaneous speech to signed interpretation
- Teachers typically refuse to slow down for interpreters
Correct answer: Academic content is dense and fast-paced, leaving little time for a natural lag
Dense academic lectures at a natural speaking pace make it difficult for interpreters to maintain an appropriate processing lag without losing content.
Question 3: An educational interpreter working with a Deaf student who uses a cochlear implant should:
- Assume the student no longer needs interpreting services
- Adapt their communication to the student's individual needs and IEP specifications (Correct answer)
- Switch exclusively to spoken English without signing
- Refer the student to a speech therapist instead
Correct answer: Adapt their communication to the student's individual needs and IEP specifications
Cochlear implant use varies widely; the interpreter must adapt to the individual student's communication preferences and follow IEP guidance rather than making assumptions.
Question 4: Which of the following situations would most likely constitute a conflict of interest for an educational interpreter?
- Interpreting for a student in a subject the interpreter studied in college
- Being asked to evaluate and grade the Deaf student's academic performance (Correct answer)
- Using ASL variations that match the student's home signing
- Discussing interpreter schedules with school administration
Correct answer: Being asked to evaluate and grade the Deaf student's academic performance
Grading a student's work puts the interpreter in a dual role as both communication facilitator and academic assessor, creating a clear conflict of interest.
Question 5: When a Deaf student is involved in a disciplinary meeting at school, an educational interpreter should:
- Advocate on the student's behalf to the administration
- Provide accurate and impartial interpretation of all communication in the meeting (Correct answer)
- Refuse to interpret because it is a legal matter
- Summarize only the key points to save time
Correct answer: Provide accurate and impartial interpretation of all communication in the meeting
The interpreter's role in a disciplinary meeting is to provide accurate, impartial interpretation so the Deaf student has full communication access, just as in any other setting.
Question 6: Co-enrollment programs in educational settings typically involve which of the following?
- Deaf students attending a residential school full-time
- Deaf and hearing students learning together with both a hearing and Deaf teacher (Correct answer)
- Interpreters working in two classrooms simultaneously
- Separate curricula for Deaf and hearing students in the same building
Correct answer: Deaf and hearing students learning together with both a hearing and Deaf teacher
Co-enrollment models place Deaf and hearing students in the same classroom with a Deaf teacher and a hearing teacher, promoting bilingual education and peer interaction.
Question 7: When interpreting a classroom lecture that includes a film with spoken English, the educational interpreter should:
- Interpret only the teacher's commentary about the film
- Interpret the film's audio content so the Deaf student has full access to the material (Correct answer)
- Ask the teacher to provide a written transcript instead
- Pause interpretation until the film is over
Correct answer: Interpret the film's audio content so the Deaf student has full access to the material
Providing access to all classroom audio, including film content, is part of ensuring equitable educational access for the Deaf student.
NAD Educational Interpreting Settings 2
Which EIPA skill level is generally considered the minimum benchmark recommended for interpreters working in K-12 educational settings?