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Volume 3 ~ November 2011 ~ PreviewISSN # 2150-5772 - This article is the intellectual property of the authors and CIT. If you wish to use this article in your teaching or in another format, please credit the authors and the CIT International Journal of Interpreter Education. |
Characteristics of Effective Interpreter Education Programs in the United States
Lisa Godfrey[1]
University of Tennessee-Chattanooga
Abstract
The goal of this study was to expand the limited research that currently exists in the field of interpreter education—specifically, as it relates to the readiness-to-credential gap, the consensus in the field that students graduate from interpreter education programs (IEPs) but are not ready to obtain the minimal interpreting credentials set forth by the field at both the state and national levels. To accomplish this goal, in this article the author identifies programs that have a low readiness-to-credential gap and analyzes the characteristics that are contributors to each program’s success, so that improvements can be made in current IEPs. In this article, the author presents some principal findings of the study; for more information, please refer to the full dissertation report (Godfrey, 2010
Keywords: interpreter education; interpreter education programs (IEPs); school-to-work gap; school-to-credential gap
[1] Correspondence to: lgodfreyinterpreting@gmail.com