Decker, Kelly L. and Hardesty, Schawn M. (2024) “The Current Rural Sign Language Interpreter Landscape: Examining the Fields’ Collective Accountability,” International Journal of Interpreter Education: Vol. 15: Iss. 1, Article 11.
Available at: https://open.clemson.edu/ijie/vol15/iss1/11

ASL Summary by the IRIS Project:

Publication Abstract: Historically overlooked by training entities and professional organizations, rural interpreters are too often unable to attain the necessary and appropriately sequenced training that recognizes existing competencies, accumulates academic credentials, or acquires professional certification (Shaffer, 2013; Trimble, 2014). As educators and practitioners cultivating this vital interpreting workforce demographic, we have contributed to these gaps and are accountable. The Improving Rural Interpreter Skills (IRIS) Project is a $2.1M, five-year interpreter training grant project awarded by the U.S. Department of Education, Rehabilitation Services Administration to the University of Northern Colorado’s (UNC) American Sign Language and Interpreting Studies (ASLIS) department, that aims to uncover the current interpreting landscape as experienced by the rural interpreter. This paper will examine this landscape: how we got there, why it is relevant, and as a call to action so we may construct ways we can invest our efforts moving forward. Through its research, qualitative reports, and curated personal testimonies (Hardesty, 2023; Hardesty & Decker, 2022; NDC, 2019; Trimble, 2014; UNC IRIS Project 2022; UNC IRIS Project 2023), the IRIS Project articulates how collectively we have the capacity to recognize the untapped potential of rural deaf communities and support the needs of the interpreters who serve them. 

Rural Interpreter Training: Challenges, Gaps, and Opportunities by S. Hardesty of the IRIS Project (2023)

ASL Summary by the IRIS Project:

Publication Abstract: Rural sign language interpreters often experience unique challenges, gaps, and opportunities in interpreter training compared to their urban peers. The paper examined the results of a needs assessment survey disseminated by the Improving Rural Interpreter Skills (IRIS) Project to identify stakeholders’ perceptions of the challenges, gaps, and opportunities in rural interpreting. The 20-question survey was distributed by email to 279 rural interpreting stakeholders across the United States, of which 71 responded. Stakeholders’ responses indicated significant challenges including systemic barriers to technology, living wages, and job security; gaps in formal training opportunities and limited exposure to diverse language models, peers, and mentors; and opportunities to increase professional networking and bring workshops and classes to rural interpreters in their local communities, both in person and remotely. The implications of this research were used in the design and delivery of IRIS Project’s rural interpreter training, and stakeholders’ perceived opportunities were integrated into the fabric of IRIS programming. Further, it will inform future research on approaches to improve the quality of and access to rural interpreter training.