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ERIC Number: EJ1462682
Record Type: Journal
Publication Date: 2025
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0302-1475
EISSN: EISSN-1533-6263
Available Date: 0000-00-00
The Current State of ASL-English Interpreting Education across the United States
Barbara D. Garrett; Emily G. Girardin; Whitney R. Weirick
Sign Language Studies, v25 n2 p227-256 2025
To better understand the current state of American Sign Language (ASL) interpreter education in the United States, the authors analyzed publicly available website data to document the number and type of active postsecondary interpreter education programs by state. This descriptive study aimed to address a significant gap in the literature by producing an accurate inventory of interpreting programs and concomitant degree or certificate offerings. Inclusion criteria included ASL-English interpreting programs at two- and four-year public and private institutions of higher education in the United States (and territories). Related fields, such as Deaf studies and ASL-only degree and certificate programs, were excluded. This investigation was part of a multiyear study examining American interpreter education. Frequencies were calculated for degree types, and preliminary results were reported at the 2022 Conference of Interpreter Trainers biannual conference. The authors identified 126 institutions of higher education that offer a total of 166 degrees. Changes between 2010 and 2022 were also determined. In that time, the number of bachelor's degree programs increased while associate's degree programs decreased--still, the majority of degrees offered at institutes of higher education were at the associate's level.
Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: https://gupress.gallaudet.edu/Journals/Sign-Language-Studies
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Authoring Institution: N/A
Grant or Contract Numbers: H325K210024
Department of Education Funded: Yes
Author Affiliations: N/A