Being a sign language interpreter in primary and compulsory secondary education: the case of the Valencian Community

Abstract

The recognition of Spanish sign language and educational inclusion measures has led to the presence of sign language interpreters in classrooms to support deaf students. This research focuses on early education and intercultural communication of these students, who belong to linguistic and cultural minority communities with their own distinct identity. The teaching staff, belonging to the hearing majority, is often unfamiliar with these backgrounds. This lack of knowledge results in interpreters becoming the primary individual who identifies the academic or other needs of deaf students at an early age during their multiple daily interactions. In these situations, interpreters face crucial decision-making balancing the needs of the minority community against their professional code of conduct, as established by the Spanish Federation for Sign Language Interpreters and Interpreter-Guides for the Deafblind. This work details the tasks performed by Spanish sign language interpreters in early childhood, primary, and compulsory secondary education. It explores the tasks demanded of them as well as those they consider necessary, analysing how they choose to execute these tasks considering their professional obligations. The data comes from a self-administered questionnaire performed by sign language interpreters who are currently working or have previously worked for the Public Administration of the Valencian Community across these educational levels. Based on the responses obtained, interpreters are often asked to perform tasks outside their role, such as acting as assistants, editing audiovisual material or, mediating misunderstandings.