Exploring the Role of a Mentor in the ASL-English Interpreting Profession: Characteristics of Experienced Practitioners, Specialized Educators, and Skilled Guides

Title
Exploring the Role of a Mentor in the ASL-English Interpreting Profession: Characteristics of Experienced Practitioners, Specialized Educators, and Skilled Guides
Creator
Mikaela M. Jordon
Degree Name
Master of Arts in Interpreting Studies
Project Type
thesis
Date
6/13/2026
Abstract
Mentoring is a vital component of professional development in the American Sign Language-English interpreting field as evidenced by Napier and Pearce (2010), Wessling (2020), Boeh (2016), and Paradise (2013). However, there seems to be no clear standard on how to effectively prepare mentors for the role they have been given. The purpose of this research is to gain a deeper understanding of what quantitative and qualitative indicators represent an experienced practitioner, the necessary training for mentors, and the essential skills required for effective mentorship. By understanding these three components, mentors will be better equipped to support mentees in their process of self-discovery. The data was collected through the use of a questionnaire and interviews. Anyone who identified as a mentor and an interpreter was eligible for participation in the study. The data was analyzed using thematic analysis to highlight current perspectives on mentoring in the ASL-English interpreting field. The findings of the study support the TIEM Center’s (2022) definition of a mentor that states that mentors are “experienced practitioners who are also specialized educators with the requisite knowledge and skills to guide adult learners in a process of professional self-discovery” (TIEM Center, 2022, p. 2). In this study, I found that mentors believed that an experienced practitioner has a mix of qualitative and quantitative indicators with an emphasis on qualitative indicators. A mentor could be considered a specialized educator if they are actively involved in mentor training and a community of practice to share resources and improve their mentoring skills. The mentor training should have roots in adult learning theories such as Vygotsky’s Zone of Proximal Development (Colonomos & Moccia, 2013). These findings have also shown a need for increased collaboration both between the mentee and mentor to determine the skills needed to be an effective mentor.
Keywords
Mentor
role
ASL-English Interpreting
Committee Member
Elisa Maroney
Elizabeth Jean-Baptiste
Jen Hayes
Rights
Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
https://rightsstatements.org/page/InC/1.0/?language=en
Language
eng
Type
text
Image;StillImage
data