Amongst the group of interpreters, there are some that currently
have no form of formally recognised qualifications in the area of
Auslan interpreting. For these people, support and training is
very important, both from the point of view of providing an avenue
for their professional development, and ensuring that a quality
interpreting service is maintained. The unaccredited interpreter
attends regular training sessions which cover, for example, Auslan
acquisition, interpreter role, ethics, debriefing, and an opportunity
to practise the necessary skills in order to gain their first interpreter qualification.
For many new interpreters, the first qualification is gained through
a test set up by the Department of Education in Tasmania. This
Auslan test, which follows the same format as the NAATI (National
Accreditation Authority for Translators and Interpreters) is administered
by the Claremont Project and provides a valuable stepping stone
towards achieving further qualifications.
The Claremont Project has a mentor system, whereby unaccredited
interpreters are placed into class and supported by an NAATI Paraprofessional Interpreter.
All interpreters, regardless of their level and qualification, participate
in an evaluation program where they are observed in a class situation
by a Professional Interpreter, or a senior Paraprofessional Interpreter.
Feedback is provided to the working interpreter either verbally, in written form or by video.
Workshops for all interpreters are held each year during work hours.
Interpreters are encouraged to be associated with ASLIA Tas. (Australian
Sign Language Interpreters Association), for further access to professional
development.
Interpreter Training
The Role of Interpreters
Department of Education Accreditation
At any one time within the Claremont Project, there are over a dozen
interpreters working in different classes at different campuses,
ie. Claremont Primary School, Claremont High School and Claremont College.
an interpreter working with a
regular teacher in the high school
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