Interpreter Pathways

Video description: Nic Zapko is a white woman wearing a black sweater on a black backgro…

The Interpreter Pathways Working Group is part of the Commission’s initiative, Interpreting Forward 2030. Over the course of 5 in-person meetings and 4 zoom meetings, more than 40 participants contributed. The following is a summary report.

We started with a working problem statement: “How to increase the quality and availability of interpreting services in Minnesota.” To answer the problem the working group needed to understand:

the factors that affect number and quality
How these factors relate to one another

The working group set out to create a model to visualize the 2 points above. In the meetings, they shared hopes and fears, sketched a history of interpreting in MN, identified more than 75 factors affecting quality and availability of interpreters, designed variables to measure the flow of these factors, and identified relationships between factors and variables. These relationships were discussed in depth.

The Working Group’s work can be seen in the model that follows. The model is a beginning model. It shows the landscape from a high level. All of this was useful for the analysis and strategy work that is to come later in the Interpreting Forward 2030 initiative.

Understanding the model

A model is a visual story. It is useful for telling complex stories and for analysis and strategic thinking. To understand the model, let’s look at it in 2 sections:

The basic pathway (or pipeline) to becoming a skilled interpreter
The basic model with variables added

The Basic Pathway to Becoming an Interpreter

Image description: This is a streamlined flowchart outlining the career pathway of ASL interpreters. It starts with “Learning ASL” on the left and ends with “Retiring” on the right. The chart includes key decision points and potential outcomes, such as becoming proficient in ASL, pursuing an interpreting career, attending an Interpreter Training Program (ITP), obtaining credentials, and advancing skills to an expert level. Green text highlights key actions, such as choosing to learn ASL, pursuing credentials, and becoming proficient in signed language interpreting. Some pathways lead to alternative careers or self-directed learning. The layout is structured with clear boxes and directional arrows.

Think of each box as a bathtub. The first one is “Learning ASL.” We would like to fill that tub with as many as we can. Notice above the box, the phrase “Choosing to learn ASL.” That shows the inflow to “Learning ASL.” The inflow speed is shown by the faucet ().

At any point in time there are a total number of individuals learning ASL. There are 2 flows leaving the “Learning ASL” tub.

“Becoming proficient.” We want to increase that flow.
“Not continuing with ASL.” We want to lessen how many don’t continue with ASL.

Those who become part of the tub “Proficient in ASL” will either flow forward to the next tub (“Attending an ITP) or they will exit the tub by “Choosing another career.” That’s how you read this basic model.

Adding variables to the model

The second model (below) brings in the most common variables identified (you may need to zoom in to read all the details). These variables affect the flows between these tubs. Most of it will be clear as you take some time to read it. The one item that could be confusing is the use of “+” signs and “-“ signs on the arrows. A “+” sign means that the two variables connected by the arrow move in the same direction. A “–“ sign means that the two variables move in opposite directions.

**Image description:** This is a complex systems diagram with red arrows connecting various factors influencing the career pathway of ASL interpreters. The diagram starts with “Learning ASL” on the left and progresses to “Retiring” on the right. Each stage includes decisions and influencing factors, such as proficiency, attending an Interpreter Training Program (ITP), certification, and career progression. There are feedback loops indicating relationships between factors, such as social media outreach increasing ASL learners, scholarships affecting ITP enrollment, and mentorship opportunities improving interpreter skills. Additional elements include references to BIPOC recruitment, mental health needs, and job satisfaction. A separate section at the bottom highlights factors affecting ASL interpreters in Greater Minnesota, particularly virtual interpreting (VRI) and consumer satisfaction.

For example, “Social media contacts made” has an arrow going to “# of youth interested in ASL.” It has a “+” sign. If more social media contacts are made, there will likely be an increased # of youth interested in ASL. Also, if there are less social media contacts made, there will be less youth interested. The two variables move in the same direction.

Also, “Scholarship dollars” (which has a “-” sign) moves in an opposite direction as it influences the “Cost of ITPs.” As more scholarship dollars are available, the cost of an ITP goes down. As less scholarship dollars are available the cost of ITPs goes up. They move in opposite directions.