The research is here.
ASLITA is proud to release, Interpreting for students in educational settings: A national study, a national mixed-methods study examining the experiences of signing deaf students and the people working in interpreting roles in Australian primary and secondary schools.
Commissioned by ASLITA and undertaken independently by researchers from Deakin University, the study brings together the experiences of deaf students and the educational interpreting workforce to build a stronger evidence base for change.
Access the research
Full Research Report
Read the complete findings, analysis and recommendations from the national study. The report examines deaf students’ experiences of interpreted education alongside the experiences, roles, working conditions and professional preparation of people working in educational interpreting.
Research Guide
Explore a curated reference guide to published research relating to educational interpreting, Auslan, sign language in schools, Deaf education, bilingualism and language development.
Developed as part of the ASLITA–Deakin University research partnership, the guide brings together annotated references of high relevance alongside a broader collection of research, reports, policy and key documents. It is designed as a useful starting point for deaf students and families, interpreters, teachers, education support staff and others interested in the field.
About the research
Interpreters play an important role in providing signing deaf students with access to classroom communication, learning and participation. Yet educational interpreting in Australia has developed with limited national research into the experiences of the students who rely on this access or the people providing it.
This study was established to better understand educational interpreting across Australia and to centre deaf students’ experiences of working with interpreters at school.
The research explored the experiences of signing deaf students alongside the educational interpreting workforce, including roles and responsibilities, qualifications and preparation, employment conditions, relationships within school communities, and the factors that shape the quality of interpreted access.
What the research tells us
The research highlights that having an interpreter present does not, on its own, guarantee equitable access to education. Effective interpreted education depends on the skills and preparation of the interpreter, clear professional roles, strong collaboration with teachers and schools, and meaningful involvement of deaf students in decisions about their access.
Across the study, three issues emerged consistently: roles that are unclear and inconsistently enacted; limited preparation pathways for the particular demands of educational settings; and the additional cognitive and emotional work deaf students may carry when interpreting quality, preparation or collaboration is insufficient.
The findings provide an important evidence base for strengthening educational interpreting practice, workforce development, policy and advocacy in Australia.
Recommendations
The report identifies five areas for action to strengthen educational interpreting and the experiences of signing deaf students:
- Establish clear and consistent role definitions for educational interpreters.
- Strengthen qualification expectations and education-specific training.
- Build school-wide understanding of educational interpreting and effective collaboration.
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Strengthen deaf student voice, agency and opportunities to provide feedback about interpreting access.
- Pursue coordinated policy and system-level reform to support greater consistency across Australia.
What happens next?
The release of the research is an important milestone – and a foundation for what comes next.
ASLITA will use the findings and recommendations from the study to guide ongoing work in educational interpreting, with a focus on turning the evidence into practical action.
This will include work to develop resources and sector initiatives, strengthen professional practice and workforce development, and support advocacy for clearer and more consistent approaches to educational interpreting across Australia.
ASLITA will also continue working with deaf people, interpreters, families, education stakeholders and partner organisations to identify opportunities for collaboration and change.
Updates and future resources will be shared on this page as this work progresses.
About the project
The Interpreting in Educational Settings National Project was established by ASLITA’s Interpreting in Educational Settings Committee to build a stronger understanding of the interpreting access received by signing Deaf students in Australian primary and secondary education.
The formal research was commissioned by ASLITA and undertaken independently by researchers from Deakin University. The project was funded by the Leonie Jackson Memorial Fund, administered by Deaf Connect.
Media
For media enquiries relating to Interpreting for students in educational settings: A national study, please contact ASLITA info@aslita.au
DOWNLOAD MEDIA RELEASE
Acknowledgements
ASLITA sincerely thanks the deaf students, interpreters and other participants who contributed their experiences and perspectives to this research. Their contributions have created an important evidence base for understanding educational interpreting in Australia and informing future change.
ASLITA acknowledges Deakin University as the research partner and the Leonie Jackson Memorial Fund, administered by Deaf Connect, for funding the research.
ASLITA also acknowledges the many people who contributed to the wider project through its development, governance and support.
