Sticky reflective practices: evidence in ASL–English interpreter education

Reflective practice is a key skill for professionals like ASL–English interpreters who require continual learning and adjustment of practices. We used content analysis and matrix displays for cross-group comparisons of survey responses from 15 students and 8 alumni of a baccalaureate level, accredited, interpreter education program that systematically scaffolds reflective practices. Definitions, stated benefits and self-reported reflective practices were overwhelmingly similar. Although the definitions were virtually indistinguishable between students and alumni, reported practices varied slightly between groups. Students were more likely to engage in reflective practice for every assignment (likely because it was a required part of courses), alumni were more selective when they engaged in self-reflection. Alumni adapted their reflection to match constraints of professional practice while continuing to reflect regularly, before, during and after interpreting to gauge effectiveness of their work and improve future work. These findings suggest that reflective practices taught in an ASL–English interpreting program in a systematic way are sticky and alumni of the program continue to engage in reflective practices and find it beneficial.