The Trilingual Interpreting Landscape

Fiorela Agusti, M.A., QMHI, BEI Trilingual Master

Trilingual interpreting entails an interpreter who is working between three languages.  For purposes of this chapter, a trilingual interpreter means a person who is fluent in English, Spanish, and American Sign Language (ASL), and who can interpret between these languages. Such an interpreter must have sufficient linguistic and cultural competencies to provide equal communication access for different settings and registers, while meeting consumers’ unique linguistic needs.

 

The role of a trilingual interpreter extends beyond the bilingual-bicultural metaphor, aligning more with the multicultural metaphor. For example, there are an estimated 23 Spanish-speaking countries, each with various dialects, accents, and colloquialisms. In addition to the linguistic differences, cultural elements, including traditions, language use and etiquette, play a critical role in effective interpretation and interaction management. It is essential for trilingual interpreters to be well-versed in the political, educational, historical, and social contexts of both the U.S. and the Deaf consumer’s country of origin, as these can significantly differ. Additionally, the trilingual interpreter must consider the age of the Deaf consumer, whether they went to a mainstream school or attended a residential school, was raised in a hearing or Deaf family, and their level of hearing loss. These multitude of factors are compounded by the diversity of Spanish-speaking countries and their distinct cultures.

The National Consortium of Interpreter Education Centers publication (NCIEC): “Toward Effective Practice: Interpreting in Spanish influenced Settings” (2014) states that effective trilingual interpreters have a deep understanding of the communities in which they work. They possess knowledge of Deaf education, history, politics, popular culture, healthcare, legal systems, the immigration process, and attitudes toward deafness in Spanish-speaking countries.

Trilingual Interpreting in the United States

In 2015, the National Institutes of Health reported nearly 1 in 7 Hispanic/Latino adults have some degree of hearing loss, a number similar to the general population prevalence. According to the 2022 United States Census Bureau’s estimation there are approximately 63.7 million Hispanic and Latino Americans representing over 19% of the total population.  This percentage as compared to 16.3% in 2010 demonstrates a significant growth of this demographic group.  It is estimated in 2050 this statistic will grow to 102.5 million and include 4.2 million Deaf individuals (NCIEC, 2016).

In contrast, the number of certified trilingual interpreters remains exceedingly small. The Board of Evaluation of Interpreters’ (BEI) public registry only lists 24 Trilingual Advanced and 5 Trilingual Master certified interpreters nationwide. Unfortunately, most trilingual practitioners are not certified. For instance, although the Registry of Interpreters for the Deaf (RID), does not offer a specific trilingual certification exam, it lists183 interpreters in its database who report working in trilingual settings. Mano a Mano, a non-profit organization dedicated to enhancing access to resources, professional growth, advocacy, and support for Spanish-English-ASL interpreters, maintains a directory of 77 trilingual interpreters. Additionally, the Poliglotas WhatsApp group for trilingual interpreter virtual network has over 200 participants, several of whom are interpreting students, Deaf and/or reside in neighboring countries such as Mexico and Puerto Rico.  In other words, there are not that many trilingual interpreters across the country.

Spanish-Influenced Scenarios

There are numerous in-person, virtual, and/or VRS scenarios in which trilingual interpreters can provide the best access to information and communication. The most common situations include:

• Interactions between a monolingual Spanish speaker, a monolingual English speaker, and an ASL user. For instance, a medical appointment where the provider speaks English, the Deaf consumer uses ASL, and the caregiver or family member only speaks Spanish.
• A Deaf consumer from a Spanish-speaking country who uses a combination of ASL and their country’s sign language. For example, a Deaf person from Central America has a job interview with a hearing person who speaks English or Spanish.
• A Spanish speaker and Deaf consumer who uses ASL. While some may argue that this is a bilingual scenario because only Spanish and ASL are being used, the interaction occurs in the United States, where English is the primary language.
• Sight translation of documents from Spanish to sign language and vice versa.
• Spanish-influenced settings. For instance, a predominantly Latino/Hispanic reunion where people speak Spanish with each other but switch to English when addressing the interpreter or the Deaf consumer.

To ensure equal communication access for Deaf consumers in Spanish-influenced settings, a trilingual interpreter is ideal as they can provide cultural mediation, interpret side conversations in Spanish, thereby enhancing the Deaf consumer’s communication experience.

Unfortunately, due to the shortage of trilingual interpreters, agencies must consider whether the goal of the interaction can be achieved with an ASL/English interpreter in Spanish-influenced settings where participants also speak English or when the Deaf consumer is fluent in ASL. In general, trilingual interpreters must seize every opportunity to recognize multilingual needs and advocate for interpreters who can ensure the most access.

Trilingual Interpreting Challenges

Interpreters in Spanish-influenced settings encounter a myriad of demands beyond those of bilingual interpreters. For example, one of the biggest challenges is working with Hispanic/Latino Deaf clients who use ASL as a second or foreign language. Trilingual practitioners often feel ill-prepared when the Deaf consumer is from a Spanish-speaking country with its own distinct culture, history and likely a unique sign language.

Trilingual interpreters must be cognizant of Spanish variation outside of their own scope. They must acquire not only a new nuanced for of Spanish, but often a new cultural paradigm. The NCEIC (2014) points out that most trilingual interpreters in the United States are heritage speakers – they can understand spoken Spanish, but some struggle with speaking it. Furthermore, some cannot read Spanish, and many are unable to write in Spanish. Trilingual interpreters who are non-native or non-heritage speakers of Spanish may face the greatest challenges.

A person’s Fund of Information (FoI) generally consists of their general knowledge.  Trilingual interpreters ought to able to identify FoI deficits in Deaf consumers, as some concepts or narratives may be unfamiliar to them. A good example of this would be an Individual Education Plan (IEP) rooted in the broader movement of disability rights and special education reform in the United States.  This may be completely unknown to parents and caregivers.  While American Deaf individuals may also need to be introduced to aspects of the U.S. government, legal, medical, and educational systems, the need for this information bridging is especially critical for immigrants. This process goes beyond linguistic competence and cultural mediation—it requires a deeper understanding of both the source and target worldviews.

Not unique to trilingual interpreting, a key factor depends on the interpreter’s interpersonal competence which is heavily “other-focused.” It is paramount to see and treat others as “central” by developing respect and appreciation for their uniqueness. This requires that the interpreter develops self-awareness and interpersonal skills to effectively interact with people who are different (NCIEC, 2014).

Another crucial element in any interpreting interaction is achieving swift trust as it allows Deaf consumers to immediately rely on the interpreter’s expertise and professionalism, ensuring effective and clear communication from the very start of the interaction. Swift trust is based on the belief that the interpreter is skilled, adheres to the Code of Professional Conduct (CPC), has the necessary training, and is culturally and linguistically competent.

Interpreters should also demonstrate genuine interest in their consumer’s backgrounds by gathering information from the agency, team members who may have previously worked with the consumer, and directly from the consumers themselves. This information—such as where the consumer is from, where they were educated (mainstreamed or attended a Deaf school), and whether family members or caregivers know sign language—helps interpreters better understand the consumer’s language needs.

Finding qualified trilingual team members is a great challenge.  As with all interpreting, working long and/or complex interpreting assignments solo can cause mental and physical fatigue, increased stress, and the risk of burnout. The absence of collaborative support and real-time feedback makes managing errors and unexpected situations more difficult, impacting both the interpreter’s well-being and the quality of services provided.

Working in Spanish Influenced Settings

When working with consumers whose first language is a sign language what is not ASL, interpreters may find their ASL proficiency alone insufficient. Preparation becomes crucial in these situations. Using online resources to learn basic signs in the consumer’s native language— greetings, the alphabet, family members, and basic verbs—can help establish rapport and build trust, improving communication.

Interpreters should also observe how the Deaf consumer communicates. Paying attention to body language, eye contact, and replicating the consumer’s communication style can enhance the interaction. Trilingual Interpreters should also be mindful of regional variations, idioms, and accents from Latin American countries, striving to use neutral Spanish where possible.

Interpreters must be prepared to expand on concepts and fill FoI gaps to make the message more meaningful in the target language. This involves starting with the consumer’s existing knowledge and building from there by using all available resources like pictures, drawings, or role-playing is also highly encouraged to attain effective communication.

In Video Relay Service (VRS) settings, non-gendered language is recommended, and clarification from the Deaf caller may be necessary. Spanish is a gendered language, meaning most words—like nouns, pronouns, and adjectives—change based on whether someone is male or female. For example, amigo means male friend, and amiga means female friend. Even pronouns like él (he) and ella (she) are gender-specific. In contrast, ASL does not have gender built into its grammar. It uses neutral signs and points to people in space instead of using gendered words. The use of closure skills, phonetical fingerspelling, and lipreading can also improve communication.

Ongoing professional development is paramount for trilingual interpreters. Participating in workshops, learning new terminology, seeking feedback from mentors and peers, and utilizing available resources all contribute to enhancing linguistic and cultural competency.

Joining trilingual groups and organizations is also essential for staying updated on trends and developments in the field. As mentioned earlier, one such group is Mano a Mano, a non-profit organization dedicated to enhancing access to resources, professional growth, advocacy, and support for Spanish-English-ASL interpreters. Also mentioned earlier, another valuable resource is the “Poliglotas” WhatsApp group, founded by Monica Gallego, a certified trilingual interpreter based in the Washington, DC area. This latter group, which now has over 200 members from across the United States and some Latin American countries, provides an excellent platform for daily interaction with peers. Members can receive instant feedback, share job opportunities, ask questions, and enjoy the support of a welcoming and supportive community.

Lastly, working with a mentor, investing in trilingual/Spanish programs and classes, as well as obtaining the trilingual certification, are great ways to significantly improve the quality of multilingual interpreting services.

Closing Thoughts

With a very small pool of trilingual practitioners, there is a significant shortage of teaching, mentoring, and teaming opportunities in the trilingual interpreting field. It is crucial for professional trilingual interpreters to give back to the community by sharing their knowledge and expertise with newer generations. Additionally, post-secondary institutions must offer more trilingual training programs and mentorship opportunities to meet the growing demand. Furthermore, support groups such as Communities of Practice and professional organizations should help alleviate the burden on individual mentors, providing a more structured environment for the growth of new professionals. Addressing these systemic issues is essential for the interpreting community to increase the number of qualified trilingual interpreters, ultimately enhancing communication access for the diverse Hispanic/Latino Deaf community.

 

 

 

Additional Resources

Observe trilingual interpreters at work:

• https://youtu.be/eKYwzMB9rlU?si=f-20K8fL4pmjYa88
• https://www.youtube.com/watch?v=193I8sEzg1Y

Practice interpreting:

• ASL > Spanish: http://www.interpretereducation.org/tim/terptalks/item/neu:rx9181696/

Growing up Quadralingual: A man describes his experience growing up in Central America with two different sign languages and his journey to learn written Spanish and English.

 

• ASL > Spanish http://www.interpretereducation.org/tim/terptalks/item/neu:rx917z63z/

Cuban, Deaf, and Female: The presenter discusses her immigration to America and her subsequent life experiences, including schooling, family life, self-identity, and work.

 

• ASL > Spanish: Deaf woman from el Salvador: https://youtu.be/2lZNMYzEtps?si=rUCWz05OSSt_xGiM

 

• ASL > Spanish: Immigration journey: https://youtu.be/iu1qdgqn4vc?si=4xUhVvCCz9I5JF8x

 

• Spanish > ASL Excursion (Argentinian Spanish): https://youtu.be/-PRwm1PMJoo?si=5lT-OWjs2294UIrK [youtu.be]

 

• Spanish > ASL Science for kids: https://youtu.be/v5Bgwbv5miQ?si=0HsmBxTWlbWvClLK [youtu.be]

 

• Spanish > ASL Anti Bullying story: https://www.youtube.com/watch?v=BFYmXv7Et-Q [youtube.com]

 

• Spanish > ASL: Formal vs factual science: https://youtu.be/-RBT75zjQoc?si=InCVv2y_26ypMmuN [youtu.be]

 

• PTO Meeting (Spanish/ASL): https://youtu.be/lZz6Uib14jk?si=XgpildFUbAqwwAiV

 

• Social Services (ASL/Spanish): https://youtu.be/i9aBCUmKeM0?si=zFl_NZAfdpGmsnH3

 

• DUI class (ASL/Spanish/English): https://youtu.be/JdEzW5_wq4U?si=nPnsQskcjRuY9P6x

 

References

Annarino, P. G., Aponte-Samalot, M., & Quinto-Pozos, D. (Eds.). (2014). Toward effective practice: Interpreting in Spanish-influenced settings. National Consortium of Interpreter Education Centers. http://www.interpretereducation.org/wp-content/uploads/2014/04/Toward-Effective-Practice-Interpreting-in-Spanish-Influenced-Settings.pdf

Mano a Mano. (n.d.). Directory retrieved from https://manoamanoinc.org/en/directory/#!directory/ord=rnd

National Consortium of Interpreter Education Centers. (2015). Interpreting in Spanish influenced settings: A curriculum guide.  Retrieved from: http://www.interpretereducation.org/wp-content/uploads/2015/05/Trilingual-Curriculum-Guide-2015-English.pdf

National Consortium of Interpreter Education Centers. (2014).  Trilingual task force report. Retrieved from http://www.interpretereducation.org/specialization/aslspanishenglish/#nciectrilingualtaskforce

National Consortium of Interpreter Education Centers. (n.d.).  How many individuals comprise the U.S. Latinx census? Retrieved from http://www.interpretereducation.org/specialization/aslspanishenglish/faq/

National Consortium of Interpreter Education Centers. (n.d.) Trilingual training resources. Retrieved from http://www.interpretereducation.org/specialization/aslspanishenglish/#educational-materials

National Institute of Deafness and Other Communication Disorders. (2015). Nearly 1 in 7 Hispanic/Latino adults has some hearing loss. Retrieved from https://www.nidcd.nih.gov/news/2015/nearly-1-7-hispaniclatino-adults-has-some-hearing-loss#:~:text=The%20results%20showed%20that%20overall,6%20percent%20in%20both%20ears

Registry of Interpreters for the Deaf. (n.d.) Directory. Retrieved from https://myaccount.rid.org/Public/Search/Member.aspx

Texas Health and Human Services Commission. (n.d.). BEI certificates awarded. Retrieved from https://www.hhs.texas.gov/providers/assistive-services-providers/board-evaluation-interpreters-certification-program/bei-certificates-awarded

Texas Health and Human Services Commission. (n.d.). Public interpreter search. Retrieved from https://bei.hhsc.state.tx.us/publicinterpretersearch/search

U.S. Census Bureau. (2023). Hispanic heritage month: 2023. Retrieved from https://www.census.gov/newsroom/facts-for-features/2023/hispanic-heritage-month.html