Quinto-Pozos, D., Martinez, M. Suarez, A., & Zech, R. (2018). Beyond bilingual programming: Interpreter education in the U.S. amidst increasing linguistic diversity. International Journal of Interpreter Education. Vol 10(1). pp. 46-59. Retrieved from

The purpose of this study was to determine the current state of educational opportunities for college and university-level students who wish to incorporate Spanish into their study of ASL–English interpretation. The number of Spanish-English–ASL interpreters is growing at a rapid pace in the United States, and demand for such interpreters is notable — especially in video relay service settings (Quinto-Pozos, Alley, Casanova de Canales, & Treviño, 2015; Quinto-Pozos, Casanova de Canales, & Treviño, 2010). Unfortunately, there appear to be few educational programs that prepare students for such multilingual interpreting. The number of these programs is currently not known (in that information has not been reported in publications, on the Internet, or in social -media sources), and one goal of this research was to gather information about such programs and relevant trilingual content that interpreter educators may incorporate in their classes. This study offers a number of suggestions to interpreter education programs that enroll multilingual student interpreters.
Keywords: Spanish, trilingual, multilingual, language brokering, demographics Dynamic Dialogue in Interpreter Education via VoiceThread
English Quotes & Notes

Results of three experiments suggest that our eye-witness memories for events are influenced by patterns in culture. Such cultural differences may be instantiated and supported by patterns in the languages we speak. We find that speakers of different languages
remember different things about the same events. Whether or not one is likely to remember who did what appears to pattern with how such events are normally described in one’s language community as well as on the patterns in one’s local linguistic environment.