SJSU interpreters share their stories

At San José State, a team of American Sign Language (ASL) interpreters works largely behind the scenes by providing communication for many students aiming for higher education.

These interpreters are part of the university’s Accessible Education Center and play a key role in fostering an inclusive academic environment for deaf and hard-of-hearing students. Though often mistaken for students themselves, they provide essential access to education, communication and opportunity.

Marilynn Flippin, Accessible Education Center Deaf and Hard of Hearing services coordinator, is one of the many people who work closely with the interpreters and make accessibility happen behind the scenes.

“I am proud of the interpreters, their professionalism and their love for their students, and overall, their hard work and dedication to their job,” Flippin said.

Flippin said that there are currently eight interpreters at the university.

According to Flippin, their journey is meaningful as they find their way into this great career, showing what inspired them to start and how they continue to grow every day as interpreters.

Diana Fuentes Valderrama, SJSU alumna and interpreter at the university for three years, said her journey into the field began at home. 

“I am a CODA (Child of Deaf Adults) and both of my parents are deaf,” Fuentes said. “Growing up, I interpreted for them all the time and for other family members as well. I developed a curiosity and love for interpreting. Every time I interpreted, I felt a sense of fulfillment and happiness. My upbringing, my parents and my community inspired me to become a sign language interpreter.”

Around 5% of CODAs have two Deaf parents, while about 10% have one Deaf parent and one hearing parent, according to a journal from the National Library of Medicine.

Fuentes is a multilingual interpreter fluent in English, Spanish, ASL, and Mexican Sign Language (LSM).

Dane Lentz, is the staff interpreter at SJSU’s Deaf and Hard of Hearing Accessible Education Center. He has been in the position for over a year and has been an interpreter for four years at SJSU.

“Being a CODA (Child of Deaf Adults), ASL has been a part of my life since before I was born,” Lentz said. “ In my college years, I was asked to interpret at my church, then a friend needed me to interpret for his civil engineering staff meeting – slowly but surely, I saw my career path shift into what it is today.”

Many people confuse interpreters with translators, but the two roles are distinct in description and performance, according to Fuentes.

Interpreters work with spoken or signed language, listening to someone speak in one language and conveying the message in another. Their work involves more than fluency – they must match the speaker’s tone, style and intent while considering cultural and linguistic differences, according to the American Translators Association webpage.

Translators, however, work with written text, converting it from one language to another. Their job also involves capturing tone and meaning, but in written form rather than spoken, according to the same webpage.

Christine Nakahara, a dedicated interpreter of 16 years at SJSU, worked with autistic children who used ASL to communicate.

This sparked her interest in interpreting while also recognizing the parallels between the deaf and immigrant communities where English was not their primary language, fueling her passion for interpreting.

“My parents’ experience and the lack of language equity and accessibility they experienced here, inspired me to become an interpreter,” Nakahara said. “My work as an interpreter is a way to honor them and their journey.”

To become an ASL interpreter, one must take extensive training through programs and linguistic classes. Interpreters must learn about deaf culture to fully understand the aspects of interpreting, according to the Start ASL website.

Justin Guia has been an interpreter at SJSU for less than one year. Growing up in a Filipino household, he was expected to pursue a career in nursing before he shifted his focus to ASL interpreting.

“From the very first class, I felt an immediate connection, not just to the language, but to the culture and the community behind it,” Guia said. “That experience sparked a genuine passion in me. I found myself eager to learn more, to dive deeper, and to understand the Deaf community on a meaningful level.”

Even though interpreters usually work in the background, they need to be quick-thinking, skilled, and respectful of privacy. They adapt to changing situations, stay accurate even under stress, and make fast decisions to support their students while keeping everything confidential, according to the National Association for the Deaf webpage.a

However, requirements vary from state to state regarding licensing and certifications. Individuals are encouraged to check on their state regulations on interpreting requisites, according to the Registry of Interpreters for the Deaf.

As of July 1, 2008, educational interpreters must be certified by the Registry of Interpreters for the Deaf or an equivalent organization, according to the California Department of Education webpage.

Steven Anguelo has been interpreting at SJSU for three years, his deaf grandparents’ struggles with communication accessibility inspired him to become an ASL interpreter.

“As interpreters, our role in the classroom is to facilitate communication between the student, teacher and their peers and provide access,” Anguelo said. “It’s important to let students decide how to handle any situation; otherwise, we risk taking away their voice.”

Those without certification must achieve a minimum score of 3.0 on approved assessments such as the Educational Interpreter Performance Assessment, the Educational Sign Skills Evaluation–Interpreter and Receptive, or the National Association of the Deaf/American Consortium of Certified Interpreters assessment, according to the same webpage.

Marcia Garcia, a fourth-year arts studio student, said she appreciates the interpreters as they make a big difference in her academic journey.

“Learning why they become interpreters is because they understand how we feel as deaf individuals,” Garcia said. “They remind us that we are not alone since we not only have an interpreter but individuals willing to learn ASL and support us through challenges, breaking barriers in the community and across society.”

There’s always a demand for more skilled interpreters and deaf individuals have shared how challenging it is to get proper language access, according to the National Deaf Center webpage.

Lentz said while learning ASL can be difficult to learn, the culture connected to it is full of rich history that more people should learn about and appreciate. The deep cultural and meaningful connection is something interpreters often carry with them into their work.

Fuentes said how meaningful it is to build connections with students over time and watch as they go on to flourish in their prospective careers.

“Connecting with students and being a part of their college experience is another of my favorite things,” Fuentes said. “ I have had the opportunity to interpret for several students from the year they started at SJSU to the year they graduate. That to me has been a rewarding experience, having the opportunity to see the students grow and graduate.”