What Is the Role of Language Interpreters
and Translators? Duties, Ethics & Responsibilities

NAD-RID Code of Professional Conduct

National Association of the Deaf & Registry of Interpreters for the Deaf, Inc.

The National Association of the Deaf (NAD) and the Registry of Interpreters for the Deaf, Inc. (RID) uphold high standards of professionalism and ethical conduct for interpreters. Embodied in this Code of Professional Conduct (formerly known as the Code of Ethics) are seven tenets setting forth guiding principles, followed by illustrative behaviors.

The tenets of this Code of Professional Conduct are to be viewed holistically and as a guide to professional behavior. The guiding principles offer the basis upon which the tenets are articulated. The illustrative behaviors are not exhaustive, but are indicative of the conduct that may either conform to or violate a specific tenet or the code as a whole.

This Code of Professional Conduct is sufficient to encompass interpreter roles and responsibilities in every type of situation (e.g., educational, legal, medical). A separate code for each area of interpreting is neither necessary nor advisable.

Function of the Guiding Principles

Every interpreter must use good judgment, think critically, draw on practical experience, and reflect on past actions. The guiding principles cover confidentiality, linguistic and professional competence, impartiality, professional growth and development, ethical business practices, and the right of participants to informed choice. The core idea behind all of them: the interpreter should do no harm.

Interpreters apply these principles using a "reasonable interpreter" standard. This means asking: what would an appropriately educated, informed, capable, and fair-minded interpreter do?

The Seven Tenets

1.0 Confidentiality

Tenet: Interpreters adhere to standards of confidential communication.

Guiding Principle: Interpreters hold a position of trust in their role as linguistic and cultural facilitators of communication. Confidentiality is highly valued by consumers and is essential to protecting all involved. Each interpreting situation has a standard of confidentiality. Exceptions include federal and state laws requiring mandatory reporting of abuse or threats of suicide, or responding to subpoenas.

Illustrative Behaviors — Interpreters:

• Share assignment-related information only on a confidential and "as-needed" basis (e.g., supervisors, interpreter team members, members of the educational team, hiring entities).
• Manage data, invoices, records, or other situational or consumer-specific information in a manner consistent with maintaining consumer confidentiality (e.g., shredding, locked files).
• Inform consumers when federal or state mandates require disclosure of confidential information.

2.0 Professionalism

Tenet: Interpreters possess the professional skills and knowledge required for the specific interpreting situation.

Guiding Principle: Interpreters are expected to stay abreast of evolving language use and trends in the profession of interpreting as well as in the American Deaf community. Interpreters accept assignments using discretion with regard to skill, communication mode, setting, and consumer needs. Interpreters possess knowledge of American Deaf culture and deafness-related resources.

Illustrative Behaviors — Interpreters:

• Provide service delivery regardless of race, color, national origin, gender, religion, age, disability, sexual orientation, or any other factor.
• Assess consumer needs and the interpreting situation before and during the assignment and make adjustments as needed.
• Render the message faithfully by conveying the content and spirit of what is being communicated, using language most readily understood by consumers, and correcting errors discreetly and expeditiously.
• Request support (e.g., certified deaf interpreters, team members, language facilitators) when needed to fully convey the message or to address exceptional communication challenges.
• Refrain from providing counsel, advice, or personal opinions.
• Judiciously provide information or referral regarding available interpreting or community resources without infringing upon consumers' rights.

3.0 Conduct

Tenet: Interpreters conduct themselves in a manner appropriate to the specific interpreting situation.

Guiding Principle: Interpreters are expected to present themselves appropriately in demeanor and appearance. They avoid situations that result in conflicting roles or perceived or actual conflicts of interest.

Illustrative Behaviors — Interpreters:

• Consult with appropriate persons regarding the interpreting situation to determine issues such as placement and adaptations necessary to interpret effectively.
• Decline assignments or withdraw from the interpreting profession when not competent due to physical, mental, or emotional factors.
• Avoid performing dual or conflicting roles in interdisciplinary or other settings.
• Comply with established workplace codes of conduct and actively seek resolution where warranted.
• Conduct and present themselves in an unobtrusive manner and exercise care in choice of attire.
• Disclose to parties involved any actual or perceived conflicts of interest.
• Refrain from using confidential interpreted information for personal, monetary, or professional gain.

4.0 Respect for Consumers

Tenet: Interpreters demonstrate respect for consumers.

Guiding Principle: Interpreters are expected to honor consumer preferences in selection of interpreters and interpreting dynamics, while recognizing the realities of qualifications, availability, and situation.

Illustrative Behaviors — Interpreters:

• Consider consumer requests or needs regarding language preferences, and render the message accordingly (interpreted or transliterated).
• Approach consumers with a professional demeanor at all times.
• Obtain the consent of consumers before bringing an intern to an assignment.
• Facilitate communication access and equality, and support the full interaction and independence of consumers.

5.0 Respect for Colleagues

Tenet: Interpreters demonstrate respect for colleagues, interns, and students of the profession.

Guiding Principle: Interpreters are expected to collaborate with colleagues to foster the delivery of effective interpreting services. They also understand that the manner in which they relate to colleagues reflects upon the profession in general.

Illustrative Behaviors — Interpreters:

• Maintain civility toward colleagues, interns, and students.
• Work cooperatively with team members through consultation before assignments regarding logistics, providing professional and courteous assistance when asked, and monitoring the accuracy of the message while functioning in the role of the support interpreter.
• Approach colleagues privately to discuss and resolve breaches of ethical or professional conduct; file a formal grievance only after such attempts have been unsuccessful or the breaches are harmful or habitual.
• Assist and encourage colleagues by sharing information and serving as mentors when appropriate.
• Obtain the consent of colleagues before bringing an intern to an assignment.

6.0 Business Practices

Tenet: Interpreters maintain ethical business practices.

Guiding Principle: Interpreters are expected to conduct their business in a professional manner whether in private practice or in the employ of an agency or other entity. Professional interpreters are entitled to a living wage based on their qualifications and expertise. Interpreters are also entitled to working conditions conducive to effective service delivery.

Illustrative Behaviors — Interpreters:

• Accurately represent qualifications, such as certification, educational background, and experience, and provide documentation when requested.
• Honor professional commitments and terminate assignments only when fair and justifiable grounds exist.
• Promote conditions that are conducive to effective communication, inform the parties involved if such conditions do not exist, and seek appropriate remedies.
• Reserve the option to decline or discontinue assignments if working conditions are not safe, healthy, or conducive to interpreting.
• Refrain from harassment or coercion before, during, or after the provision of interpreting services.
• Charge fair and reasonable fees for the performance of interpreting services.

7.0 Professional Development

Tenet: Interpreters engage in professional development.

Guiding Principle: Interpreters are expected to foster and maintain interpreting competence and the stature of the profession through ongoing development of knowledge and skills.

Illustrative Behaviors — Interpreters:

• Increase knowledge and strengthen skills through: pursuing higher education; attending workshops and conferences; seeking mentoring and supervision opportunities; participating in community events; and engaging in independent studies.
• Keep abreast of laws, policies, rules, and regulations that affect the profession.

Applicability

This Code applies to certified and associate members of the Registry of Interpreters for the Deaf, Inc., certified members of the National Association of the Deaf, interns, and students of the profession. Federal, state, or other statutes or regulations may supersede this Code. This Code applies to interpreted situations performed either face-to-face or remotely.

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ATA Code of Ethics and Professional Practice

Code of Professional Conduct and Business Practices

As a Translator or Interpreter — a bridge for ideas from one language to another and one culture to another — I commit myself to the highest standards of performance, ethical behavior, and business practices.

I. Standards of Performance

A. I will endeavor to translate or interpret the original message faithfully, to satisfy the needs of the end user(s). I acknowledge that this level of excellence requires:

1. Mastery of the target language equivalent to that of an educated native speaker.
2. Up-to-date knowledge of the subject material and its terminology in both languages.
3. Access to information resources and reference materials, and knowledge of the tools of my profession.
4. Continuing efforts to improve, broaden, and deepen my skills and knowledge.

B. I will be truthful about my qualifications and will not accept any assignments for which I am not fully qualified.

C. I will safeguard the interests of my clients as my own and divulge no confidential information.

D. I will notify my clients of any unresolved difficulties. If we cannot resolve a dispute, we will seek arbitration.

E. I will use a client as a reference only if I am prepared to name a person to attest to the quality of my work.

F. I will respect and refrain from interfering with or supplanting any business relationship between my client and my client's client.

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IMIA Code of Ethics for Medical Interpreters

International Medical Interpreters Association — Established 1987, revised 2006

The IMIA was the first organization to author an ethical code of conduct specifically for medical interpreters. At its core are twelve tenets to be viewed holistically as a guide to professional behavior.

Members who do not adhere to the standards of practice or the code of ethics can be terminated from IMIA membership.

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NAJIT Code of Ethics and Professional Responsibilities

National Association of Judiciary Interpreters and Translators

Preamble

Many persons who come before the courts are non- or limited-English speakers. The function of court interpreters and translators is to remove the language barrier to the extent possible, so that such persons' access to justice is the same as that of similarly situated English speakers for whom no such barrier exists. The degree of trust that is placed in court interpreters and the magnitude of their responsibility necessitate high, uniform ethical standards that will both guide and protect court interpreters in the course of their duties as well as uphold the standards of the profession as a whole.

While many ethical decisions are straightforward, no code of ethics can foresee every conceivable scenario. This Code is intended not only to set forth fundamental ethical precepts for court interpreters to follow, but also to encourage them to develop their own, well-informed ethical judgment.

1. Accuracy

Source language speech should be faithfully rendered into the target language by conserving all the elements of the original message while accommodating the syntactic and semantic patterns of the target language. The rendition should sound natural in the target language, and there should be no distortion of the original message through addition or omission, explanation, or paraphrasing. All hedges, false starts, and repetitions should be conveyed; English words mixed into the other language should be retained, as should culturally bound terms which have no direct equivalent in English, or which may have more than one meaning. The register, style, and tone of the source language should be conserved.

Guessing should be avoided. Court interpreters who do not hear or understand what a speaker has said should seek clarification. Interpreter errors should be corrected for the record as soon as possible.

2. Impartiality and Conflicts of Interest

Court interpreters and translators are to remain impartial and neutral in proceedings where they serve, and must maintain the appearance of impartiality and neutrality, avoiding unnecessary contact with the parties.

Court interpreters and translators shall abstain from comment on cases in which they serve. Any real or potential conflict of interest shall be immediately disclosed to the Court and all parties as soon as the interpreter or translator becomes aware of such conflict of interest.

3. Confidentiality

Privileged or confidential information acquired in the course of interpreting or preparing a translation shall not be disclosed by the interpreter or translator without authorization.

4. Limitations of Practice

Court interpreters and translators shall limit their participation in those matters in which they serve to interpreting and translating, and shall avoid giving advice to the parties or otherwise engaging in activities that can be construed as the practice of law.

5. Protocol and Demeanor

Court interpreters shall conduct themselves in a manner consistent with the standards and protocol of the court, and shall perform their duties as unobtrusively as possible. Court interpreters are to use the same grammatical person as the speaker. When it becomes necessary to assume a primary role in the communication, they must make it clear that they are speaking for themselves.

Court interpreters and translators shall strive to maintain and improve their interpreting and translation skills and knowledge. They shall accurately represent their certifications, accreditations, training, and pertinent experience. They shall bring to the Court's attention any circumstance or condition that impedes full compliance with any of this Code — including interpreter fatigue, inability to hear, or inadequate knowledge of specialized terminology — and must decline assignments under conditions that make such compliance patently impossible.

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US Federal Court — Code of Professional Responsibility

Code of Professional Responsibility and Court Interpreter Protocol

Federally certified court interpreters are highly skilled professionals who bring to the judicial process specialized language skills, impartiality, and propriety in dealing with parties, counsel, the court, and the jury. All contract court interpreters, regardless of certification, are appointed by the court to serve the court pursuant to 28 U.S.C. § 1827. When interpreters are sworn in, they become — for the duration of the assignment — officers of the court.

Part A — Draft Code of Professional Responsibility

1. Court interpreters shall act strictly in the interests of the court they serve.
2. Court interpreters shall reflect proper court decorum and act with dignity and respect to all court officials, staff, and to the parties of all proceedings.
3. Court interpreters shall avoid professional or personal conduct which could discredit the court.
4. Court interpreters, except upon court order, shall not disclose any information of a confidential nature about court cases obtained while performing interpreting duties.
5. Court interpreters shall respect the restraints imposed by the need for confidentiality and secrecy as protected under applicable federal and state law. Interpreters shall disclose to the court, and to the parties in a case, any prior involvement with that case or private involvement with the parties or others significantly involved in the case.
6. Court interpreters shall inform the court of any impediment in the observance of this Code or of any effort by another to cause this Code to be violated.
7. Court interpreters shall work unobtrusively with full awareness of the nature of the proceedings.
8. Court interpreters shall fulfill a special duty to interpret accurately and faithfully without indicating any personal bias, avoiding even the appearance of partiality.
9. Court interpreters shall maintain impartiality by avoiding undue contact with witnesses, attorneys, and defendants and their families, and any contact with jurors.
10. Court interpreters shall refrain from giving advice of any kind to any party or individual and from expressing personal opinion in a matter before the court.
11. Court interpreters shall interpret to the best of their ability, thereby assisting the court in providing due process for the parties. Court interpreters shall accurately state their professional qualifications and refuse any assignment for which they are not qualified or under conditions which substantially impair their effectiveness. They shall preserve the level of language used, and the ambiguities and nuances of the speaker, without any editing.
12. Court interpreters shall not accept any remuneration, gifts, gratuities, or valuable consideration in excess of their authorized compensation in the performance of their interpreting duties. They shall avoid any conflict of interest or even the appearance thereof.
13. Court interpreters shall support other court interpreters by sharing knowledge and expertise with them to the extent practicable in the interests of the court, and by never taking advantage of knowledge obtained in the performance of interpreting duties for their own or another's personal gain.
14. Interpreters should never accept any remuneration from any litigant, witness, or attorney in a case in which the interpreter is serving the court.

Part B — Interpreter Protocol

1. Interpreter's Role. A court interpreter's role in the courtroom is to interpret questions and statements directed to the defendant/witness by legal counsel or the judge. If an intervention becomes necessary — e.g., to ask for clarification — interpreters should always address the judge.

2. Personal Appearance. Interpreters should always be neat and well groomed for court appearances. They should be unobtrusive and unbiased, never revealing through word or gesture their own impression or opinion of the proceedings.

3. Accuracy of the Interpretation. Interpreters must always deliver a faithful interpretation of the original words, even when the original message is incoherent or crude. In such instances, interpreters must resist the temptation to speak eloquently and logically. It is incorrect to convert imprecise witness testimony into a clear version in English. The judge and jury have the right to evaluate the witness' demeanor, tone, emotional response, and language. Court interpreters must never distort the original situation out of a desire to sound proper.

4. Length of Testimony and Interruption of the Speaker. Although the source language speaker may make natural pauses during testimony, at times interpreters may need the speaker to pause. When the need for such an interruption arises, interpreters should signal discreetly through a hand gesture, a nod of the head, or eye contact. Attorneys should refrain from objecting or interrupting a witness until the full interpretation has been rendered for the record.

5. Note-Taking. Interpreters should always be prepared to take notes when interpreting in the consecutive mode. Dates, numbers, proper names, lists, and addresses should be written down. Note-taking should be simple, individualized, and designed to assist memory.

6. Mathematical Conversions. As a rule, interpreters must not make mathematical conversions or measurements — i.e., foreign currency denominations, meters into yards, kilos into pounds, and so on.

7. Corrections by the Interpreter. If the interpreter makes a mistake on the stand, it should be noted immediately to the judge for the record. If a correction is necessary, it should be whispered to the on-duty interpreter or written down on a note passed only to that interpreter.

8. Challenges to the Interpretation. At times, a bilingual attorney or other party may challenge an interpretation during a proceeding. Interpreters are the language experts and have been qualified as such. If a party objects to the interpreter's choice of words, all effort should be made to allow the interpreter to explain, withdraw, or correct the interpretation before further action is taken. If an attorney or other party appropriately corrects the interpretation, the interpreter should state "the interpreter stands corrected" followed by the correct word or phrase. When not in concurrence with the correction, the interpreter should state "the interpreter stands by the interpretation."

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Roles and Responsibilities of the Educational Interpreter

New York State Board of Education — Definition and Guidelines

Definition of an Educational Interpreter

An educational interpreter is an individual who facilitates communication among deaf and hearing persons in an educational environment through the use of techniques developed for communicating between deaf, hard-of-hearing, and hearing persons. The interpreter is a member of the educational team, serving staff as well as students, hearing as well as deaf people, by minimizing linguistic, cultural, and physical barriers.

The interpreter who works in an educational setting may be required to assume several responsibilities:

• Provide interpretation in an educational setting.
• Provide interpretation outside of the classroom.
• Act as a member of the educational team.
• Be involved in non-interpreting but educationally related activities.

Depending on the communication needs of the student who is deaf or hard of hearing, there are different types of interpreters. Oral interpreters are used by deaf individuals who use speech and speechreading. A cued speech interpreter uses a hand code system to represent speech sounds. A deaf-blind interpreter is used by those who have limited or no sight and hearing. A sign language interpreter listens to spoken messages and interprets them into sign. This decision about voice interpreting is made by the student, who may prefer to speak for him/herself.

A. Interpreting in an Educational Setting

The educational interpreter's primary role is to provide interpretation and transliteration in the educational setting. Within the context of an educational setting, the interpreter will facilitate communication and understanding among the deaf, hard-of-hearing, hearing students, and the teacher and others involved in the student's education.

Preparing for Class: The educational interpreter prepares for upcoming classes by reading materials in advance and consulting with the teacher to know the goals and objectives of the lesson, special nuances the teacher may want to convey, what materials will be covered, and whether special activities will present special interpreting situations. The interpreter must keep current on standardized technical signs used in different content areas.

Assessing Receptive and Expressive Communication Skills: The interpreter will assess the student's receptive and expressive sign language and mode use in order to judge the effectiveness of interpretation. The interpreter should consult on a regular basis with the student's academic or vocational teachers to prepare for any new concepts and vocabulary that will be introduced.

Adapting to the Physical Setting: The interpreter, teacher, and other speakers must always be visible to those receiving visual communication. Interpreters must position themselves so that lighting is appropriate for communication. The interpreter should work with the teacher and student to determine the proper seating of the student(s), position and location of the interpreter, and to accommodate special needs.

Explaining the Interpreter's Role: The interpreter shares responsibility with the school administration for providing clarification regarding an accurate understanding of his/her role with deaf or hard-of-hearing students, hearing students, school personnel, and parents. It is important that the point be made that the interpreter is there for everyone — not just the deaf or hard-of-hearing student.

B. Non-Classroom Interpreting

The provision of interpreting services may occur in a variety of locations outside of the traditional classroom, including:

• Parent Conferences: The interpreter functions in one role — as a facilitator of communication — and not as a participant whose responsibility is to contribute information to the discussion.
• Testing Situations: The educational interpreter's role during testing should be clear and established prior to the test, in consultation with the evaluator and instructional staff.
• Counseling Situations: In counseling situations dealing with social or emotional issues, the RID Code of Ethics should be consulted. The interpreter's role is clearly that of communication facilitator only.

C. Member of the Educational Team

The educational interpreter should have the opportunity to participate as a member of the educational team, including planning with the student's teacher(s) or other support staff, participating in student conferences, and meeting with the Committee on Special Education (CSE) or Committee on Preschool Special Education (CPSE).

The success of the educational interpreter may depend as much on his or her ability to work cooperatively with adults and children as on interpreting skills. A collegial relationship with other professionals and willingness to share responsibilities can be the basis for successful team operation.

D. Non-Interpreting Responsibilities

The educational interpreter may perform a number of other educational tasks, depending on the needs of the students and the interpreter's skills and background:

• Tutoring: Interpreters may be asked to tutor under the supervision of the regular classroom teacher or the teacher of the deaf. It must be clear that other responsibilities must be curtailed when the need arises for interpreting.
• Teaching Sign Language: At times, the educational interpreter may be expected to teach basic sign language to hearing or deaf students, as well as to faculty and other staff members. Formal courses in American Sign Language (ASL) should be taught by individuals prepared to provide instruction in ASL as a second language.
• Educational Planning: The interpreter, teacher, and other individuals involved in the student's educational program need to consult regularly about lesson plans, upcoming activities, tests, and new vocabulary.
• Ethical Considerations: The Registry of Interpreters for the Deaf (RID) adopted a Code of Ethics for Interpreters in 1979. School districts in some states have adapted the Code of Ethics to educational settings to incorporate the principle of discussing student needs and performance with the educational team.

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