Is there a difference between an interpreter and a translator, or are the terms used interchangeably?
Answer
No, they are not interchangeable. An interpreter is someone who is using oral language and is actively talking from language A to language B. A translator is someone who works in a written medium. They are either writing or typing.
Teresa M. Signorelli, PhD, CCC-SLP is a bilingual-certified speech-language pathologist. She is the Director of the Communication and Learning Center and the Neurodevelopment and Rehabilitation Laboratory at Marymount Manhattan College. Her clinical work and research has focused on multilingualism across the age span.
Teresa Signorelli, Ph.D., CCC-SLP
Teresa M. Signorelli, PhD, CCC-SLP is a bilingual-certified speech-language pathologist. She is the Director of the Communication and Learning Center and the Neurodevelopment and Rehabilitation Laboratory at Marymount Manhattan College. Her clinical work and research has focused on multilingualism across the age span. She recently edited and contributed two articles to a Special Series in Cognitive Processes in Simultaneous Interpreters for the International Journal of Bilingualism.
Related Courses
1https://www.speechpathology.com/slp-ceus/course/ethics-of-accent-modification-10505Ethics of Accent ModificationTargeted phonological instruction (i.e., “accent modification”) provided by SLPs may help non-native speaking adults communicate more effectively in their new language, but can also prompt ethical concerns. The nature of accents, their connection to linguistic discrimination, and best practices for ethical provision of elective accent modification services are discussed in this course.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comEthics of Accent ModificationTargeted phonological instruction (i.e., “accent modification”) provided by SLPs may help non-native speaking adults communicate more effectively in their new language, but can also prompt ethical concerns. The nature of accents, their connection to linguistic discrimination, and best practices for ethical provision of elective accent modification services are discussed in this course.10505OnlinePT90M
Targeted phonological instruction (i.e., “accent modification”) provided by SLPs may help non-native speaking adults communicate more effectively in their new language, but can also prompt ethical concerns. The nature of accents, their connection to linguistic discrimination, and best practices for ethical provision of elective accent modification services are discussed in this course.
2https://www.speechpathology.com/slp-ceus/course/standardized-assessment-limitations-part-1-10257Standardized Assessment Limitations: Part 1This is Part 1 of a two-part series. Specific features of assessment tools that facilitate accurate identification of disability, the limitations of standardized assessments for this purpose, and implications for determining eligibility under the Individuals with Disabilities Education Act (IDEA) are described in this course.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comStandardized Assessment Limitations: Part 1This is Part 1 of a two-part series. Specific features of assessment tools that facilitate accurate identification of disability, the limitations of standardized assessments for this purpose, and implications for determining eligibility under the Individuals with Disabilities Education Act (IDEA) are described in this course.10257OnlinePT90M
This is Part 1 of a two-part series. Specific features of assessment tools that facilitate accurate identification of disability, the limitations of standardized assessments for this purpose, and implications for determining eligibility under the Individuals with Disabilities Education Act (IDEA) are described in this course.
3https://www.speechpathology.com/slp-ceus/course/standardized-assessment-limitations-part-two-10258Standardized Assessment Limitations: Part 2This is Part 2 of a two-part series. This course discusses evidence-based options for assessment that can be used as alternatives to standardized assessments, in order to determine the presence of a disability under the Individuals with Disabilities Education Act (IDEA). Methods of collecting and using assessment data to write effective treatment goals are also described.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comStandardized Assessment Limitations: Part 2This is Part 2 of a two-part series. This course discusses evidence-based options for assessment that can be used as alternatives to standardized assessments, in order to determine the presence of a disability under the Individuals with Disabilities Education Act (IDEA). Methods of collecting and using assessment data to write effective treatment goals are also described.10258OnlinePT90M
This is Part 2 of a two-part series. This course discusses evidence-based options for assessment that can be used as alternatives to standardized assessments, in order to determine the presence of a disability under the Individuals with Disabilities Education Act (IDEA). Methods of collecting and using assessment data to write effective treatment goals are also described.
4https://www.speechpathology.com/slp-ceus/course/20q-english-learners-and-developmental-1026620Q: English Learners and Developmental Language Disorder - Strategies to Develop Academic Vocabulary SkillsThis course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.com20Q: English Learners and Developmental Language Disorder - Strategies to Develop Academic Vocabulary SkillsThis course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.10266OnlinePT60M
This course discusses Developmental Language Disorder (DLD) in English Learners (EL). Specific, research-based strategies are provided for developing academic vocabulary skills and phonological awareness skills in this group of students.
5https://www.speechpathology.com/slp-ceus/course/best-practice-for-assessment-and-9759Best Practice for Assessment and Treatment of Bilingual AphasiaThis course focuses on best practice in the assessment and treatment of bilingual aphasia by speech-language pathologists. Recommended practices are contrasted against common mistakes made by clinicians working with bilingual patients with aphasia. Implementation of best practices are modeled through case studies.auditory, textual, visual129USDSubscriptionUnlimited COURSE Access for $129/yearOnlineOnlySpeechPathology.comwww.speechpathology.comBest Practice for Assessment and Treatment of Bilingual AphasiaThis course focuses on best practice in the assessment and treatment of bilingual aphasia by speech-language pathologists. Recommended practices are contrasted against common mistakes made by clinicians working with bilingual patients with aphasia. Implementation of best practices are modeled through case studies.9759OnlinePT90M
This course focuses on best practice in the assessment and treatment of bilingual aphasia by speech-language pathologists. Recommended practices are contrasted against common mistakes made by clinicians working with bilingual patients with aphasia. Implementation of best practices are modeled through case studies.