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Which study examined the challenges faced by educational interpreters in mainstream classrooms?

What is one of the unique factors that educational interpreters must consider when working with deaf refugee and immigrant students?

Which factor significantly impacts the strategies educational interpreters use with deaf refugee and immigrant students?

What is one of the active engagement strategies that interpreters found useful during the study?

What percentage of educational interpreters felt ‘extremely empowered’ in the study?

What is the relationship between years of experience and the frequency of negative thought patterns in sign language interpreters according to the study?

According to the literature, what percentage of classroom discourse was not interpreted during the study?

What is one of the recommended preparation strategies for interpreters to improve their interpreting quality in educational settings?

What was one of the significant outcomes of the intervention study for interpreters?

What is the goal of identifying negative thought patterns in interpreters?