Emma Wickman

Hello. My name is Emma Wickman, and I am a senior at Clemson University. I will graduate in August 2025 with a Bachelor of Arts in Modern Languages: American Sign Language. I am a highly motivated professional, passionate about linguistic accessibility.

         

Although I am preparing to graduate from Clemson University with a Bachelor of Arts in Modern Languages: American Sign Language, my commitment to the language began nearly seven years ago when I completed my first two ASL courses in high school. Enthralled with the language, I immediately dual-enrolled at St. Louis Community College to complete their Deaf Communications Studies Program for my remaining two years. I was introduced to my passion for interpreting through this program as I was taught by interpreters and Deaf professors with countless years of experience to share. After refining my language skills through complete immersion and direct ASL instruction at Clemson University, I began my Educational Interpreting Program. I learned the skills, complex roles, and linguistic and cultural competencies necessary to promote student learning. I also applied my ASL fluency to learn foreign sign languages in New Zealand and Australia and criticize the management of sign language and language policy operations in various nations.

       

My involvement in leadership and internship opportunities have allowed me to develop interpersonal, organizational, and critical problem-solving skills as I maintained my academic and community involvement. Each skill set and experience will facilitate my success as I transition post-graduation as I apply consistent dedication and passion to any commitment.

         

After graduating from Clemson University, I am excited to pursue my Master of Education in Language and Literacy Education with a concentration in ASL and Deaf Studies at Boston University. BU's program, offering courses analyzing bilingual language and literacy development specific to Deaf children, is complex, just as the objectives of interpreting in K-12 education. Therefore, applying the perspective that Deaf students possess linguistically, culturally, and socio-economically diverse backgrounds while developing bilingual literacy skills as an Educational Interpreter will allow me to adapt my interpreting to the unique learning experiences of each student. Not only will this lens improve my effectiveness while interpreting, but more importantly, it will improve Deaf students' access to their education by applying knowledge of the literacy development and language acquisition processes of students from unique linguistic backgrounds.

         

Raised in St. Louis, Missouri, but pursuing my education out of state, I do not view unfamiliarity as a deterrent but as a new possibility. I approach each challenge as an opportunity to immerse myself in new environments, establish new connections, and continue to educate myself on how best to repay the cultures and communities that have embraced my efforts to learn. Each new experience is an opportunity for personal growth as I uphold my values and establish foundational pillars for my future success.