As our communities become more culturally and linguistically diverse, communication becomes more challenging. As professionals we are expected to be prepared for any situation in which our expertise is required and in many cases, this means speaking two or more languages. Because bilingualism is not yet the norm in the U.S., many of us find it necessary to obtain services from qualified professionals who can act as interpreters and social brokers on our behalf in order to ensure our students, clients, and patients receive the best services we can offer.

This web page has been designed to provide some brief information for SLPs who are considering interpreter services. Links are provided for resources and other sites with more specialized information.

While it is never safe to assume that you need an interpreter, many times, you may want to ask a parent or caregiver if they would like an interpreter present. Several common reasons for wanting an interpreter present are listed below.

• During initial meetings

• Obtaining informed consent

• Explaining complicated procedures

• When terminal or grave illness is diagnosed

• Speech/Language and Psychological assessments and treatment

• When there may be legal ramifications

• Sec. 300.322 of the Regulations for the Individuals with Disabilities Education Act states the following: “Use of interpreters or other action, as appropriate. The public agency must take whatever action is necessary to ensure that the parent understands the proceedings of the IEP Team meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English.”

* * For more information, visit the US Department of Education Website

• Translator - A person or group of persons who transfers written materials from one language into another.

• Interpreter - A person who facilitates communication between two or more people who speak different languages.

• Cultural Broker - Representative of families' culture that have demonstrated a measure of success themselves and can help families interpret and navigate the educational and/or medical systems.

• ASHA certificate holders agree to practice within the guidelines of ASHA’s Code of Ethics when working with people of culturally and linguistically diverse backgrounds.

• Clinicians will not offer or refuse services on the basis of race or ethnicity, gender, age, religion, national origin, sexual orientation, or disability. Such behavior discredits the clinician, his or her organization, and ASHA as a whole.

• Acknowledge that linguistic or cultural diversity does not disqualify a person or persons from access to services.

• Refer when unable to provide a high level of service due to linguistic differences.

To review the ASHA code: ASHA Statement on Cultural Competence

People who are from cultures different from mainstream western society:

• May have different ideas and beliefs about illness, health, disorder, and education as well as healing practices.

• May not speak, understand, or read mainstream language enough to navigate medical and educational institutions.

• May not understand their right to ask questions and challenge decisions with which they disagree.

• May not understand tacit expectations of the medical or educational systems.

• May not know that materials can be obtained in their language, or that interpretation services are available.

• In some cases, unfamiliarity with customs or terminology can make a person feel intimidated and embarrassed thus hindering his or her comfort in asking questions and requesting clarification.

Taken from http://www.asha.org

It is well documented that individuals from CLD populations are over-represented in diagnosis and treatment of speech, language, and learning disorders. It is very important that as SLPs we are mindful of cultural and linguistic differences when performing assessment to ensure that a misdiagnosis does not occur.

For additional information on assessment CLD individuals, follow the link below.

• Assessment of CLD Populations

The treatment of an individual that speaks a language other than your own can seem like a impossible task. However, it is possible to focus on their native language without being fluent in it yourself. Kathryn Kohnert, author of Language Disorders in Bilingual Children and Adults has many useful suggestions for treating individuals from culturally and linguistically diverse backgrounds.

Although it is not ideal to use family members as interpreters, particularly during assessment, family members can be an integral part of intervention. Siblings and other family members (in conjunction with the SLP) can provide intervention strategies to the individual in their native language. For example, an older sister can be trained to include particular language targets while playing a game with their sibling.

In addition to family members, bilingual paraprofessionals, special education teachers and interpreters can also be trained to help provide services when an individual does not speak the same language as the SLP. Creating an intervention plan in conjunction with professionals that have knowledge of you client's culture and language can be a real asset to the SLP. With the help of these individuals, a plan can be tailor-maid with the family's beliefs and values in mind.

It is important to remember that the SLP has primary responsibility for creating and implementing an intervention plan and are also responsible for training and supervising individuals involved in the treatment process.

For additional information on assessment CLD individuals, follow the link below.

• Intervention with CLD Populations

Many cultures have specific roles for family members and members of different sexes. In some cases, grandparents or siblings may take very active roles in the raising of children in each family. When family are ill and in need of care, sometimes both immediate and extended family will come to the aid of the ailing person. In other cases, only immediate family will be present or maybe even only a spouse or partner.

• Acknowledging and familiarizing ourselves with differing family structures and perspectives on family member roles will allow us as Speech Pathologists to provide the best services to our clients/patients in the most culturally applicable way possible.

• Telephone interpreters are available through several services and provide interpretation services via telephone. While not ideal, this is helpful when face to face meetings are not necessary or easily arranged. Telephone interpreter services can be scheduled in advance and are available in many languages.

• Check with your facility or school district for information about contracted interpreting services.

• Because so much is communicated through body language and gesture, meeting with a client, family or caregiver face to face is more desirable.

• While telephone interpreting services are alluring because they are quick and easily accessible, there may be times when they are challenging or inappropriate. Especially in hospital settings, using a telephone interpreter may lead to confusion or misinformation due to the context and noise level of the setting.

When selecting an interpreter it is important to research their educational background as well as their experience interpreting, especially in a clinical setting. Equally important is judging the interpreter’s proficiency in English as well as the minority language. Whenever possible, use the same interpreter in order to establish a strong working relationship. The clinician will learn the interpreter’s communication style and vice versa making for an effective team when working with a client.

Of the interpreter

• An interpreter must be honest, neutral and respect rules of confidentiality

• An interpreter should have a high level of oral and written proficiency in the two language in which they are interpreting

• An interpreter must be able to communicate the intended meaning of the speaker for which they are translating. This requires the ability to adjust to different types of communication styles including those caused by a disorder.

• An interpreter must have knowledge of the vocabulary used in the setting for which they are translating as well as a knowledge of the processes and procedures of that setting.

Of the clinician

• Clinicians should use alternative methods of assessment whenever possible in place of a formal test as they may not be standardized on the population for which you are assessing. Additionally, it may be difficult for the vocabulary to be interpreted accurately because there might not be equivalent terms in other languages.

• Clinicians should consult with the interpreter to discuss the appropriateness of tests and materials to the client’s culture.

• Clinicians should provide interpreters with plenty of time for preparation and should not ask them to perform their jobs without proper notice.

Author Henriette Langdon recommends the BID Procedure when working with an interpreter – briefing, interaction and debriefing. The procedure is described below.

(prior to the session)

• The clinician and the interpreter should review the client’s file and background information as well as the purpose and goals of the meeting (assessment, interview or conference).

• Review confidentiality policies with the interpreter.

• Explain that during formal testing procedures, non-verbal cues and vocal variations that could influence assessment results should be limited. Also discuss avoiding rewording of test prompts.

• Remind the interpreter to take notes on the client’s and family’s responses in English.

• Learn appropriate greetings and pronunciations of the client and their family members’ names.

(during the session)

• The clinician and the interpreter should act as a team.

• The client and/ or family should be addressed directly as if the interpreter were not there.

• The interpreter should not be left alone with the family even if they have been trained to use particular materials and tests.

• It is the clinician’s responsibility to monitor the interpreter in their interactions with the client as well as the client’s reaction to tasks.

• Introduce yourself and the interpreter and describe roles and expectations.

• Use short, concise sentences and pause often to allow the interpreter to translate.

• Check in with the interpreter to be sure your rate and clarity of speech is adequate.

• Avoid oversimplifying important information.

• Avoid professional jargon.

(after the session)

• Review the process with the interpreter.

• Review the client’s errors

• Discuss any difficulties that occurred in the testing procedure or the interpretation process.

Websites

Cultural Savvy - Global Cross-Cultural Consulting, Coaching & Training

Salute - Working with Spanish-English Interpreters and Translators

Gallaudet Interpreting Service - An extension of Gallaudet University

American Speech Language and Hearing Association. (July 7, 2007). Tips for Working With An Interpreter. Retrieved February 24, 2008, from http://www.asha.org/practice/multicultural/issues/interpret.htm.

U.S. Department of Education. http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C

Recommended Practices for Working with Interpreters - From the National Association of School Psychologists.

Working Effectively with Hmong Interpreters - From the Healthy House within a MATCH Coalition.

Further thoughts on "The Use of Interpreters and Translators in Delivery of Rehabilitation Services."

Readings

Language Disorders in Bilingual Children and Adults by Kathryn Kohnert

Culture in Special Education by Maya Kalyanpur and Beth Harry

The Spirit Catches You and You Fall Down by Anne Fadiman

Langdon, H. W. (2002, April 2). Language interpreters and translators: Bridging communication with clients and families. The ASHA Leader, 7 (6), 14-15.

Monique and the Mango Rains by Kris Holloway (This book does not address interpreters, but is a great illustration of the medical perspective of a village in West Africa)

Documents with more information:

Below is an example of a handout given to new interpreters used by professionals in a setting that conducts multidisciplinary evaluations of children often from CLD backgrounds. This is intended for use with evaluations but can provide a framework for creating your own guidelines based the environment you work in. This handout was created by Maria Lopez, Spanish Interpreter and Sally Eshoo, Speech-Language Pathologist. They have given their permission for these handouts to be used on this website, permission granted on 2/28/08.

interpreter_information.doc

Dos and Don'ts of Working with an Interpreter, a handout that can be given to colleagues and others that will be working with interpreters. This is also contributed by Maria Lopez and Sally Eshoo.

dos_and_donts.doc

Student Contributors for this page: Quinn Busby and Huckleberry Keyes, Winter term 2008