Working with Interpreters To Plan Early Childhood Services with Limited-English-Proficient Families. Technical Report.
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| Title: | Working with Interpreters To Plan Early Childhood Services with Limited-English-Proficient Families. Technical Report. |
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| Language: | English |
| Authors: | Ohtake, Yoshi, Fowler, Susan A., Santos, Rosa M., Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. |
| Availability: | CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. |
| Peer Reviewed: | N |
| Page Count: | 41 |
| Publication Date: | 2001 |
| Sponsoring Agency: | Special Education Programs (ED/OSERS), Washington, DC. |
| Contract Number: | H024560006 |
| Report Number: | CLAS-R-12 |
| Intended Audience: | Practitioners |
| Document Type: | Reference Materials - Bibliographies Reports - Research |
| Descriptors: | Cultural Awareness, Cultural Influences, Disabilities, Diversity, Early Childhood Education, Early Intervention, Family Programs, Intercultural Communication, Interpreters, Language Role, Limited English Speaking, Literature Reviews, Minority Groups, Special Education |
| Geographic Terms: | U.S.; Illinois |
| Abstract: | The purpose of this report is to review the existing literature on the use of interpreters, and to make recommendations that will promote effective communication among family members, professionals, and untrained interpreters during IEP/IFSP meetings and family conferences. Effective communication between professionals and families is crucial in understanding the beliefs, thoughts, and feelings of the family, and in building mutual trust and respect. When families are non-English speaking, or have significantly limited English proficiency, one method of improving communication is the use of interpreters. No institutions currently provide formal training programs for persons who want to be qualified as interpreters in the education field. As a result, teacher aides, secretaries, and school custodians have been drafted as interpreters, simply because they speak the language used by the family. Professionals need to know effective strategies for working with persons who are untrained as interpreters and have little knowledge about terms and concepts of special education. Five themes are examined in this report: (1) the complexity of the interpretation process; (2) enhancing accurate interpretation; (3) interpreter styles; (4) the psychosocial aspects of the interpretation process; and (5) determining when interpreters are not needed. Includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) |
| Journal Code: | RIEMAR2004 |
| Entry Date: | 2004 |
| Accession Number: | ED479104 |
| Database: | ERIC |
| Abstract: | The purpose of this report is to review the existing literature on the use of interpreters, and to make recommendations that will promote effective communication among family members, professionals, and untrained interpreters during IEP/IFSP meetings and family conferences. Effective communication between professionals and families is crucial in understanding the beliefs, thoughts, and feelings of the family, and in building mutual trust and respect. When families are non-English speaking, or have significantly limited English proficiency, one method of improving communication is the use of interpreters. No institutions currently provide formal training programs for persons who want to be qualified as interpreters in the education field. As a result, teacher aides, secretaries, and school custodians have been drafted as interpreters, simply because they speak the language used by the family. Professionals need to know effective strategies for working with persons who are untrained as interpreters and have little knowledge about terms and concepts of special education. Five themes are examined in this report: (1) the complexity of the interpretation process; (2) enhancing accurate interpretation; (3) interpreter styles; (4) the psychosocial aspects of the interpretation process; and (5) determining when interpreters are not needed. Includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) |
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