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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.
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
FullText Text:
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  Label: Title
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  Data: Working with Interpreters To Plan Early Childhood Services with Limited-English-Proficient Families. Technical Report.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Ohtake%2C+Yoshi%22">Ohtake, Yoshi</searchLink><br /><searchLink fieldCode="AR" term="%22Fowler%2C+Susan+A%2E%22">Fowler, Susan A.</searchLink><br /><searchLink fieldCode="AR" term="%22Santos%2C+Rosa+M%2E%22">Santos, Rosa M.</searchLink><br /><searchLink fieldCode="AR" term="%22Illinois+Univ%2E%2C+Urbana%2E+Early+Childhood+Research+Inst%2E+on+Culturally+and+Linguistically+Appropriate+Services%2E%22">Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services.</searchLink>
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  Label: Availability
  Group: Avail
  Data: 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.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 41
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2001
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Special Education Programs (ED/OSERS), Washington, DC.
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  Data: H024560006
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  Label: Report Number
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  Data: CLAS-R-12
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  Data: Practitioners
– Name: TypeDocument
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  Data: Reference Materials - Bibliographies<br />Reports - Research
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Programs%22">Family Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Interpreters%22">Interpreters</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Role%22">Language Role</searchLink><br /><searchLink fieldCode="DE" term="%22Limited+English+Speaking%22">Limited English Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Illinois%22">U.S.; Illinois</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2004
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Cultural Awareness
        Type: general
      – SubjectFull: Cultural Influences
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Family Programs
        Type: general
      – SubjectFull: Intercultural Communication
        Type: general
      – SubjectFull: Interpreters
        Type: general
      – SubjectFull: Language Role
        Type: general
      – SubjectFull: Limited English Speaking
        Type: general
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Minority Groups
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: U.S.; Illinois
        Type: general
    Titles:
      – TitleFull: Working with Interpreters To Plan Early Childhood Services with Limited-English-Proficient Families. Technical Report.
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            NameFull: Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services.
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            NameFull: Ohtake, Yoshi
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            NameFull: Fowler, Susan A.
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            NameFull: Santos, Rosa M.
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              Type: published
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