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Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families

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Title: Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families
Language: English
Authors: Ruby Batz (ORCID 0000-0003-2266-2462), Jimena Santillán
Source: Journal of Early Intervention. 2026 48(1):24-40.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Latin Americans, Early Childhood Education, Spanish Speaking, Bilingual Students, Translation, Mother Attitudes, Early Intervention, Barriers, Culturally Relevant Education, Educational Practices, Equal Education, Students with Disabilities, Family Programs, Program Effectiveness, Educational Legislation, Federal Legislation, English
Laws, Policies and Program Identifiers: Individuals with Disabilities Education Act
DOI: 10.1177/10538151251315101
ISSN: 1053-8151
2154-3992
Abstract: Interpretation practices in Early Intervention and Early Childhood Special Education (EI/ECSE) are critical to delivering services to Spanish-speaking Latinx families raising emergent bilinguals labeled as disabled (EBLADs). This study examines the experiences and perspectives of Spanish-speaking mothers, their interpreters, and their bilingual and monolingual EI/ECSE providers to understand interpreting practices. Using intersectional theoretical frameworks of "Disability Studies Critical Race Theory" (DisCrit) and "Raciolinguistics," we employed a case study approach to examine interpretive practices within the boundaries of an EI/ECSE system. Our study uncovered several barriers to providing effective interpretation practices within EI/ECSE services, such as the institutional failure to prioritize time for preparation, collaboration, and resource allocation to support EI/ECSE providers and interpreters, resulting in fragmented services to racialized families needing interpretation support. Our study also found recommendations to reimagine interpretation services, such as prioritizing prepping time with interpreters and investing in culturally responsive professional development. Our findings highlight the need to reimagine how EI/ECSE interpretation services are operated to fulfill their promise and federal obligation to provide responsive and family-centered interpretation services to families needing interpretation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496985
Database: ERIC
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  Data: Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families
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  Data: <searchLink fieldCode="AR" term="%22Ruby+Batz%22">Ruby Batz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2266-2462">0000-0003-2266-2462</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jimena+Santillán%22">Jimena Santillán</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Intervention%22"><i>Journal of Early Intervention</i></searchLink>. 2026 48(1):24-40.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Interpretation practices in Early Intervention and Early Childhood Special Education (EI/ECSE) are critical to delivering services to Spanish-speaking Latinx families raising emergent bilinguals labeled as disabled (EBLADs). This study examines the experiences and perspectives of Spanish-speaking mothers, their interpreters, and their bilingual and monolingual EI/ECSE providers to understand interpreting practices. Using intersectional theoretical frameworks of "Disability Studies Critical Race Theory" (DisCrit) and "Raciolinguistics," we employed a case study approach to examine interpretive practices within the boundaries of an EI/ECSE system. Our study uncovered several barriers to providing effective interpretation practices within EI/ECSE services, such as the institutional failure to prioritize time for preparation, collaboration, and resource allocation to support EI/ECSE providers and interpreters, resulting in fragmented services to racialized families needing interpretation support. Our study also found recommendations to reimagine interpretation services, such as prioritizing prepping time with interpreters and investing in culturally responsive professional development. Our findings highlight the need to reimagine how EI/ECSE interpretation services are operated to fulfill their promise and federal obligation to provide responsive and family-centered interpretation services to families needing interpretation.
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  Data: 2026
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  Data: EJ1496985
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      – SubjectFull: Spanish Speaking
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