Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families
Saved in:
| Title: | Interpreting for Equity? A Case Study of Interpretation Practices in EI/ECSE for Spanish-Speaking Latinx Families |
|---|---|
| Language: | English |
| Authors: | Ruby Batz (ORCID |
| 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 |
Be the first to leave a comment!
