Working Successfully with Translators & Interpreters
2/22/18
Working Successfully with Translators & Interpreters Courtney Seidel, M.S., CCC-SLP Clinical Professor UW-Madison Department of Communicative Sciences & Disorders [email protected]
Working Successfully Together Who has received formal training in working with interpreters? Who has worked with interpreters to complete bilingual assessments/therapy? Who is preparing for future work with interpreters?
1
2/22/18
Afternoon Objectives Participants will:
o
o
o
o
Differentiate interpretation versus translation.
o
Understand the various types of interpretation.
Identify a structured, 3 step process, to use when working with interpreters/translators. Understand your legal responsibility when working with bilingual students/families. Consider ways to support language sample analysis for the English Language Learner (ELL) population.
C. Seidel, 2018
Interpreter vs. Translator
What’s the difference? Interpreter: Verbal Translator: Written C. Seidel, 2018
Simultaneous Interpreting
o
o
o
Interpreter converts a speaker's or signer's message into another language WHILE the speaker or signer continues to speak or sign. May be used to keep meetings flowing without interruption in a clinical setting or when most persons at the table speak English. May be more commonly used with manually coded languages than with spoken languages. C. Seidel, 2018
2
2/22/18
Consecutive Interpreting
o
o
The interpreter transmits the message after a SECTION of the source language in produced and during a pause. The interpreted message is divided into segments of appropriate length to be conveyed to the target language and be well-understood.
C. Seidel, 2018
Working with Interpreters
o
Use SHORT, CONCISE sentences
o
Pause FREQUENTLY
o
Avoid the use of idioms
o
Speak DIRECTLY to the student (NOT interpreter)
o
Avoid the use of professional jargon; use laymen terms C. Seidel, 2018
3
2/22/18
Interpreters and SLPs: The BID Process Briefing: • Review Selected Tests Together (teach administration, basals/ceilings) • Determine Who Will Score & How • Share What Your Specific Concerns Are • What Would You Like the Interpreter to Look For? • Seating Arrangement • General Expectations • What to Avoid During Formal Assessment • Allowable Prompts & Cues • How to Provide Feedback (without indicating accuracy) • Confidentiality Refresher/Reminder C. Seidel, 2018
Interpreters and SLPs: The BID Process Interaction: • Describe Your Roles to the Child • Formal Testing • Informal Testing • Language Sample • Parent Interview • Reminders of Protocol & Expectations as Needed
C. Seidel, 2018
Interpreters and SLPs: The BID Process Debriefing: • Suggest That You Debrief Immediately After the Testing Session (schedule it in) • Score Tests • Analyze Language Sample • Ask Specific Questions That Arose During Testing • Take Notes to Include in Report
C. Seidel, 2018
4
2/22/18
Just a Reminder…
IDEA Mandates That… •
•
•
•
Assessment materials and procedures should not be racially or culturally discriminatory Assessment materials and procedures should be provided in the child’s native language Determination of eligibility and determination should not be based on one procedure alone Therefore, if a bilingual SLP is not available, we must collaborate with an interpreter to meet federal law C. Seidel, 2018
No Interpreter Available? No Excuse. •
Bilingual staff in your district
•
Foreign language teachers in your district
•
Bilingual community member (volunteer)
•
The Language Line
•
Parent or family member (last resort) C. Seidel, 2018
5
2/22/18
“It seems that a lot of staff wonder about the need for bilingual [assessment] if the student's primary language is English, the speech services will be provided in English, and the parents confirm there are concerns in the native language.” -School District Special Education Administrator C. Seidel, 2018
Let’s Address This…
o
o
o
How did you determine that English is their dominant language? How do you KNOW if you don’t test? Not attempting to conduct testing in both language is illegal according to IDEA! C. Seidel, 2018
Let’s Address This… Children’s language proficiency may vary between the two languages based on: o
Topic of discourse (academic or personal)
o
Linguistic level addressed (phonology, lexicon, grammar)
o
Specific vocabulary items (household versus school)
o
Modality (comprehension or production; spoken or written)
C. Seidel, 2018
6
2/22/18
Language Assessment of Bilingual Children: Evidence and Implications. Kohnert, K. (ASHA)
Again, IDEA Mandates That…
o
o
o
Assessment materials and procedures should not be racially or culturally discriminatory (does not = language) Assessment materials and procedures should be provided in the child’s native language (not PRIMARY, native!) Therefore, if a bilingual SLP is not available, we must collaborate with an interpreter to meet federal law C. Seidel, 2018
Working with Translators Translation: Written Language Language Sample Analysis
7
2/22/18
Working with Translators
Afford an adequate amount of time for submission, translation, and turn around Use VERY simplified, laymen terminology Consider creating a standard form translated once, versus individualized documents resulting in a high number of translation requests
SALT: Systematic Analysis of Language Transcripts
•
•
•
•
“The Gold Standard" Bilingual Language Sample Analysis Transcription Services Available http://saltsoftware.com/casestudies/
C. Seidel, 2018
8
2/22/18
Interpreters/Translators & SLPs: Working Together
What are your “big take aways” or Questions?
Citations:
1. American Speech-Language-Hearing Association. (2014). Language Assessment of Bilingual Children: Evidence and Implications. Rockville, MD: Kohnert, K. 2. Hamayan, E. V. (2007). Special education considerations for English language learners: Delivering a continuum of services. Philadelphia: Caslon Pub. 3. Kester, S. E. (2014). Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically Diverse Students. Austin, TX: Bilinguistics Speech and Language Services. 4. Specific Language Impairment. (2015, April 24). Retrieved April 27, 2016, from https://www.nidcd.nih.gov/health/specific-language-impairment
9
2/22/18
Citations: Bader, S., Simon, S. 2011 ASHA Convention Presentation: Bilingual Assessment for Monolingual SLPs and the BID Process Collaborating with Interpreters: http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935334§ion=Key_Is sues Tips for Working with an Interpreter: http://www.asha.org/practice/multicultural/issues/interpret.htm
Collaborating with Interpreters: ASHA http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935334§ion=Ke y_Issues Systematic Analysis of Language Transcripts (SALT): http://saltsoftware.com
Thank you!
[email protected]
10
Working Successfully with Translators & Interpreters Courtney Seidel, M.S., CCC-SLP Clinical Professor UW-Madison Department of Communicative Sciences & Disorders [email protected]
Working Successfully Together Who has received formal training in working with interpreters? Who has worked with interpreters to complete bilingual assessments/therapy? Who is preparing for future work with interpreters?
1
2/22/18
Afternoon Objectives Participants will:
o
o
o
o
Differentiate interpretation versus translation.
o
Understand the various types of interpretation.
Identify a structured, 3 step process, to use when working with interpreters/translators. Understand your legal responsibility when working with bilingual students/families. Consider ways to support language sample analysis for the English Language Learner (ELL) population.
C. Seidel, 2018
Interpreter vs. Translator
What’s the difference? Interpreter: Verbal Translator: Written C. Seidel, 2018
Simultaneous Interpreting
o
o
o
Interpreter converts a speaker's or signer's message into another language WHILE the speaker or signer continues to speak or sign. May be used to keep meetings flowing without interruption in a clinical setting or when most persons at the table speak English. May be more commonly used with manually coded languages than with spoken languages. C. Seidel, 2018
2
2/22/18
Consecutive Interpreting
o
o
The interpreter transmits the message after a SECTION of the source language in produced and during a pause. The interpreted message is divided into segments of appropriate length to be conveyed to the target language and be well-understood.
C. Seidel, 2018
Working with Interpreters
o
Use SHORT, CONCISE sentences
o
Pause FREQUENTLY
o
Avoid the use of idioms
o
Speak DIRECTLY to the student (NOT interpreter)
o
Avoid the use of professional jargon; use laymen terms C. Seidel, 2018
3
2/22/18
Interpreters and SLPs: The BID Process Briefing: • Review Selected Tests Together (teach administration, basals/ceilings) • Determine Who Will Score & How • Share What Your Specific Concerns Are • What Would You Like the Interpreter to Look For? • Seating Arrangement • General Expectations • What to Avoid During Formal Assessment • Allowable Prompts & Cues • How to Provide Feedback (without indicating accuracy) • Confidentiality Refresher/Reminder C. Seidel, 2018
Interpreters and SLPs: The BID Process Interaction: • Describe Your Roles to the Child • Formal Testing • Informal Testing • Language Sample • Parent Interview • Reminders of Protocol & Expectations as Needed
C. Seidel, 2018
Interpreters and SLPs: The BID Process Debriefing: • Suggest That You Debrief Immediately After the Testing Session (schedule it in) • Score Tests • Analyze Language Sample • Ask Specific Questions That Arose During Testing • Take Notes to Include in Report
C. Seidel, 2018
4
2/22/18
Just a Reminder…
IDEA Mandates That… •
•
•
•
Assessment materials and procedures should not be racially or culturally discriminatory Assessment materials and procedures should be provided in the child’s native language Determination of eligibility and determination should not be based on one procedure alone Therefore, if a bilingual SLP is not available, we must collaborate with an interpreter to meet federal law C. Seidel, 2018
No Interpreter Available? No Excuse. •
Bilingual staff in your district
•
Foreign language teachers in your district
•
Bilingual community member (volunteer)
•
The Language Line
•
Parent or family member (last resort) C. Seidel, 2018
5
2/22/18
“It seems that a lot of staff wonder about the need for bilingual [assessment] if the student's primary language is English, the speech services will be provided in English, and the parents confirm there are concerns in the native language.” -School District Special Education Administrator C. Seidel, 2018
Let’s Address This…
o
o
o
How did you determine that English is their dominant language? How do you KNOW if you don’t test? Not attempting to conduct testing in both language is illegal according to IDEA! C. Seidel, 2018
Let’s Address This… Children’s language proficiency may vary between the two languages based on: o
Topic of discourse (academic or personal)
o
Linguistic level addressed (phonology, lexicon, grammar)
o
Specific vocabulary items (household versus school)
o
Modality (comprehension or production; spoken or written)
C. Seidel, 2018
6
2/22/18
Language Assessment of Bilingual Children: Evidence and Implications. Kohnert, K. (ASHA)
Again, IDEA Mandates That…
o
o
o
Assessment materials and procedures should not be racially or culturally discriminatory (does not = language) Assessment materials and procedures should be provided in the child’s native language (not PRIMARY, native!) Therefore, if a bilingual SLP is not available, we must collaborate with an interpreter to meet federal law C. Seidel, 2018
Working with Translators Translation: Written Language Language Sample Analysis
7
2/22/18
Working with Translators
Afford an adequate amount of time for submission, translation, and turn around Use VERY simplified, laymen terminology Consider creating a standard form translated once, versus individualized documents resulting in a high number of translation requests
SALT: Systematic Analysis of Language Transcripts
•
•
•
•
“The Gold Standard" Bilingual Language Sample Analysis Transcription Services Available http://saltsoftware.com/casestudies/
C. Seidel, 2018
8
2/22/18
Interpreters/Translators & SLPs: Working Together
What are your “big take aways” or Questions?
Citations:
1. American Speech-Language-Hearing Association. (2014). Language Assessment of Bilingual Children: Evidence and Implications. Rockville, MD: Kohnert, K. 2. Hamayan, E. V. (2007). Special education considerations for English language learners: Delivering a continuum of services. Philadelphia: Caslon Pub. 3. Kester, S. E. (2014). Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically Diverse Students. Austin, TX: Bilinguistics Speech and Language Services. 4. Specific Language Impairment. (2015, April 24). Retrieved April 27, 2016, from https://www.nidcd.nih.gov/health/specific-language-impairment
9
2/22/18
Citations: Bader, S., Simon, S. 2011 ASHA Convention Presentation: Bilingual Assessment for Monolingual SLPs and the BID Process Collaborating with Interpreters: http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935334§ion=Key_Is sues Tips for Working with an Interpreter: http://www.asha.org/practice/multicultural/issues/interpret.htm
Collaborating with Interpreters: ASHA http://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935334§ion=Ke y_Issues Systematic Analysis of Language Transcripts (SALT): http://saltsoftware.com
Thank you!
[email protected]
10
