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ERIC Number: ED479104
Record Type: RIE
Publication Date: 2001-Jun
Pages: 41
Abstractor: N/A
Working with Interpreters To Plan Early Childhood Services with Limited-English-Proficient Families. Technical Report.
Ohtake, Yoshi; Fowler, Susan A.; Santos, Rosa M.
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)
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:
Publication Type: Reference Materials - Bibliographies; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services.