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ERIC Number: EJ910370
Record Type: Journal
Publication Date: 2010-Sep
Pages: 14
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0018-2133
Dual Role Interpreters: Spanish Teachers in New Latino Communities
Colomer, Soria Elizabeth
Hispania, v93 n3 p490-503 Sep 2010
This article is based on a qualitative study documenting how Spanish teachers, as some of the few Spanish-speaking educators in new Latino diaspora communities, bear an especially heavy burden as dual role interpreters and unofficial school representatives. Drawing from the semistructured interview data of twenty-six north Georgia educators, I show how some Spanish teachers struggle to understand and interpret both the variety of Spanish spoken by Spanish-dominant parents and the technical language of the academic domain. Furthermore, I explore how meaning is not always conveyed, how teachers employ strategies to prevent "communication breakdowns," and how they distinguish their skills from those of professional interpreters. Finally, I consider the implications for world language teacher education curricula and education policy. (Contains 3 notes.)
American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia