How can early childhood teachers and administrators communicate clearly and comfortably
with families whose primary language is other than English? Interpreters can help bridge
cultures to assure high-quality learning experiences for young children.
Working Effectively With Interpreters
Anarella Cellitti
The United States is becoming increasingly diverse, so
early childhood educators are often among the first to
work with families whose primary languages are other than
English. Many parents, guardians, and family members do
speak English but not fluently enough to feel comfortable
communicating with teachers or administrators.
Even minor miscommunications can be costly and can
lead to embarrassing situations (Schick, 2001). When
educators and families do not speak the same language,
their communications can be laced with cross-cultural
misunderstandings (Horwath & Shardlow, 2004; Quiroz,
Greenfield, & Altchech, 1999).
Early childhood programs and school systems can be
more responsive to diversity by providing effective
translation and interpretation services. It is essential that
the role of the interpreter or translator be clearly defined
to assure that both educators and families receive
maximum benefit from these services. This article presents
some strategies for improving communication with diverse
families by using interpreters.
What Interpreters Do
The terms interpretation and translation often are used
interchangeably, and more commonly refer only to
translation. While translation and interpretation share the
common goal of converting information from one
language to another, they are actually two separate
processes.
• Translation is the ability to convert information,
primarily written, into a target language.
• Interpretation, which is usually oral, refers to
listening to something spoken and stating the
content in the target language. Individuals who
facilitate communication among hearing and
hearing-impaired people are interpreters
(Lawless, 2008).
Winter 2010
Whether referring to written or oral communication,
both processes intertwine and are essential when educators
and families communicate.
One must first be able to translate in order to interpret.
But translation does not always assure that the true
meaning will be presented. Only interpretation
communicates clearly. While a word or phrase may be
translated into the language, the meaning may be
completely different.
For example, an information sheet on home care for
children’s coughs states in English “never give a hot toddy
to children.” In English, a hot toddy is an alcoholic drink,
which is dangerous for children. The words hot toddy
can be directly translated into Spanish. However, in
Latino cultures, hot toddy refers to a hot chocolate
beverage, which is certainly acceptable for children.
Careful interpretation of the content is always needed
(Hendricks, 2008).
Translation is the ability to convert information, primarily written, into a target language.
Interpretation, which is usually oral, refers to
listening to something spoken and stating the
content in the target language. Only interpretation
communicates clearly.
Anarella Cellitti, Ed.D., is Associate Professor, Department of
Teacher Education, University of Arkansas at Little Rock. She
has worked extensively with the Latino population regarding
issues with language barriers. Cellitti educates prospective
teachers on the importance of culturally
appropriate communication strategies and potential
communication interferences. She teaches methods that
address these situations in order to achieve an effective
partnership with children and their families.
DIMENSIONS OF EARLY CHILDHOOD
Volume 38, Number 1
31
Subjects & Predicates
In some cultures, seniority and importance play a key role in families. Disclosing certain matters to others can be viewed as
disrespectuful. Using an impartial interpreter can help to avoid upsetting family dynamics or power struggles between family members
and/or friends.
How to Find an
Effective Interpreter
Licensed or certified interpreters
can be expensive, but their skills are
essential, especially when dealing with
sensitive issues such as referral to
special services or implementing
individualized educational or family
plans. Interpreters with inadequate
interpreting skills can hinder the
communication process (Schick,
Williams, & Kupermintz, 2006).
Other qualifications to consider
when selecting an interpreter are
cultural sensitivity and confidentiality.
Community organizations may offer
interpretation services for low or
sliding-scale fees. Insistence upon
32
Volume 38, Number 1
strict qualifications is much easier
when interpreters are paid. If hiring
an outside interpreter is not possible,
a trained volunteer who has agreed to
follow the program’s policies can
certainly be helpful.
Sometimes a well-intentioned
family member or friend offers to
interpret for the family. This may be
appropriate in some situations, but
before accepting this offer, consider
these questions.
• What is the proposed
interpreter’s relationship with
the family?
• Is the information to be
revealed critical or sensitive?
(Weisskirch, 2007)
DIMENSIONS OF EARLY CHILDHOOD
• Would the family disclose the
information to that person, or
would disclosure to a different
family member be more
appropriate?
In some cultures, seniority and
importance play a key role in families.
Disclosing certain matters to others
can be viewed as disrespectful. Using
an impartial interpreter can help to
avoid upsetting family dynamics or
power struggles between family
members and/or friends.
Frequently, school-age children in
non-English speaking homes have the
most developed English language
skills. As a result, teachers or families
may ask these children to serve as
mediators in adults’ communication.
Winter 2010
This strategy is not recommended
because it gives tremendous power to
children. In some cultures, children
are not expected to occupy such roles.
When children carry adult responsibilities that their elders cannot fulfill, this
process is called parentification (Mercado,
2004). As a result, children in these
positions alter the family-child dynamic
and influence how their families interact
with English-speakers.
Look for Accuracy of
Interpretation
Accuracy of both translation and
interpretation is everyone’s primary
concern. To translate accurately, the
individual must have vocabulary
expertise in both English and the
target language. A working knowledge
of grammar, spelling, sentence
structure, and definitions are essential.
This knowledge includes speaking as
well as writing and reading.
An interpreter may be skillful in the
language but may lack understanding of
the specific culture or information about
the family’s background. Cultural
awareness is a delicate and important
issue. Translators should know the
family’s cultural expectations about
• politeness (verbal and body
language)
• directness (style of
communication)
• proximity (personal space)
• power structures in families
and the community (who has
information, who makes
decisions)
• other considerations
Cultural awareness is essential for
successful communication (Quiroz, et
al., 1999). Just because someone
speaks the same language does not
guarantee understanding of a culture.
Winter 2010
Only interpretation
communicates clearly.
Ask prospective interpreters to
demonstrate their cultural awareness
by describing similarities and differences, their own experiences, and
formal preparation regarding the
culture of the family involved.
Expect Knowledge About
Education
translation and cultural knowledge,
educators can familiarize them with
educational terminology. Provide clear
explanations of specific language use
and legal terms to the interpreter
to reduce the possibility of misrepresentation (Baron, 1997; Cseh &
Short, 2006). Administrators, teachers,
and the interpreter can clarify this
information during an initial
preparation session. This meeting also
can brief everyone involved about the
agenda, goals, and objectives in
working with families. Be sure to
provide opportunities for the
interpreter to ask questions and clarify
meanings before any meetings or
written communications are prepared.
Interpreters also must be
knowledgeable about educational
terminology in both English and the
target language. Interpreters should
clearly understand that their job is not
merely to translate a teacher's words Insist on Confidentiality
literally, but to replicate the meaning
Families must be assured that
of the language in a helping way information gathered through the
(Sandstrom, 2004).
interpreter will be kept confidential
If interpreters have the necessary (Lopez, 2000). This can be a sensitive
Subjects & Predicates
In advance, review the content of the meeting with the interpreter to clarify any
terminology and establish a frame of reference. Set an agenda that addresses the needs of
both families and educators. Discuss possible challenging scenarios and agree on
communication signals for handling them.
DIMENSIONS OF EARLY CHILDHOOD
Volume 38, Number 1
33
review the process after the meeting
(see Table 1).
Prepare for the Meeting
The purpose of a planning session
is to review the family meeting and to
identify any communication issues
such as
• objectives of the session,
• the interpreter’s role, and
• how educators will
communicate.
Review the content of the meeting
with the interpreter to clarify any
terminology and establish a frame of
reference for the content. Set an
agenda that addresses the needs of
both families and educators.
During the pre-session, discuss
possible scenarios or events that may
occur during the family meeting.
Identify potentially challenging situations and agree on communication
signals for handling them. Choose
subtle signals that will assure fluency
of the communication and will be
clearly understood by both parties
(Pakieser & McNamee, 1999).
During the Session
At the beginning of the meeting, the
interpreter conveys to the family that
the discussion is among them and the
Subjects & Predicates
educators. The interpreter facilitates
After the session, summarize the meeting and evaluate the process. Discuss the quality of
this communication. Effective interpthe interpreting work, effectiveness of communication, and behaviors or issues related to
reters redirect eye contact, body
the participants. This reflective process helps establish trust and understanding among
language, and verbal communication to
educators and interpreters.
the educators (Mercado, 2004).
issue if the interpreter is a relative or Working With
Another way to achieve effective
friend of the family. Regardless of who
group dynamics is to establish
provides the interpretation, the Interpreters in Family
comfortable seating arrangements.
interpreter should sign a written Meetings
Educators and families need clear
confidentiality policy agreement.
Collaboration among interpreters visual and verbal contact with each
Violation of confidentiality has both and educators is enhanced when they
other. The interpreter sits in a less
professional and legal ramifications.
prepare for the meeting, work prominent position, where family
together during the session, and members can see both the interpreter
34
Volume 38, Number 1
DIMENSIONS OF EARLY CHILDHOOD
Winter 2010
and teacher in a single view. One way
to do this is to have the interpreter sit
next to the teacher, but slightly to the
rear, and at the same elevation or
slightly lower.
Throughout the session, educators
direct their attention to, and speak
directly to the family. They use signals
such as nodding to transfer
communication to and from the
interpreter (Avila, 2005.) Teachers
who actively listen and acutely observe
nonverbal cues can gain insights about
how well family members are
exchanging information.
Review the Process
After the session, it is helpful for
educators and the interpreter to
summarize the meeting and evaluate
the process. Issues to discuss may
include quality of the interpreting
work, effectiveness of communication, and behaviors or issues related
to the participants. This reflective
process helps establish trust and
understanding among educators and
interpreters (Leal-Idrogo, 1995.)
Another purpose of the postsession is to prepare a brief report to
clarify and document information
from the meeting, establish conclusions, and plan follow-up sessions.
This written report should be translated and given to the family. Written
feedback benefits all parties and establishes a record for future reference.
* * *
Keys for successful meetings in
which interpreters facilitate communication with families are
• preparation by all parties to
clarify terminology, policies,
procedures, and roles;
• effective interpretation by a
qualified interpreter; and
• oral and written follow-up.
Winter 2010
Training, 30(8/9), 687-700.
Interpreters act as a conduit
Hendricks,
C.M. (2008). HIP on health:
to provide precise and effective
Health information for parents. Birmingcommunication among meeting parham, AL: Healthy Childcare Consulticipants. The goal is to give every
tants. Retrieved April 3, 2008, from
family opportunities to effectively
http://childhealthonline.org/
Horwath,
J., & Shardlow, S. (2004). Drawcommunicate with educators who
ing
back
the curtain: Managing learning
work with their young children.
References
Avila, V.N. (2005). School-home communication in multiple languages. School Administrator, 62(9), 48-50.
Baron, R. (1997). Avoiding communication
breakdowns. Journal of Accountancy, 183,
37-43.
Cseh, M., & Short, D. (2006). The challenges of training with interpreters and
translators. Journal of European Industrial
opportunities across two linguistic
worlds, when the quality of interpretation is poor. Social Work Education,
23(3), 253-264.
Lawless, L.K. (2008). Introduction to translation and interpretation. About.com.
Retrieved April 4, 2008, from
http://french.about.com/cs/translation
/a/introduction_2.htm
Leal-Idrogo, A. (1995). Further thoughts on
"The use of interpreters and translators
in delivery of rehabilitation services.”
Journal of Rehabilitation, 61, 21-31.
Table 1: Key Procedures in Working With Interpreters
Before the Family
Meeting
When Meeting With
Families
After the Session
Assure that the
interpreter has the
necessary language
skills and cultural
information.
Make sure family
members can see both
the educator and the interpreter.
Discuss outcomes of
the session.
Review the meeting
agenda, key concepts,
and terminology.
Ask the interpreter to
add topics the family
wants to address.
Determine outcomes.
Sign confidentiality
agreement.
Identify interpreters’
roles and seating arrangements.
Establish communication signals for
transitions between
speakers.
Educators speak
directly to the family.
Examine areas of
success and concern
for this session and future meetings.
Assure that everyone is
continually informed.
Compare observations
to gain cultural insights.
Monitor nonverbal
language to assure that
everyone is clearly understood.
Plan for follow-up.
Provide timely written
feedback to all
participants.
Follow the meeting
plan.
Note areas of dfficulty
or concern for the
family.
Provide any written materials in both
languages, including
dictionaries.
Discuss anticipated
difficulties and
resolutions.
DIMENSIONS OF EARLY CHILDHOOD
Volume 38, Number 1
35
Lopez, E. (2000). Conducting instructional
consultation through interpreters. The
School Psychology Review, 29(3), 378388.
Mercado, V. (2004). Effects of language brokering on children of Latino immigrants.
Dissertation Abstracts International, 64,
4051.
Pakieser, R., & McNamee, M. (1999). How
to work with an interpreter. The Journal
of Continuing Education in Nursing,
30(2), 71-74.
Quiroz, B., Greenfield, P., & Altchech, M.
(1999). Bridging cultures with a parentteacher conference. Educational Leadership, 56(7), 68-70.
Sandstrom, H. (2004). Watch your language. Library Trends, 53(2), 329-335.
Schick, B. (2001). Interpreting for children:
How it's different. Odyssey, 2, 8-11.
Schick, B., Williams, K., & Kupermintz, H.
(2006). Look who's being left behind:
Educational interpreters and access to
education for deaf and hard-of-hearing
students. The Journal of Deaf Studies and
Deaf Education, 11(1): 3-20.
Weisskirch, R.S. (2007). Feelings about language brokering and family relations
among Mexican American early adolescents. Journal of Early Adolescence, 27(4),
545-561.
!
n
o
o
S
g
n
i
m
o
C
Beginning with the Spring/Summer 2010 issue
of Dimensions of Early Childhood, one article in
each issue will contain the ‘Put These Ideas Into
Practice’ page in both English and Spanish.
We hope that by offering these practical tips in a bilingual format,
we will be better able to provide support to the South’s ever–growing
community of Hispanic early childhood professionals and parents.
Looking for Bilingual
Children’s Books
to Your
to Add
Classroom Library?
What’s New in Children’s Books? contains recommendations for
several good–quality English/Spanish children’s books. Members can
log in to the members–only area of www.SouthernEarlyChildhood.org
and view both the 2008 and 2009 editions, located on the ‘Curriculum
Ideas’ page.
36
Volume 38, Number 1
DIMENSIONS OF EARLY CHILDHOOD
Winter 2010
Put These Ideas Into Practice!
Working Effectively With Interpreters
Anarella Cellitti
An Effective Interpreter...
• is licensed and certified
• has vocabulary expertise in both English
and the target language (speaking,
reading, and writing)
• demonstrates cultural sensitivity
(manners, personal space, style of
communication, family and
community power structures)
• signs a confidentiality agreement
• knows educational terminology
• agrees to meet before and after the session
• Translation is the ability to convert
information, primarily written, into a
target language.
• Interpretation, which is usually oral,
refers to listening to something spoken
and stating the content in the target
language. Individuals who facilitate
communication among hearing and
hearing-impaired people are interpreters
(Lawless, 2008).
How Teachers Support Diversity
Only interpretation communicates clearly.
Keys for Successful Meetings
To facilitate communication with families...
• educators and interpreters clarify terminology, policies,
procedures, and roles beforehand
• during the meeting, interpreters sit next to the educator
• educators speak directly to the family, actively listen, and
observe nonverbal cues from family members
• interpreters redirect eye contact, body language, and verbal
communication to the educators
Bonjour
Shalom
Guten Tag
Hola
Ciao
• create a print-rich learning environment for children with
materials (books, posters, games, labels, menus) in
children’s primary languages as well as English
• learn and use key words in children’s primary languages with
both children and their families
• feature authentic cultural artifacts and learning experiences
including food preparation, art, clothing, music and dance,
and everyday objects
• use qualified interpreters to facilitate communication at
family meetings
• translate documents, including forms, policies, newsletters,
and child health and development tips
Reference
Lawless, L.K. (2008). Introduction to translation and interpretation. About.com. Retrieved April 4, 2008, from
http://french.about.com/cs/translation/a/introduction_2.htm
Hello!
Note: Dimensions of Early Childhood readers are encouraged to copy this material for early childhood students as well as teachers of young children as a professional development tool.
Winter 2010
DIMENSIONS OF EARLY CHILDHOOD
Volume 38, Number 1
37