To ensure a safe and caring environment for children and youth
A Guide for School Staff: How to Effectively Use Interpreters for Parent-Teacher Conferences. International Student and Family Services , Howard County Public School System 2 page s . 2007. English . http://www.hcpss.org/files/brochure_interpreters.pdf
This brief brochure describes the benefits of using certified interpreters and outlines information for working with interpreters during parent-teacher conferences to create the best environment, convey information, and provides suggestions for LEP parents. The brochure includes additional considerations for special education meetings and a short glossary of LEP terms.
Building Bridges: Increasing Language Access for the Asian Pacific American Community of New York City. Bajaj, Ruchika,Leung, Vanessa,Rena Tucker 12 page s . January 2006. English . http://www.cacf.org/resources_publications.html
Describes the problems and offers recommendations for dismantling the language barriers that prevent Asian Pacific Americans from successful access to the educational, child welfare, and mental health systems in New York City (NYC).
Child Abuse and Culture: Working with Diverse Families. Fontes, Lisa Aronson 239 page s . February 2005. English This resource may be free from your local library or purchased from the publisher.
This book provides a framework for culturally competent practice in child maltreatment cases. It offers vital knowledge and tools to help professionals from any background play a more positive, effective role in the lives of diverse children and families.
This short DVD puts a human face on immigrant families' experiences with language barriers. Three short chapters present the perspectives of youth, social service providers (including a child protective services worker), and health care providers that demonstrate the need to increase funding for language services. This DVD is free to service providers - just fill out the online order form.
Educational Glossaries. Saint Paul Public Schools English Language Learner Programs page s . 2002. English Hmong Khmer Oromo Somali Spanish Vietnamese This resource may be free from your local library or purchased from the publisher.
Each glossary contains common English educational terms and recommended translations (available in Hmong, Khmer, Oromo, Somali, Spanish, and Vietnamese). These glossaries were created because many students' languages lack the native language words for much of the terminology needed in the school setting. These glossaries provide the St. Paul Public Schools with standardized translations for much of this educational terminology.
This is a short list of fourteen tips to remember while using interpreters when speaking with individuals who are not proficient in English. Tips include not using gestures to convey meaning, speaking slowly and clearly, and repeating yourself in different words if the message is not understood. Though these tips were designed for interpreters working in a health care setting, they can be applied to any field and setting.
Executive Order 13166- Improving Access to Services for Persons with Limited English Proficiency. Clinton, William J. 6 page s . August 16, 2000. . http://www.justice.gov/crt/lep/13166/eolep.pdf
Describes the goals, activities, and oversight associated with an August 2000 Presidential Executive Order aimed at improving access to federally conducted and federally assisted programs and services for persons with limited English proficiency (LEP).
Guidelines for Providing Health Care Services Through an Interpreter. The Cross Cultural Health Care Program (CCHCP) 2 page s . English . http://execitservices.com/InterpreterGuidelines.pdf
"You need an interpreter whenever a patient requests an interpreter, or whenever you as a provider believe that language or cultural differences may be causing a barrier to clear communication between you and your patient. Legally, you are required to provide language assistance for limited-English-speakers if you receive federal funds of any kind. According to Title VI of the 1964 Civil Rights Act, no recipient of federal funding may run its programs in such a way as to discriminate on the basis of race, color or country of national origin. One common form of discrimination on the basis of national origin is ineffective methods of communication between English-speaking staff and limited-English-speaking patients. One method to ensure equal access is to work through trained interpreters. The Office of Civil Rights has taken action in numerous parts of the country against institutions who are out of compliance with Title VI by not providing linguistically appropriate care." - Publisher's description
Health Care Interpreters: Are They Mandatory Reporters of Child Abuse?. National Health Law Program (NHeLP) page s . English . http://www.healthlaw.org/index.php?Itemid=196&catid=45&id=325%3Ahealth-care-interpreters-are-they-mandatory-reporters-of-child-abuse&option=com_content&view=article
This resource paper looks into state law regarding mandatory reporters and summarized when interpreters may be required to report suspected child abuse/neglect.
Immigration and Language Guidelines for Child Welfare Staff, 2nd edition. New York City Administration for Children's Services (ACS) 20 page s . 2004. English . http://www.brycs.org/documents/upload/langguidelines.pdf
The New York City Administration for Children's Services wrote this booklet to offer an overview of immigration and language issues to best serve the child welfare issues for the city's immigrant community.
List of 14 codes of ethics to ensure professionalism and effective delivery of interpretation services. This code of ethics is used by interpreters and translators at Washington state’s Language Testing and Certification Program.
Interpreting the Juvenile Justice System for Limited English Proficient (LEP) Parents. Migration Policy Institute page s . November 2009. English . http://migrationpolicy.podbean.com/2009/11/19/interpreting-the-juvenile-justice-system-for-limited-english-proficient-lep-parents/
This Webinar seeks to address the systemwide issue of language barriers and focuses on how a multi-agency collaborative effort aims to provide LEP parents with the information necessary to understand their role in the juvenile justice system.
Interviewing Clients across Cultures: A Practitioner's Guide. Fontes, Lisa Aronson 334 page s . 2008. English This resource may be free from your local library or purchased from the publisher.
The interview is a crucial tool for gathering information about a new client, building a strong working relationship, and guiding decidion making for interventions. Yet barriers created by cultural differences all too frequently get int he way of these important goals. From leading practitioner and educator Lisa Aronson Fontes, this indispensable guide helps professionals conduct competent, productive interviews with clients from any cultural or linguistic background. (Publisher's description)
Interviewing Immigrant Children and Families for Suspected Child Maltreatment. Fontes, Lisa Aronson 5 page s . Spring 2009. English . http://www.brycs.org/documents/upload/interviewing.pdf
This article, by BRYCS’ consultant Lisa A. Fontes, discusses ways to improve interviewing immigrant youth and their family members for whom English is not a first language. The article reviews culturally-important factors like the voice quality of the interviewer and interviewee, pace and time, and the interviewer’s demeanor. The article also briefly reviews trauma symptoms in children that may not stem from caretaker abuse.
Language Portal: A Translation and Interpretation Digital Library. Migration Policy Institute page s . 2008. English . http://www.migrationinformation.org/integration/language_portal/
Maintains a digital library of over 600 state and local agency language access documents for use by social service and public safety agencies, educators, policymakers, and government administrators to assist with decisions and programs for Limited English Proficient (LEP) individuals. The database, managed by the Migration Policy Institute, offers information on language and translation topics for health, education, social services, and public safety such as fire, police, disaster planning, court system, and employment concerns. Searches can be conducted on contracts, fee schedules, planning reports, and translated materials in 38 languages, by service delivery component or keywords. Using the database allows administrators and policymakers to view materials that are currently in use and gain perspective on options for their own programs based on previous standards.
Language Rights: An Integration Agenda for Immigrant Communities. Mexican American Legal Defense & Educational Fund (MALDEF) , Asian American Justice Center (AAJC) page s . November 2007. English . http://www.maldef.org/employment/public_policy/language_access/index.html
This resource is designed to assist newcomers and English Language Learners. Many citizens and legal permanent residents in the U.S. with limited English proficiency (LEP), cannot speak, read, write, or understand the English language at a level that permits them to interact effectively with private and government service providers. All of the above diminishes the quality of services, such as healthcare, for LEP individuals, including many U.S. citizen English speaking children whose parents cannot understand the care their children need. This briefing book intends to educate staff on the makeup of these communities, current legislation, and the broad range of issues that affect the LEP population.
This Web site provides information about language access to federally conducted and federally assisted programs and supports fair, reasoned and consistent implementation of Executive Order 13166, Title VI of the Civil Rights Act of 1964. This site also acts as a clearinghouse, providing and linking to information, tools, and technical assistance regarding limited English proficiency and language services for federal agencies, recipients of federal funds, users of federal programs and federally assisted programs, and other stakeholders.
Lost in Translation: What to Consider When Working with Limited English Proficient Clients. Lincoft, Yali , Nieto Johnson, Stephanie page s . July/August 2009. English . http://www.cwla.org/voice/0907translation.htm
This brief, practical article provides pointers on working with interpreters in child welfare, provides examples, and lists additional resources. It also includes "Ten Tips for Working with Interpreters and Translators for Child Welfare Agencies."
The National Children's Advocacy Center (NCAC) is a non-profit organization that provides training, prevention, intervention and treatment services to fight child abuse and neglect
National Standards of Practice for Interpreters in Health Care. National Council on Interpreting in Health Care (NCIHC) 20 page s . September 2005. English . http://www.mchb.hrsa.gov/training/documents/pdf_library/National_Standards_of_Practice_for_Interpreters_in_Health_Care%20%2812-05%29.pdf
These professional standards provide guidelines that were developed through a national consensus-building process that included focus groups and surveys of hundreds of working health care interpreters from across the United States.
National Standards on Culturally and Linguistically Appropriate Services (CLAS) in Health Care, Final Report. Office of Minority Health (OMH), Office of Public Health and Science, U.S. Department of Health and Human Services (HHS) 139 page s . March 2001. English . http://minorityhealth.hhs.gov/assets/pdf/checked/finalreport.pdf
"National standards issued by the U.S. Department of Health and Human Services' (HHS) Office of Minority Health (OMH) respond to the need to ensure that all people entering the health care system receive equitable and effective treatment in a culturally and linguistically appropriate manner. These standards for culturally and linguistically appropriate services (CLAS) are proposed as a means to correct inequities that currently exist in the provision of health services and to make these services more responsive to the individual needs of all patients/consumers. The standards are intended to be inclusive of all cultures and not limited to any particular population group or sets of groups; however, they are especially designed to address the needs of racial, ethnic, and linguistic population groups that experience unequal access to health services. Ultimately, the aim of the standards is to contribute to the elimination of racial and ethnic health disparities and to improve the health of all Americans. The CLAS standards are primarily directed at health care organizations; however, individual providers are also encouraged to use the standards to make their practices more culturally and linguistically accessible. The principles and activities of culturally and linguistically appropriate services should be integrated throughout an organization and undertaken in partnership with the communities being served." - Publisher's description CONTENTS Acknowledgments Project Overview National Standards For Culturally And Linguistically Appropriate Services In Health Care Narrative Outline Part I: Background And Purpose Part II: Individual Standards With Discussion Part III: Methodology And Analysis Part IV: Bibliography And Glossary Bibliography Glossary Appendix A National Advisory Council Member List Public Comment Regional Meetings Participants Lists San Francisco Baltimore Chicago Appendix B Source of Written Comments
Selected State and Local Policies to Support Immigrant and Limited English Proficient (LEP) Early Care and Education Providers. Center for Law and Social Policy (CLASP) 4 page s . 2008. English . http://www.clasp.org/publications/policies_support_lep_providers07.pdf
Lists important policy suggestions to support language access and professional development for child care providers and early childhood educators who are immigrants or Limited English Proficient (LEP) speakers. The Center for Law and Social Policy (CLASP) compiled this publication to assist social services professionals to promote and sustain high quality child care providers and early childhood educators within LEP communities.
State and Local Interpreter and Translation Services. The National Health Law Program , The National Council on Interpreting in Health Care 8 page s . 2007. English . http://www.kdheks.gov/olrh/download/state_and_local_interpreters.pdf
This directory lists interpreter services available nationally and by state and city, and includes contact information and Web sites for each listed organization.
Suggestions for Possible Steps to Improve LEP Services: A Checklist for Officers. International Association of Police Chiefs 3 page s . April 2006. English . http://policechiefmagazine.org/magazine/issues/42006/pdfs/checklist.pdf
These recommendations are presented in the form of a checklist that includes 15 suggestions for officers and 15 suggestions for administrators. Although this checklist is designed to help police improve LEP services, it could be used in any setting where people with limited English proficiency need access to services in their native language.
Title VI of the Civil Rights Act of 1964. US Department of Justice page s . 1964. English . http://www.justice.gov/crt/about/cor/coord/titlevi.php
Provides policy guidance to United States federal agencies on the application of Title VI of the Civil Rights Act of 1964, which prohibits national origin discrimination against individuals with limited English proficiency (LEP). In particular, the policy guidance document sets forth general principles for agencies to apply in developing guidelines for services to LEP individuals. In addition, the document provides background about Title VI, definitions of key terms, relevant Supreme Court interpretations, and a discussion of difficulties that immigrants, some children of immigrants, and other non-English- or limited-English-proficient individuals have gaining access to the services and benefits for which they qualify.
This Web site features a translation toolkit, translation glossaries, and a translation presentation of the translation process. The toolkit includes request worksheets, checklists, quality assurance forms, an in-house translation review, and language audience guides.