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Put These Ideas Into Practice! Sign Language With Babies: What Difference Does It Make? Susan Kubic Barnes If colleagues or hearing parents of a hearing child ask whether they should use a baby sign language program, find out what their expectations are. If they want to... learn more about the deaf community give children a head start in their language development understand and meet the needs of children more effectively Explain that baby signing is not the same as ASL, which is a very complex language system. Most families do not continue to use a baby sign language after children begin talking. Baby signs are based on ASL but they are not universal, and will vary from place to place. Share that while there are many studies that show a relationship between increased early vocabulary development and baby sign language, signing may not be the only cause. Other factors, such as time spent engaged in meaningful interactions with a child in daily activities and the motivation of adults are also very important. Encourage adults to continue to attend to children’s natural cues. Many families and teachers effectively use their own gestures for things at home and in early childhood programs. If a center or family adopts a packaged system, with some training, they can effectively support each other. There is no evidence of harm caused by signing. 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. 30 Volume 38, Number 1 DIMENSIONS OF EARLY CHILDHOOD Winter 2010
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). 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. Winter 2010 DIMENSIONS OF EARLY CHILDHOOD Volume 38, Number 1 31
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