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eview 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). Subjects & Predicates After the session, summarize the meeting and evaluate the process. Discuss the 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. issue if the interpreter is a relative or friend of the family. Regardless of who provides the interpretation, the interpreter should sign a written confidentiality policy agreement. Violation of confidentiality has both professional and legal ramifications. Working With Interpreters in Family Meetings Collaboration among interpreters and educators is enhanced when they prepare for the meeting, work together during the session, and During the Session At the beginning of the meeting, the interpreter conveys to the family that the discussion is among them and the educators. The interpreter facilitates this communication. Effective interpreters redirect eye contact, body language, and verbal communication to the educators (Mercado, 2004). Another way to achieve effective group dynamics is to establish comfortable seating arrangements. Educators and families need clear visual and verbal contact with each other. The interpreter sits in a less prominent position, where family 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. Interpreters act as a conduit to provide precise and effective communication among meeting participants. The goal is to give every family opportunities to effectively communicate with educators who 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 Training, 30(8/9), 687-700. Hendricks, C.M. (2008). HIP on health: Health information for parents. Birmingham, AL: Healthy Childcare Consultants. Retrieved April 3, 2008, from http://childhealthonline.org/ Horwath, J., & Shardlow, S. (2004). Drawing back the curtain: Managing learning 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 Assure that the interpreter has the necessary language skills and cultural information. 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. Discuss anticipated difficulties and resolutions. When Meeting With Families Make sure family members can see both the educator and the interpreter. Educators speak directly to the family. Assure that everyone is continually informed. Monitor nonverbal language to assure that everyone is clearly understood. Follow the meeting plan. Note areas of dfficulty or concern for the family. Provide any written materials in both languages, including dictionaries. After the Session Discuss outcomes of the session. Examine areas of success and concern for this session and future meetings. Compare observations to gain cultural insights. Plan for follow-up. Provide timely written feedback to all participants. Winter 2010 DIMENSIONS OF EARLY CHILDHOOD Volume 38, Number 1 35
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