90223 Dimensions Winter 10:Layout 1 - Southern Early Childhood ...

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