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Lopez, E. (2000). Conducting instructional consultation through interpreters. The School Psychology Review, 29(3), 378- 388. 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. Soon! Coming 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 Add to Your 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 • 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). 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 Shalom Guten Tag Bonjour Hola Ciao 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 How Teachers Support Diversity • 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
Page 1: Southern Early Childhood Associatio
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Page 40 and 41: Authors Armstrong, L.J., K.C. Kinne
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