The Training and Use of Interpreters in Bilingual Psycho-Educational Assessment: an Alternative in Need of Study

Ochoa, Salvador Hector; Gonzalez, Doreen; Galarza, Aitza; Guillemard, Luisa

doi:10.1177/073724779602100302

Cited by 13 publications

(16 citation statements)

References 19 publications

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“…Only 5% reported that they learned how to use an interpreter during their graduate preparation, and few reported collaborating with interpreters when working, a finding related to their being only “somewhat comfortable” in their use of interpreters. Previous research (Ochoa, Gonzalez, Galarza, & Guillemard, 1996) found that 11% of the school psychologists they sampled were trained in interpreter use, suggesting that explicit attention in how to work with interpreters may be diminishing over time in training programs. On a positive note, many report engaging in recommended practices when working with interpreters by speaking clearly, thoroughly briefing the interpreter, and evaluating his or her native and second language skills.…”

Section: Discussionmentioning

confidence: 98%

Bilingual school psychologists' assessment practices with English language learners

O’Bryon

Rogers

2010

Psychology in the Schools

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This study explored bilingual school psychologists' assessment practices with students identified as English language learners (ELL). One thousand bilingual National Association of School Psychologist members were recruited nationwide, and 276 participated. Among those conducting language proficiency assessments of ELLs, many (58%) use comprehensive methods across four domains of language use. Participants generally use multifaceted assessment approaches and most (84.1%) assess acculturation as part of the assessment battery. Although few use interpreters, those who did reported a mix of best practices and discouraged practices in their use. Multiple regression results showed that engaging in continuing education activities about assessing ELLs predicted “best practices” when assessing language proficiency, selecting and using measures with ELLs with whom they share a second language, and using interpreters. A relationship was also found between engaging in applied preservice training with bilingual supervision and best practice behaviors assessing student acculturation. © 2010 Wiley Periodicals, Inc.

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Section: Discussionmentioning

confidence: 98%

Bilingual school psychologists' assessment practices with English language learners

O’Bryon

Rogers

2010

Psychology in the Schools

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“…However, parents are not always offered language interpretation services (Smith et al 2008) and, likely due to concerns about language interpretation quality, some parents may not accept language interpreters provided by education programs (Cheatham, in press;Lopez and Rooney 1997;Ochoa et al 1996). Nonetheless, best practices in early childhood education and early childhood special education include positive educator-family partnerships and communication to ensure meaningful family participation in children's education (Division for Early Childhood 2007; National Association for the Education of Young Children 1995).…”

mentioning

confidence: 98%

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective

Cheatham

2011

Early Childhood Educ J

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In this article, we discuss communication between early educators speaking their native language and parents who speak English as a second language. Parents who may have a limited proficiency in the second language face challenges to understanding semantic and pragmatic aspects of English. Actual early childhood conference talk in which parents were speaking English as a second language will illustrate potential difficulties to listening comprehension and communication. Additionally, semantics and pragmatics will be used as a framework for recommending strategies to facilitate these parents' ability to comprehend and communicate during discussions with early educators.Keywords Diversity Á Parent Participation Á Bilingual Á English as a second language Increasingly, children in early childhood programs and their families come from diverse linguistic backgrounds. Consequently, early educators are more likely now than in the past to communicate with parents who are speaking their second language, for example during parent-teacher conferences, IFSP (Individualized Family Service Plan) meetings, and IEP (Individualized Education Plan) meetings. As such, early educators including early childhood special educators, could benefit from an understanding of challenges for parents who speak their second language during interactions with early educators and methods to facilitate parent participation in light of some parents' limited second language proficiency.Researchers indicate that early childhood and K-12 general and special education programs face challenges communicating with parents from linguistically diverse backgrounds due to cultural and linguistic differences; this includes education programs' difficulties accommodating parents who do not speak English well (e.g.

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“…Unfortunately, the use of ad-hoc translations is a common procedure among school psychologists in the US (about 50% say they have done it; Ochoa, Riccio, Jimenez, de Alba, & Sines, 2004). Compounding the problem is that most school psychologists have not been trained to identify and recruit appropriate translators (Ochoa, Gonzalez, Galarza, & Guillemard, 1996). Inappropriate translators include individuals such as secretaries and janitors (Paone, Malott, & Maddux, 2010), the referred child or older sibling (García-Sánchez, Orellana, & Hopkins, 2011; Tse, 1995), friends of the child or family (Lynch & Hanson, 1996), or foreign-language teachers at the school (Swender, 2003).…”

Section: Step Three: Appropriate Adaptation Proceduresmentioning

confidence: 99%

Cultural-linguistic test adaptations: Guidelines for selection, alteration, use, and review

Krach

McCreery

Guerard

2016

School Psychology International

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In 1991, Bracken and Barona wrote an article for School Psychology International focusing on state of the art procedures for translating and using tests across multiple languages. Considerable progress has been achieved in this area over the 25 years between that publication and today. This article seeks to provide a more current set of suggestions for altering tests originally developed for other cultures and/or languages. Beyond merely describing procedures for linguistic translations, the authors provide suggestions on how to alter, use, and review tests as part of a cultural-linguistic adaptation process. These suggestions are described in a step-by-step manner that is usable both by test adapters and by consumers of adapted tests.

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The Training and Use of Interpreters in Bilingual Psycho-Educational Assessment: an Alternative in Need of Study

Cited by 13 publications

References 19 publications

Bilingual school psychologists' assessment practices with English language learners

Bilingual school psychologists' assessment practices with English language learners

Communication Between Early Educators and Parents who Speak English as a Second Language A Semantic and Pragmatic Perspective

Cultural-linguistic test adaptations: Guidelines for selection, alteration, use, and review

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