Interpretation and Translation
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Schools must communicate with all parents in a language they can understand. This includes notifying limited-English proficient parents - in a language they can understand - about all programs, services, and activities that are called to the attention of other parents.
Relevant Laws & Guidance
- Title VI regulations
- Chapter 28A.642 RCW
- Chapter 392-190 WAC
- OSPI Civil Rights Guidelines: Translation and Interpretation Services (Note: These guidelines are currently under revision)
- OSPI Bulletin B021-13 Civil Rights Requirements to Provide Interpretation and Translation Services
- OCR Dear Colleague Letter: Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs (2015) (see pages 37–39) | Fact Sheet
- U.S. Department of Justice (DOJ) Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons (2002)
Language Access Planning
Developing a language access plan is critical to ensuring that your school district communicates effectively with families with limited-English proficiency.
- WSSDA model Language Access Plan: Policy 4218 | Procedure 4218P
- Office of English Language Acquisition (OELA) English Learner Tool Kit: Ensuring Meaningful Communication with Limited English Proficient Parents
Informing Families About Their Rights
Schools should take steps to inform parents that free translation and interpretation services are available and how to request these services.
- Important Document Notice
If a situation arises when a school is unable to translate a document immediately, consider including a notice on the document, translated into the parent's primary language (e.g. on pre-printed stickers) informing families that they can contact the school to have the document translated.
Sample Important Document Notice - in 22 languages
Interpreters & Translators
- Qualified, Competent Interpreters and Translators
Schools must provide language assistance to limited-English proficient families effectively with appropriate, competent staff-or appropriate and competent outside resources. It is not sufficient for the staff merely to be bilingual. For example, some bilingual staff and community volunteers may be able to communicate directly with limited-English proficient families in a different language, but not be competent to interpret in and out of English (e.g., consecutive or simultaneous interpreting). Schools should ensure that interpreters and translators have knowledge in both languages of any specialized terms or concepts to be used in the communication at issue. In addition, schools should ensure that interpreters and translators are trained on the role of an interpreter or translator, the ethics of interpreting or translating, and the need to maintain confidentiality.
Resources & Support
- When "Practicable" and "Feasible" May Mean "Mandatory": The Rights of Limited English Proficient Parents (Univ. of North Carolina School Law Bulletin)
- Language Access and Bilingualism (Washington State Governor's Office of the Education Ombuds [OEO])
- Communicating Effectively with Limited English Proficient Individuals (YouTube, U.S. Department of Justice)