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Weekly Training: Cultural Dimensions: Collaborating with Interpreters, Transliterators and Translators

  • 1.  Weekly Training: Cultural Dimensions: Collaborating with Interpreters, Transliterators and Translators

    Posted 08-23-2017 04:23 PM

    "A different language is a different vision of life." Federico Fellini

    Cultural Dimensions: Collaborating with Interpreters, Transliterators and Translators

    Legal and ethical standards (Individuals with Disabilities Education Act, 1990; Executive Order No. 13166, 2000; Civil Rights Act, 1964; American Speech-Language-Hearing Association [ASHA], 2010r) require that services to individuals who use a language other than spoken English must be delivered in the language most appropriate to that student, client, patient, or family. However, the number of languages used and the number of individuals who require services in a language other than spoken English far exceed the capacity of bilingual service providers to accommodate them. Therefore, it may be necessary for the clinician to collaborate with an interpreter, transliterator, or translator to ensure clinically appropriate services.  Read more


    Peer Discussion:

    Review Case Study 3 and 4

    • What would you do to address these cases?
    • Does your solution align with the suggested solutions in the case study Discussion?

     

    Connect! Learn! Empower!



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    Melanie Johnson
    Membership Program Manager
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  • 2.  RE: Weekly Training: Cultural Dimensions: Collaborating with Interpreters, Transliterators and Translators

    Posted 09-02-2017 07:20 PM
    Hello everyone,

    In today's society, the culturally and linguistically diverse population is increasing, and speech-language pathology or audiology services are changing to better accommodate the unique communication needs. One way the field of speech-language pathology and audiology is accomplishing this action is by utilizing translators, transliterators, and interpreters in provision of appropriate services. As clinicians, it is imperative that we select educated translators or interpreters to ensure the most accurate translation of languages. These translators must be bilingual and professional. However, in some situations, it may be difficult to find certified or trained bilingual translators. In these instances, it is important to consider the role of a family or friend translator. While the client may prefer the family or friend to translate, this may cause inaccurate translation, treatment bias, or lack of knowledge or information pertinent to the case. As stated in the ASHA article, "Collaborating with Interpreters", the use of family or friends may be detrimental in cognitive or emergency situations. Therefore, it is our responsibility to prepare and accommodate the distinct needs of the client before collaboration with the interpreter or translator.

    In case study 3, the audiologist is in a situation that involves the implementation of cued speech with a client in an acute-care setting. The audiologist knows that the client prefers cued speech, but is unsure of written communication abilities. The audiologist then provides the client with written reports. Since the audiologist is unsure of the client's written abilities, the audiologist should provide the material in the preferred method of communication, which is cued speech. The audiologist should make every effort to ensure the patient's understanding and knowledge of the reports, which is best deduced from the preferred method of communication. Just because the presumed form of written language is English, the audiologist should ask the patient what language he or she would prefer the reports in.

    The next case study involves a Russian client in an elementary school setting. In this scenario, the school administration and teachers want the child to receive therapy services in English, the non-dominant language. This desire negates practically everything speech-language pathologists learn about the importance of the dominant language. The client should be allowed to receive services in the language that he or she understands and communicates the best in. If the child does not understand the language that the therapy is given in, what therapeutic benefit does the child receive? In this case, the child should receive therapy services in Russian, the child's first language. The speech-language pathologist should strive to accommodate the child's language difference by ensuring that a Russian translator or interpreter be present. 

    Have a good day!

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    Mary Wyatt
    LA
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