2nd half additional

Question 1

Practices of working with interpreters

Systematic

Answer 1

Systemic
• Guidelines from professional organizations, national, and state policies
• Hiring and training of interpreters
• Training professionals working with interpreters
• Scope of use of interpreters (in house interpreters?)
• School districts, university programs working together to offer training

Question 2

Practices of working with interpreters

Management Plan

Answer 2

Management Plan
•	Roster of qualified interpreters
•	Guidelines for interpreters’ roles
•	Guidelines for selecting interpreters 
•	System for monitoring
•	Plan for training 
•	Reward system
•	Procedures to help interpreters improve their performance 
•	Plan for formative and summative evaluation 
•	Plan to employ bilingual personnel

Question 3

Basic characteristics of interpreter

Answer 3

• High proficiency in L1 and L2
• Good communication skills
• Professional attitude
• Ability to work under pressure
• Sensitive to cultural differences
• Open to learning and training
• Ethical awareness and conduct
• Able to work well with others
• Knowledge of schools and of process (assessment)

Question 4

Dynamics when working with interpreters

Answer 4

• Understanding roles/functions
• Understanding of the process
• Establishing “coworker alliance”-rapport and trust
• Establishing rapport with interpreter and clients
• Systemic challenges

Question 5

Areas to train interpreters

Assessment:

Answer 5

• Overview of process
• Validity, reliability, standardization
• Roles of interpreter during assessment
• Access to tests and test items ahead of time

Question 6

Process of working with interpreters: Briefing, during, debriefing (recommended practices during those stages)
Briefing

Answer 6

Briefing:
o	Opportunity to establish rapport 
o	Provide overview of session for interpreter (meeting, assessment session)
o	Provide information about the context 
o	Address confidentiality 
o	Decide on type of oral translation
o	Establish sitting arrangements
o	Provide opportunity to examine and translate written materials (testing materials, IEPs)
o	Discuss technical terms
o	Discuss cross-cultural differences 
o	Discuss translation process (everything is supposed to be translated, even side conversations)
o	Agenda to follow during the session

Question 7

Process of working with interpreters: Briefing, during, debriefing (recommended practices during those stages)
During

Answer 7

During:
o	Welcome all participants
o	Introductions
o	Time to establish rapport
o	Speak in short sentences 
o	Allow time for translations 
o	Avoid idioms, slangs, metaphors 
o	Take notes 
o	Check for understanding 
o	Interpreter to ask clarifying questions if needed

Question 8

Process of working with interpreters: Briefing, during, debriefing (recommended practices during those stages)
Debriefing

Answer 8

Debriefing
o Discuss problems with translation (strengths and weaknesses)
o Discuss cross-cultural differences
o Review notes, questions

Question 9

Bilingual education models

English as a Second Language (ESL) or ESOL (English to Speakers of Other Languages) Programs

Answer 9

• Standard academic curriculum
• Language arts from second language perspective
• Content reinforcement
• Pullout
• Sheltered or content instruction

Question 10

Bilingual Education
Transition
Maintenance
Dual or bilingual

Answer 10

• Transitional or Early Exit (Transitional Bilingual Education)- taught in primary language for about 3 years
• Maintenance or Late Exit (developmental bilingual education programs)- language minority students to develop and maintain full proficiency in home language while simultaneously promoting proficiency in English
• Dual or Bilingual Immersion or Two-Way Bilingual- language minority and language majority (50/50) integrated language and academic with goals of high academic achievement in 1st and 2nd language

Question 11

Strategies to increase language skills for ELLs

Language Development

Answer 11

Language Development
• Initially use simple vocabulary when teaching new or complex concepts
• Increase level of language gradually to expand on what has been learned
• Encourage use of vocabulary within sentences
• Encourage use of more complex sentences
• Modeling: expand language by using child’s language and then modeling more advanced skills
• Cues, visual materials
• Cooperative learning and peer tutoring
• Focus on language and content
• When questioning allocate time for responses
• Tie curriculum to students’ life experiences
• Literacy in L1; develop L1 at home
• Natural approach to language (make teaching opportunities out of occurrences in environment)
• Teach writing system
• Introduce reading and writing early