About The Book

Working with Interpreters and Translators: A Guide for Speech-Language Pathologists and Audiologists offers state-of-the-art procedures to conduct interviews, assessments, and conferences with students with limited English language proficiency and their families. As no research base is available in the field of communicative disorders on this specific topic, the information presented in this guide is supported by a critical review of the literature on best practices in interpreting for international conferences and legal and medical fields. Furthermore, the authors’ experience working with language interpreters and training professionals as well as graduate students in communicative disorders, makes this a very valuable resource for professionals, interpreters/translators, as well as undergraduate and graduate students.

Federal and state laws specify that, if necessary, English-language learners (ELL) need to be assessed in their native language when referred for possible special education. The number of ELL students attending public schools across the nation has increased in the past few decades. There are not enough speech-language pathologists (SLPs) or audiologists who are proficient in the various languages spoken by ELL students–even in Spanish, the most common language spoken by ELL students in the United States. The next best solution is to conduct assessments in collaboration with a trained interpreter/translator.

Key Features

  • Information and references for the most common languages spoken by ELL students
  • Discussion of culturally based variables that need to be considered in the process of interviewing and working with linguistically and culturally diverse populations
  • Description of the roles and responsibilities for individuals who will be collaborating as interpreters and translators with SLPs and audiologists in various contexts, such as interviews, assessments, and various meetings (such as IEPs and IFSPs), as well as suggestions on training individuals in this collaborative process
  • Review of best practices in speech-language and audiological assessments, both with and without materials in the given language
  • Five video clips that illustrate various facets of the interpretation and translation process included on a PluralPlus companion website

About The Authors

Henriette W. Langdon, EdD, FASHA, CCC-SLP, is an ASHA-certified speech-language pathologist, ASHA Fellow, and professor of communicative disorders and sciences at San José State University in San Jose, California. She has forty years of experience working with bilingual students who have a variety of speech, language, communication, and learning challenges, and she has lectured and presented workshops locally, nationally, and internationally on this topic using English, Spanish, and/or Polish. Dr. Langdon has published numerous articles, book chapters, and books related to bilingual assessment and intervention, including how to collaborate with interpreters and translators in the fields of communication disorders and special education. Being fluent in Spanish, French, and Polish, she has also provided professional services to students and their families in those languages.

Terry Irvine Saenz, PhD, CCC-SLP, is a professor of communicative disorders at California State University, Fullerton. She is the author of several journal articles on bilingual/multicultural speech-language pathology and coeditor with Dr. Henriette W. Langdon on Language Assessment and Intervention with Multicultural Students: A Guide for Speech-Language-Hearing Professionals. Dr. Irvine Saenz is the 2015 recipient of the California Speech-Language-Hearing Association’s Diversity Award.

Table Of Contents

Part I. A Guide for the Speech-Language Pathologist and Audiologist
Chapter 1. Bridging Linguistic Diversity

Henriette W. Langdon

Chapter 2. Communication Issues in a Multilingual Society

Henriette W. Langdon

Chapter 3. Cultural Elements

Terry Irvine Saenz

Chapter 4. Interpreting and Translating in Speech-Language Pathology and Audiology

Terry Irvine Saenz

Chapter 5. Three Important Steps: Briefing, Interaction, and Debriefing (BID Process)

Henriette W. Langdon

Chapter 6. Assessing Bilingual/Culturally and Linguistically Diverse Children

Henriette W. Langdon

Chapter 7. Enhancing Professional Development Programs and the Future of Interpreters

Teresa L. Wolf

Part II. A Guide for the Interpreter/Translator
Chapter 8. The Interpreting and Translating Process

Henriette W. Langdon

Chapter 9. The Interpreter/SLP or Audiologist Collaboration Process

Henriette W. Langdon

Chapter 10. Evaluation and Outcome of the Process

Henriette W. Langdon


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