Something Got Lost in the Translation: The Role of the Interpreter/Translator in Early Intervention [Video and Accompanying Handouts]
Susanne D. Marcus
This kit is intended to assist Early Intervention personnel in preparing interpreters to work with them to evaluate the needs of at-risk children and children who are developmentally delayed. The video is used to illustrate appropriate behavior, how the interpreters are to convey meaning between the evaluators and parents, and what the interpreters should expect during the evaluation sessions. There are three parts to the interview: (1) Briefing--the evaluator explains to the interpreter (a) introduction of participants, (b) seating arrangement, (c) the purpose of the interaction and (d) terminology to be used and reminder to translate every thing spoken. (2) Interaction--it will be noisy and distracting. The interpreter should have strong memory skills and be able to handle unplanned events. (3) Debriefing--the interpreter explains things that might not have been said, such as the mother's concern that the child might "act up", or any cultural influences that might have affected the interview.
Susanne D. Marcus. Something Got Lost in the Translation: The Role of the Interpreter/Translator in Early Intervention [Video and Accompanying Handouts] (1996). Early Intervention Training Consortium [New York State]: New York, NY.
Sponsoring Agency: Interagency Council of Mental Retardation and Developmental Disabilities Agencies, Inc.; New York State Association of Counties; Westchester Institute for Human Development; New York State
Reading Level: Easy
Formats Available: Printed Material, Videotape
(additional E-mail address to contact regarding this material: email@example.com )
Early Intervention Training Consortium [New York State]
Interagency Council of MRDD Agencies, Inc.
275 Seventh Avenue
New York, NY
Phone: (212) 645-6360Email: firstname.lastname@example.org
Fax: (212) 627-8847
Languages Available: English
Linguistically and Culturally Diverse Infants and Families: The Role of Interpreters in Early Intervention
Intended User Audience:
Users may include parents/family members, administrators, early childhood and early intervention/early childhood special education personnel, occupational therapists, physical therapists and speech pathologists, translators and interpreters.
Participants in the development of the video include: parents, service delivery personnel, faculty/trainers, early intervention/early childhood special education personnel and paraprofessionals, and speech pathologists. These participants were from the following cultural and linguistic groups: Central American, South American, Russian, European American, and Indian.
Though no formal evaluation has been published, the video has been evaluated by participants (in New York City and Albany, New York), including: Service delivery personnel, administrators, faculty/trainers, early intervention/early childhood special education personnel, and speech pathologists.
These people were from the following cultural and linguistic groups: European American 35%; African American 15%; South American 25%; Mandarin Chinese 10%; Puerto Rican 15%.
Approximately 125 copies have been distributed in New York State.
If you have used this item and would like to comment on it, please send a message With your comments to the
CLAS Webmaster. In your message, please indicate the title,
author, and CLAS Accession Number (see Bibliographic Information above) for the document.