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Language Services Training1
Language Services Training .
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Purpose.
This course provides an overview of language services and explains HHS staff responsibility to be sure programs and services are accessible to everyone.
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Content. Introduction.
Internal policies and procedures Definitions Legal authorityGeneral Guidelines. Appropriate, quality language services Use of family and friends as interpretersMethods of providing language services. Spoken language interpreting Language services for clients with disabilities Translation Electronic and Information Resources (EIR)
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Internal Policies and Procedures.
Each Health and Human Services (HHS) agency has its own language services plan, policies, and procedures that employees must follow.
The Civil Rights Office website has links to each agency’s language services page.
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Definitions.
Effective Communication:
Making written or spoken language services just as clear and understandable to people with disabilities as it is for people without disabilities.
Limited English Proficiency (LEP):
People who do not speak English as their primary language and who have a limited ability to speak, read, write, or understand English are described as having LEP.
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Definitions.
Sensory impairment .:
Any condition that affects vision or hearing Visual impairments can range from having some
usable vision to total blindness. Hearing loss is the reduced ability or total inability
to hear sound. Speech impairments are limitations of language,
ability to articulate, or vocalizing that interfere with communication.
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Definitions.
Interpreting .:
The act of conveying the meaning of one language into another language.
NOTE: Interpreting can be in person, over-the-phone, by video conference or in sign language.
Translation .:
The replacement of written text from one language into an equivalent written text in another language.
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Definitions.
Auxiliary aids and services .:
For people with hearing, vision, or speech impairments, effective communication may mean using auxiliary aids and services to understand and share information.
Examples: Headsets, video text displays, screen reading software, Braille, and text messaging.
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Legal Authority for Language Services.
Agencies required to comply:
All HHS agency staff and agency contractors are required to provide meaningful access to programs, services, activities, and websites for people with LEP and people with disabilities.
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Legal Authority for Language Services.
Title VI of the Civil Rights Act of 1964. No person shall “on the grounds of race, color or
national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.”
Different treatment based on a person’s LEP may result in discrimination based on national origin.
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Legal Authority for Language Services.
Americans with Disabilities Act of 1990, Title II. Discrimination against people with disabilities is
prohibited. Programs and services must be accessible to
people with disabilities. Government agencies must provide effective
communication for people with disabilities.
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Legal Authority for Language Services.
Government Code, Section 2054.116.Each state agency must make a reasonable effort to ensure that Spanish speakers with LEP can meaningfully access agency information online.
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Authority for Language Services.
HHS Circular C-0 0 1.
Civil Rights Policies and Procedures:
HHS agencies will not discriminate in the delivery of HHS benefits and services on the basis of race, color, religion, sex, national origin, disability, or political beliefs.
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Authority for Language Services.
HHS Circular C-0 1 3
HHS Language Services Policy: Ensures that people with LEP or disabilities are
provided meaningful access to EIR and online information.
Requires that a language service plan be developed, maintained, and periodically updated.
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Authority for Language Services.
HHS Circular C-0 2 4
HHS Electronic and Information. Resources Accessibility Policy:
Ensures HHS employees offer meaningful access to online information to people with EIR, people with disabilities, and Spanish speakers with LEP.
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General Guidelines.
Appropriate, quality language services. Use of family and friends as interpreters
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General Guidelines – Notify the Public.
Notify applicants and clients about language services. Place the civil rights posters where they are easily
seen. Posters are on the CRO web site. Tell clients that language services are available to
them at no cost.
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General Guidelines – Identify Needs.
Identify when a client needs language services. Requests and referrals—the person might:
Ask for language help. Bring someone to help them. Not ask, but someone else might recognize the
person needs help. Behaviors—The person might:
Barely speak or just nod. Seem uncomfortable if asked to talk or read. Not seem to understand you well.
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General Guidelines – Offer Services.
Offer the necessary language services.If you think someone might need language services: Ask if the person needs an interpreter. Provide the appropriate interpreter services if the
person has LEP Offer translated materials or sight-translated
translated materials to communicate effectively. Schedule a sign language interpreter for the next
meeting, if necessary.
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General Guidelines.
Use the most appropriate language services.When determining what language services are right, know your options. It often depends on the situation. For example: It is not necessary to have an interpreter present for every
encounter when over-the-phone interpretation would work and be more cost effective.
If a person has trouble reading a document, it is not necessary to wait for a translation when a competent staff member can effectively read or translate the document out loud.
NOTE: Quality and accuracy are critical.
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General Guidelines – Ensure Quality.
Ensure quality language services.
There are 3 major considerations: The interpreter or translator is competent. The service is provided in a timely manner. The service is free to clients.
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General Guidelines.
Requirements for competence. Proficiency in both English and in the other language. Knowledge of specialized program terms or concepts
appropriate to the client’s needs. Understanding the need for confidentiality and
impartiality. Understanding the role of the interpreter. Serve as a
neutral party, not an advocate or counselor. Understanding the cultural needs of others.
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General Guidelines.
Checking for competence.
A way to check competence is for a qualified interpreter or translator to test the interpreter. Certification or accreditation is a way to check
competence but may not always be possible or necessary.
A person who is a competent interpreter may not be competent to translate written documents. Likewise, someone who translates well may not be able to interpret.
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General Guidelines.
Cultural competence.
Language and culture go hand in hand. To offer the best language services, it’s important to be aware of a client’s cultural perspectives, values, and behaviors and respond to them appropriately. Be aware that a client may hold different values and
views from you. Strive for impartiality, understanding, empathy,
patience, and respect.
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General Guidelines.
Timely services.
When a client needs language services, employees should be sure they offer the appropriate service at a time and place that does not cause a denial or delay of service, benefits, or rights.
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Use of Family and FriendsAs Interpreters.
These are guidelines. Please note, you must follow your program’s procedures.
Do not ask clients to bring their family members or friends to interpret for them. Use qualified bilingual staff, contract interpreters, or another available agency resource, whenever possible. If it is an emergency, use your best judgment.
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Use of Family and FriendsAs Interpreters.Accuracy and confidentiality. Family and friends may not be competent
interpreters. Family and friends may not always have the client’s
best interest in mind in situations that could involve domestic violence, or disapproval or shame over client asking for assistance.
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Use of Family and Friendsunder Federal Law.Use of children as interpreters
For clients with LEP:
Do not use a minor child to interpret unless: The client understands possible problems and still wants the child to
interpret. The client knows you will provide language services at no cost.
For clients with disabilities: Do not use a minor child to interpret or help communicate, except in
an emergency. “Emergency” means any imminent threat to the safety or welfare of
an individual or the public where there is no interpreter available.
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Use of Family and FriendsAs Interpreters.Use of trained interpreters
If the client has to answer complicated or detailed questions, use bilingual staff or a contract interpreter.
If a client wants family or a friend to interpret, ask if the client will let a trained interpreter listen to ensure accuracy.
If the client refuses the offer, ask your supervisor to assess the situation, document the offer and refusal, and accommodate the client’s request.
If the client’s family or friend interprets, then use bilingual staff, over-the-phone interpreter services, or contractors to follow up with calls or letters.
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Test 1
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Question 1.
What does it mean to be competent as an interpreter or translator?
A. Be proficient in both English and in the other language.B. Have knowledge of specialized terms or concepts
appropriate to the need.C. Understand the need for confidentiality and impartiality.D. Understand the role of the interpreter without also taking
on other roles.E. Be “culturally competent .”F. All of the above.
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Answer 1.
Answer: F.
All of the factors are required for competence.
Sharing accurate information and understanding our role is critical to providing quality service.
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Question 2.
How do you notify applicants and clients about language services?
A. It is not necessary.
B. Make sure that your office has and prominently displays the required Civil Rights Office posters about language services.
C. Whenever you see the opportunity, tell client that language services are available at no cost.
D. Answers B and C.
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Answer 2.
Answer: D.
Answers B and C.
A client or applicant may not be aware, not
able, or is hesitant to ask for language
assistance. Employees need to let clients know
about the free service.
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Question 3.
What do you do when someone doesn’t seem to understand you?
A. Ask the person to bring his or her child to interpretB. Yell out the person’s case information just in case
they can’t hear you.C. Find the best way to communicate and get trained
help to meet that person’s specific needs.D. Tell the person to go to the back of the line until you
can figure out what to do.
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Answer 3.
Answer: C.
Make sure you know how to use the different
communication tools we have to assist clients. If a client shows signs that they don’t understand you, offer the best communication solution.
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Language ServicesMethods.
Spoken language interpreting Language services for clients with disabilities Translation Electronic and Information Resources (EIR)
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Spoken Language Interpreting.The following resources are available for spoken language interpreting. Each program may have its own needs and preferences for which to use. Bilingual staff. Over-the-phone interpreters. In-person interpreters. Volunteers.
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Spoken Language Interpreting.
Bilingual Staff.
HHS programs use bilingual staff to communicate with clients with LEP
Some programs have lists of bilingual staff available for interpreting. Managers are responsible for: Making sure the staff members are competent. Adjusting the workload of bilingual staff who have
significant additional duties involving clients with LEP
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Spoken Language Interpreting.Over-the-phone interpreting. Over-the-phone interpreters offer prompt
interpreting services in many different languages and situations.
The services are available 24 hours a day, 7 days a week, 365 days a year.
NOTE: Where documents are discussed, you may need to give an over-the-phone-interpreter a chance to review the document before the phone call.
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Spoken Language Interpreting.Over-the-phone interpreting HHS has a primary and secondary vendor for over-the-
phone-interpreting. Each agency has its own contact number for each
vendor. Employees should refer to their agency’s language
service guidelines to find specific procedures for using these services.
NOTE: Links to each agency’s guidelines are on the Civil Rights Office Language Services webpage.
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Spoken Language Interpreting.In-person interpreting.HHS contracts with vendors to offer in-person interpreting for all agency employees. This service is often used for the following: Public meetings and hearings. Sponsored events. Forums. Appeals. Court hearings.
Refer to your agency’s language service guidelines to find out who the vendors for in-person services are and how to use them.
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Spoken Language Interpreting.Volunteers.
Using volunteers may be an option for your program.
Volunteers: Must be trained in the information or services of the
program. Must be competent and knowledgeable about
requirements for confidentiality and impartiality.
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Language Services for
People with Disabilities.Sign language and other types of interpreting for people who are deaf and hard of hearing.
There are 3 basic types: Sign language interpreting. Oral interpreting. Cued speech interpreting.
NOTE: Sign language is the most common.
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Language Services for
People with Disabilities.Sign language interpreting. Sign language is a language used by many people
who are deaf or hard of hearing. HHS agencies may have interagency contracts with
Department of Assistive and Rehabilitative Services (DARS) or provide services through other options.
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Language Services for People with Disabilities.
Oral interpreting.Not all people who are deaf or hard of hearing are trained in sign language. Some read lips (“speech reading”). Oral interpreters can help communicate with people who speech read.
Oral interpreters are trained to: Articulate speech silently and clearly. Rephrase words or phrases to give higher visibility on
the lips. Use natural body language and gestures.
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Language Services for
People with Disabilities.Cued speech interpreting.
Cued speech interpreting works the same way as oral interpreting, except the interpreter also uses a hand code, or cue, to represent each speech sound.
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Language Services for
People with Disabilities.Interpreting resources for clients who are deaf and hard of hearing. Bilingual staff. Contract with DARS. Phone relay services. Video remote interpreting.
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Language Services for
People with Disabilities.
Bilingual staff.
Many HHS programs have lists of bilingual staff to communicate with people who are deaf or hard of hearing.
Managers of bilingual staff are responsible to ensure they: Are competent to interpret. Have balanced workloads.
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Language Services for
People with Disabilities.Contracts with DARS.
Agencies that have contracts with DARS can get: Interpreting by certified interpreters. Voice to sign, sign to voice, gestural to sign, sign to
gestural, voice to visual, or visual to voice.
Agencies may offer services through other options.
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Language Services for
People with Disabilities.Phone relay services.
Phone relay services offer a way for clients who are deaf and hard of hearing to call and communicate. Program staff should allow clients who are deaf or
hard of hearing to use relay services of their choice. Clients also can call Relay Texas for free at 7-1-1
or in Spanish at 1-800-662-4954.
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Language Services for
People with Disabilities.Video remote interpreting.
Some clients with hearing impairments have access to video remote interpreting. This is the most popular and fastest growing relay service. The person must have the right equipment. The person calls 7-1-1 or the relay number and gets
a video interpreter. The interpreter calls the HHS agency and completes
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Language Services for
People with Disabilities.
Auxiliary aids and services.There are many other tools that programs can use to communicate. Some are low cost and easily available, but some may not be available in all areas.
Every agency has its own internal policies and procedures for the use of auxiliary aids and services.
Auxiliary aids and services are designed for people: Who are deaf or hard of hearing. With vision impairments. With speech impairments.
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Language Services for
People with Disabilities.
Auxiliary aids and services for people who are deaf or hard of hearing include: Exchange of written notes. Text messaging. Assistive listening headsets. Video text displays. Television captioning and decoders. Telecommunication devices (TTY).
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Language Services for
People with Disabilities.Auxiliary aids and services for people with vision impairments include: Qualified readers (to read out loud). Large print materials. Materials in electronic format. Taped texts and audio recordings.
Screen reading software. Phone texts. Braille materials (if available).
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Language Services for
People with Disabilities.Auxiliary aids and services for people with speech impairments include: Relay services. Telecommunications devices. Speech synthesizers. Text messaging. Communication boards.
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Translation.
When considering using translation services: Ensure program materials in English are well
designed and written in plain language. Identify necessary languages to translate. Choose the most appropriate translation service. Use recommended translation resources.
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Translation.
Identify vital documents to be translated.
Some examples are: Applications for services or benefits. Notices of eligibility criteria, right of appeal, denial
of, loss, or decrease in benefits or services. Important forms, such as intake, consent,
complaint, or appeal forms. Notices advising people with LEP or disabilities of
free language services.
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Translation.
Identify languages to translate.HHS agency programs should determine which languages to translate based on the needs of their programs and the population they serve.
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Translation.
Determine the most appropriate translation service: When there is an official agency translation of a document,
use it. When there is no official agency translation to a vital
document, the program should consider sending the document to its translation service.
If the client or applicant needs to know what a document says right away, a verbal translation, or “sight translation”, by staff might be appropriate.
If necessary and possible, staff can make an unofficial one-time translation.
Avoid online translation software.
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Translation.
Online translation software versus competent human translators. Translation software is not reliable and is not a
substitute for a competent human translator. If you need a document translated quickly for a
client, ask available bilingual staff to translate. Bilingual staff may be able to translate out loud (“sight translation”) or offer on-the-spot written translation, whichever is more appropriate.
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Translation.
Use recommended translation resources.
Here are some of the resources available for translating. Each agency and program has its own requirements. DADS Language Services. DSHS Language Services (for DSHS staff only). Bilingual staff translation. Sight translation. Over-the-phone sight translation.
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Translation.
Department of Aging and Disability Services (DADS) Language Services Unit. Translates documents from English into Spanish
and Spanish into English for state office, regional offices, and other state agencies.
Coordinates the translation of documents from English into languages other than Spanish.
Can provide staff when time permits, to serve as interpreters for interviews, hearings, or meetings.
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Translation.
Department of State Health Services (DSHS) Language Services Unit. The DSHS Language Services Unit provides
translation and interpretation services for the agency’s program areas.
This service is for DSHS employees only.
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Translation.Bilingual staff translation.Some HHS programs have bilingual staff who are qualified and available to translate.
Bilingual staff translators can often offer faster, on-the-spot translations to ensure a client receives benefits or services in a timely manner. Depending on the circumstances, they can: Offer a sight translation of a document. Make an on-the-spot written translation of non-
vital documents. Vital documents should have official agency translations.
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Translation.
Sight translation. Sight translation is the act of orally translating a
document from one language to another. Sight translation may be the best option to ensure
the person does not have to wait for a written translation .
Qualified HHS agency staff can often do an oral translation.
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Translation.
Over-the-phone sight translation.
If no qualified staff member is available to translate and the client needs a translation right away, over-the-phone sight translation is an option.
Fax the document to the over-the-phone interpreting service vendors.
Call the service and have them translate the document over the phone for the client.
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Translation.On-the-spot sight translations versus official agency translations.
When the same document is translated over and over on a “one-time” basis, consider an official, uniform translation from your agency’s translation service. In the long run, you will save time and money.
The same concerns for written translation, for example languages to translate and vital documents, apply to online client materials.
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Electronic and Information Resources. Electronic and Information Resources (EIR): Information technology and equipment used in the creation, conversion, or duplication of information includes: Information technology. Web sites. Multimedia. Office equipment, such as copiers, fax machines,
telephones and other communication devices.
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Electronic and Information Resources. EIR Accessibility:
The ability of every user to access and use electronic and information resources, regardless of: Age. Physical or mental ability. Native language. Equipment such as hardware, software, or network
infrastructure.
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Conclusion:How You Can Make a Difference?
Be sensitive to the needs of others. Never overlook or turn away people with LEP or
disabilities. Be aware of available resources. Use relay services when necessary. Become aware of your agency’s internal language
services policies and procedures. Ask your supervisor if you don’t know how to help
someone with LEP or a disability.
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Test 2
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Question 1
If a client calls and asks for an interpreter, what do you not do?
A. Use the primary vendor. If it is unavailable, use the secondary vendor.
B. Hang up and wait for them to call back when you are more prepared.
C. Know your agency’s specific guidelines and phone numbers for over-the-phone interpreting.
D. If you speak the language, go ahead and respond in that language.
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Answer 1
Answer: B.
According to the law, we can not deny services to people with LEP or people with disabilities. You must be prepared to assist a client with LEP or a disability whether you are aware of the need ahead of time or not.
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Question 2
What is “sight translation”?
A. Translating a document orally from one language to another.
B. Comparing two translations for accuracy.
C. Translating someone’s oral statement into a written format.
D. None of the above.
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Answer 2
Answer: A.
An employee who is able to read a document to a client can speed up the application process and can assist a client who may not be literate in English or their primary language.
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Question 3
What is an example of a vital document that should be translated?
A. Program application.
B. Letter of acceptance, denial or change in benefits.
C. Notice to the public about free language services.
D. Relevant pages of program handbook.
E. All of the above.
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Answer 3
Answer: E.
Vital documents are those that contain critical information.
Translating vital documents makes sure clients understand the process and avoids misunderstandings later about the reasons for the benefits that they received.
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Civil Rights OfficeContact Information
Civil Rights Office.Texas Health and Human Services Commission.7 0 1 West 51st Street, Mail Code W 2 0 6.Austin, Texas 7 8 7 5 1Toll-free: 1-8 8 8-3 8 8-6 3 3 2 / TTY: 1-8 7 7-4 3 2-7 2 3 25 1 2-4 3 8-4 3 1 3 (in Austin).Fax: 5 1 2-4 3 8-5 8 8 5.Email: [email protected] 79
End of Course
Thank you.
Please contact us with any questions.
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Texas Health and Human Service Commission.Training Certificate.Language Services Training.
Please print and sign this document. Keep the original for your records and provide your immediate supervisor a copy for your personnel records.
Employee name ______________, employee ID number__________, has completed the Language Services Training CBT on ______________.
Signature of Employee _______________________________
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