Improving interpreted-mediated interactions in early intervention: Insights from professionals supporting families of children with hearing loss
Suzanne C. Hopf, School of Allied Health, Exercise and Sports Sciences; Children’s Voices Centre, Charles Sturt University, Australia
Mark Guiberson, University of Wyoming, United States
Background: For parents who speak a language different from that of their early childhood intervention (ECI) professional, an interpreter is a crucial team member. However, ECI professionals and interpreters often experience challenges in collaborating, which can have a detrimental impact on the quality of services.
Aim: This study collected the perspectives of spoken language interpreters and ECI professionals providing services to the families of children with hearing loss about the knowledge needed prior to collaborating in an ECI appointment.
Method/approach: An online survey was completed by 69 ECI professionals and 23 spoken language interpreters in Australia. Participants answered questions about the knowledge that interpreters and health/education professionals should have prior to appointments for families of young children with hearing loss as well as their most positive and negative experiences in interpreter-mediated experiences. Approval was gained from the Charles Sturt University Human Research Ethics Committee.
Results/findings: Participants’ responses indicated that it was important for interpreters to know key terminology in the languages being used, the purpose of the appointment, the language situation of the family, and be aware of appropriate communication with this population
Conclusion: ECI professionals were expected to have knowledge and skills about interpreting (the briefing process, communication, working with interpreters), knowledge and skills about interpreters (interpreter competencies, interpreter appropriateness), and to share knowledge with interpreters (about the appointment, professional knowledge).
Implications for children and families: You will learn about why it is important for ECI professionals and spoken language interpreters to have good collaborative relationships.
Implications for practitioners: You will learn about different perspectives on factors that contribute to better-quality interactions between ECI professionals and spoken language interpreters to support families of children with hearing loss.
Keywords: multilingual, early intervention, early childhood professionals, allied health, hearing loss, deafness, interpreters, collaborative practice
This presentation relates to the following United Nations Sustainable Development Goals: