Question 4: Gina (Part 1)

So, the question that I'll be working on is, "What are area resources for Russian or Spanish translators when needed for conferences or other parent meetings? What is the cost? What advance notice is needed?"

The questions on the surface are pretty simple. I'll just have to research the translation companies in Spokane. I know from a previous project that translators cost different amounts depending on the language due to the limited numbers of them (e.g. If there are few translators available in a language that can translate in highly academic environments, for example, translation in that language/for that purpose would be more expensive).  I'll see what I can find out online, and then call some companies.

I believe that there are additional questions that should be asked as well about translation. For example:
--When should a translator be used?
--What are some strategic ways to use translators--especially around document translation?
--What cultural issues should be considered when working with translators?

Here are some things that I know (or think I know) below, in response to these additional questions:
--When should a translator be used?
Well, I know when they should be used: in parent-teacher conferences in which parents don't speak the language of the teacher. I have read and heard too many stories of students who simply 'mis'-translated information they did not want their parents to know. Therefore, their parents were prevented from getting a clear picture of their child's educational situation--and were prevented from being able to parent them. That story never ends well--and simply reproduces the loss of power that non-English speaking immigrant and refugee parents experience in the U.S. I'll research literature to find out more about this topic.

--What are some strategic ways to use translators--especially around document translation?
Obviously, having a library of documents that are used every year is a smart use. For example, having a field trip form (in cloze passage form--with blanks) in every language present in the school/community, a 'lice' form, announcements about the annual fundraiser and PTA meetings, etc, is a great idea. Teachers can have translated documents that they use from year to year (e.g. papers they send home describing projects). In addition, those seeking translation should always be sensitve to the particular discourse they are asking to have translated--and choose a translator accordingly. A volunteer community member may be able to translate a note home about a class party from the classroom teacher (everyday language, informal) but perhaps may not be able to accurately translate a policy change coming from the principal's office (a more formal form of language, perhaps using legal language). That's the extent of what I know so far.

--What cultural issues should be considered when working with translators?
From "The Spirit Catches You and You Fall Down", I learned that those of us in the Mainstream culture often choose as translators those who WE are comfortable with. Translators, by definition, have one foot in one world and one foot in another world, culturally speaking. The more acculturated they are, the more we in mainstream culture feel comfortable with them. However, those in the minority culture may view them with suspicion. Sometimes there are rifts or political issues in the minority culture group that need to be considered; the sucess of a translation session may be impacted by having chosen a translator who is disliked peronally or politically by the family. In addition, cultural issues such as views on gender should be considered when choosing a translator. Finally, a translator is just as much a cultural translator as s/he is a language translator--perhaps more so. Culture matters; familiarity and sensitivity to cultural norms matters just as much as the ability to translate the language. I'll do some more research here.