Breakout Room 4 Notes

Language Access Work Group

Notes from 

Meeting 4 Breakout Room 4

September 5, 2023

Breakout Room 4 Participants                                       Breakout Room 4 Facilitator

Tara Bostock                                                                              Norah West

Vicky Chan

Aranza Granrose

Tony Griego

Leroy Mould

María Sigüenza

 

Homework:    Please share what you would like to see in a draft recommendation, or what you have already shared in a draft recommendation, regarding prerequisites and screening, test content, and test quality.

 

  • Not a fan of the “living in the target language-speaking country” (x2) 

  • Terminology can be very different from field/area to field/area; need to be able to count on interpreter being able to grasp nuances for different fields/areas 

  • Not too many barriers to DSHS exam – nothing outside of being 18+, GED 

  • Various entities want to use DSHS exam – certificates/special designations. An exam should test a skill. For example, can they simultaneously, consecutively interpret, etc.? Test the mechanism and not the language. Educational setting exam, for example. Broader terminology for medical settings. Could help mitigate needs for different sectors. Offer endorsements per different settings. Poses additional barriers but can mitigate risk of inadequate interpretation (x3) 

  • An actual proctor lends legitimacy to the testing process 

  • Recommend Kaiser as an extensive, solid base for terminology 

  • Lived experience can replace living in the target language-speaking country, speaking daily, being part of the community in which interpreting will be provided

  • Need training in specialty areas. When it comes to interpreting, the test is not enough. Need to be able to demonstrate proficiency in different scenarios

  • Several trainers have developed their own glossaries, terminologies, etc. DSHS also had a helpful tool to prepare

  • DSHS to disclaim/advise third-party vendors/people using DSHS-tested interpreters. Could be mitigated by interpreters adding to their profiles that continuing education has also taken place. (Example: real estate – commercial/property management certificates, concentrations, etc.) 

  • Cross-reference terminology used by DSHS, HCA for consistency across languages, interpreters. 

  • The DSHS test does not cover enough to become a qualified health care interpreter – want the test to include broader terminology to ensure people are qualified, have correct terminology