Client Story: George Mason University
Industry: Education
Breaking Language Barriers in Higher Education
In higher education, every student, professor, and administrator should have access to an environment where they can contribute, learn, and grow. However, without professional interpretation services, language barriers can limit participation and create unnecessary communication obstacles. By investing in structured language access solutions, universities can uphold their commitment to inclusion, equity, and academic excellence.
Challenge
Language diversity is a defining feature of higher education, but without structured language access, universities risk excluding students, faculty, and staff from fully participating in academic life. Since English Learners (ELs) are the fastest-growing student population in the U.S., institutions must prevent communication barriers from limiting engagement in coursework, university events, or administrative discussions.
George Mason University, a leader in inclusive education, recognized this challenge when preparing for a high-stakes academic meeting where participants required different forms, and levels, of language support. The university sought an interpretation solution that would seamlessly integrate into the meeting, and provide clarity, accessibility, and engagement for all attendees.
Solution
Understanding that academic discussions require more than word-for-word interpretation, PGLS team member Mariela, a professional interpreter with a background in educational settings, facilitated real-time language access during the meeting. She made sure participants could follow complex discussions, ask questions, and contribute without language barriers limiting their ability to engage.
Outside the context of this meeting, PGLS supported George Mason University in developing a long-term language access strategy, complete with insights on how universities can integrate professional interpretation into academic and administrative settings. This approach aligned with best practices in multilingual education and community outreach, and positioned the university as an inclusive institution.
Results
By working with PGLS, George Mason University reinforced its commitment to equity, diversity, and academic excellence. The interpretation services provided during the meeting allowed all attendees to engage fully in the discussion, resulting in a more inclusive decision-making process. The broader partnership aligned with greater language access initiatives designed to support English Learners (ELs), international students, and Limited English Proficient (LEP) faculty and staff.
As universities face growing multilingual student populations, George Mason’s work models how other institutions can create environments where language is never a barrier to access. The partnership between PGLS and George Mason highlights how structured language solutions improve communication while building stronger, more connected university communities.