Language Access Guide for Education
Introduction
Empower Student Education Through Inclusive Language Access
If educators cannot communicate effectively with students, they cannot reach their primary goal of helping all students succeed. In this essential guide for teachers, administrators, principals, and superintendents of school districts, we share practical guidance for creating and implementing language access plans that will support and empower education for students with limited English proficiency (LEP).
The percentage of people with limited English proficiency (LEP) is growing rapidly across most U.S. states. According to 2021 estimates by the U.S. Census Bureau, 21.7% of the population speaks a language other than English at home, with 8.2% saying they speak English ‘less than very well’.
As of 2020, English Learners represent 10%+ of public school students in 12 states, including 20.1% of students in Texas, 17.7% in California, and 16% in New Mexico, with an additional 20 states categorizing 6-10% of students as English Learners.
The volume of English Learners is expanding by size and location, as LEP populations move out of cities into suburban areas, towns, and rural areas in greater numbers than ever before. By fall 2020, for example, the National Center for Educational Statistics estimates English Learners constituted an average of 13.7% of total public school enrollment in cities, 10% in suburban areas, 7.2% in towns, and 4.4% in rural areas.
With approximately 5 million English Learners spread across the U.S., the need for educational institutions in all school districts to prioritize language access is growing as fast as LEP populations. Language access plans enable school districts to support their linguistically diverse students and parents effectively. But, not every school district understands their importance, or how to create and implement them effectively.
Why Language Access Plans Matter
If school districts do not have robust language access plans in place, English Learners can face additional barriers to education compared to their native-speaker counterparts. There are countless situations when language services are needed in schools. Some common examples are:
Interpreters for events, conferences, and meetings;
Translations of important documents like progress reports, calendars, and syllabi;
Translation and interpretation through individualized education programming;
Support to understand and pass exams administered in English, including grade-level standardized tests, and tests for college admission (SAT or ACT);
Support to catch up on school work, due to illness or absence;
American Sign Language (ASL) interpretation; and
Emergency situations.
Lack of access to interpreters or translations in these scenarios will mean educators and school staff cannot communicate effectively with their linguistically diverse student populations and parents/guardians. This can create a vicious circle:
→ Students fall behind;
→ Parents/guardians are unable to provide support, and may not understand English well enough to participate effectively in parent- teacher conferences, or understand deadlines or enrollment information;
→ Teachers struggle to help, due to conflicting demands on their time across the entire classroom;
→ School districts fall short of their legal and ethical obligations to ensure equal access for all students.
Removing Language Barriers to Education
Language access plans not only enable school districts to support English Learners to succeed academically but also to create an inclusive environment that respects students’ linguistic backgrounds and enables them and their parents/guardians to fully participate in the educational process. Rather than being a burden for schools, this represents a tremendous opportunity to increase engagement, improve academic results, and drive student growth across a school district.
Of course, schools and school districts face challenges when seeking to provide language access to English Learners. For example, they may find it difficult to source a translation or interpretation partner who is accessible at short notice for emergency support, or who can provide their services within a set budget. Or, they may face difficulties budgeting or managing their students’ needs due to changes in the range of languages, dialects, and cultural backgrounds in their catchment area.
While there is still a substantial disparity in language needs across schools in the U.S., there are simple solutions that school districts can quickly and effectively implement. In this essential guide, we will share tools and advice on how to design a language access plan that overcomes these and other barriers to foster an inclusive educational environment for English Learners from kindergarten through high school and beyond.
Table of Contents
Glossary of Terms
Language Access: A term used to describe efforts to make services or programs accessible to individuals with limited English proficiency (LEP), including students classified as English Learners or with hearing needs.
Translation: The process of changing written text from one language to another. Translations should be performed by qualified, native speakers, and verified by editors and proofreaders to ensure accurate and idiomatically appropriate translations.
Interpretation: The process of translating spoken language from one language to another in real-time, vocally, or by signing. Interpreting can be provided onsite or remotely (by phone or video).
Chapter 1: Why You Need a Language Access Plan
Not only does research show that language equity can significantly improve academic achievement, school engagement, and graduation rates but there are also many legal and ethical reasons why your school district needs a language access plan.
→ By understanding the number of students with limited English-speaking abilities, school districts may qualify for grants that help fund programs for those students.
→ By identifying the home language of these students, school districts can ensure they provide access to the right range of languages.
Identifying Your Population of English Learners—and Their Language Needs
Research shows that overcoming language barriers can significantly impact academic achievement, school engagement, and graduation rates, benefiting both students and school districts. First, you need to understand the number of English Learners in the district, and the languages that they speak at home. The U.S. Census Bureau and National Center for Education Statistics provide valuable state-by-state insight into LEP residents by population and home language. For specific information on your student’s language needs, however, it’s important to measure the language proficiency of students and parents/guardians (see Step 1, Chapter 2).
Language matters because not every English Learner is the same. Districts that only support Spanish native speakers, for example, could still fall short in their efforts to promote equal educational opportunities for all students, regardless of language.
Did You Know?
Spanish is the most commonly spoken non-English language in the U.S., with 75.5% (or 3.7 million) of all English Learners listing Spanish as their home language in fall 2020.
However, there are also significant populations of Arabic (128,600 students), Chinese (93,300), Vietnamese (73,100), Portuguese (43,400), Russian (37,200), Haitian (30,100), Hmong (28,700), and Urdu (25,200) students in many states.
As these numbers make clear, each institution, region, and state requires a unique approach to providing language access and tackling language access difficulties.
Legal Requirements—and How To Comply
Whether your school district supports English Learners is a legal requirement as much as an educational or ethical choice. The right to education, including the requirement of language access for students with limited English proficiency, is enshrined in multiple civil rights laws, including:
→ Title VI of the Civil Rights Act of 1964: Prohibits discrimination on the basis of race, color, or national origin, and requires recipients of Federal financial assistance to take ‘reasonable steps’ to ensure their programs, services, and activities are accessible by eligible persons with limited English proficiency.
→ Equal Educational Opportunities Act of 1974 (EEOA): Requires local and state agencies to take ‘appropriate action’ to ensure that English Learners can meaningfully participate in their educational programs.
→ Americans with Disabilities Act (ADA): Requires the provision of American Sign Language (ASL) interpretation for deaf and hard of hearing students to ensure equal access and an equal opportunity to participate in public school services, programs, and activities.
Schools that receive any federal funding must comply with these laws, including by offering language services to parents or guardians of students who are not proficient in English—and free of charge.
This means ensuring information is communicated to LEP parents/guardians (and students) in a language they can understand about any programs, services, or activities that have been communicated to parents/guardians who are proficient in English. For example, information related to registration and enrollment, parent handbooks, report cards, student discipline policies, grievance procedures, gifted and talented programs, special education and related services, parent-teacher conferences, and requests for parental permission for student participation in school activities.
Other state-level laws require districts to provide additional language support services to help English Learners and their parents or guardians in addition to these federal laws.
To ensure compliance at the state and federal level, school districts must plan ahead, therefore, to provide translations of documents and notifications (such as handbooks, report cards, permission slips..,), access to necessary interpretation services (into the parent or student’s native language, including ASL), and to ensure sufficient staffing and training for programs for English Learners.
This is where a robust language access plan comes into play.
In a Nutshell
According to the U.S. Department of Justice: “Schools must communicate information to limited English proficient parents in a language they can understand about any program, service, or activity that is called to the attention of parents who are proficient in English.
This includes, but is not limited to, information related to:
registration and enrollment in school and school programs
grievance procedures and notices of nondiscrimination
language assistance programs
parent handbooks
report cards
gifted and talented programs
student discipline policies and procedures
magnet and charter schools
special education and related services
meetings to discuss special education
parent-teacher conferences
requests for parent permission for student participation in school activities
In addition:
→ School districts should ensure that interpreters and translators have knowledge in both languages of any specialized terms or concepts to be used in the communication at issue, and are trained on the role of an interpreter and translator, the ethics of interpreting and translating, and the need to maintain confidentiality.
→ It is not sufficient for the staff merely to be bilingual. For example, a staff member who is bilingual may be able to communicate directly with limited English proficient parents in a different language, but may not be competent to interpret in and out of that language, or to translate documents.”
Chapter 2: Key Components of a Language Access Plan
Many school districts will have some language support services in place; others are yet to develop their language access plans. Wherever you are in your process, the following steps will help you to assess the language needs of your English Learners and create or improve policies, procedures, and protocols for language services and staff training.
Ensure a seamless and inclusive educational experience for students, parents/ guardians, and educators with the following recommended steps:
Step 1: Identify Language and Measure Needs
As mentioned earlier, the U.S. Census Bureau and National Center for Education Statistics
are good starting points for insight into LEP residents by population and home language. For specific information on your student’s language needs, however, it’s important to establish procedures to measure the language proficiency of students and parents/guardians.
Most school districts use a home language survey at the time of enrollment to gather information about a student’s home language. School districts must then determine if potential students are actually English Learners through a valid and reliable test that assesses English language proficiency in speaking, listening, reading, and writing.
Districts should also have a process for designating the student as an English Learner within the Student Information System (SIS) and for indicating whether the parent or guardian requires linguistic support to facilitate communication.
TIP: Should your district experience a significant increase in its migrant student population, you may be eligible to receive Title III funding to support English Learners and their families. Find out more about this program.
Step 2: Assess Current Capabilities
If you already provide some language access services, take the time to assess the efficiency, suitability, and cost-effectiveness of current suppliers or capabilities. Language service providers, such as PGLS, offer independent, third-party assessments of your language access capabilities, evaluating and offering corrective actions to improve your existing language access plans.
Step 3: Develop Translation and Interpretation Services
Create (or improve) a framework for providing written translations of important documents such as school policies, registration forms, and report cards, as well as on-demand interpretation services for parent-teacher conferences and other essential communications.
Having the support of a specialist language service provider, such as PGLS, can also help here. For example, we provide a range of Implementation Materials and other collateral to help optimize translation and interpretation services as part of their language access plans.
Step 4: Train Staff
Provide professional development opportunities to educators and staff on cultural competency, effective communication strategies, and best practices for supporting students with limited English proficiency.
Step 5: Build Parent and Community Engagement
Having a plan to address linguistic support is only the first part of the solution. That plan also needs to be communicated effectively to students and families with limited English proficiency if they are to use it. Create channels for meaningful engagement with parents/guardians and the community, ensuring that information is accessible to all stakeholders and promoting collaboration in decision-making processes.
By implementing these key components, high school districts can establish a strong foundation for supporting students with limited English proficiency and fostering a culture of inclusivity.
Designing a Language Access Plan: Checklist of Activities
☐ Determine the languages spoken in your district by collecting demographic data from local and federal sources.
☐ Survey current students and parents/guardians to assess demand.
☐ Audit the language access services you currently deliver (if any), including translations and interpretation (spoken and/or signed).
☐ Undergo a planning process to develop a language access plan and policy:
☐ Create a list of relevant information and materials for translation.
☐ Assess interpreting services (on-site/remote).
☐ Identify key metrics to influence and measure, such as the impact and effectiveness of your language access plan on the social engagement or academic success of special populations over time.
☐ Identify key personnel to champion language access at the district.
☐ Train educators and administrative staff on language access and how to utilize existing language assistance services or suppliers.
☐ Incentivize bilingual personnel or consider working with a specialist language service provider (LSP) to reduce the strain on existing resources.
☐ Pool resources and leverage assets with other schools in your district.
☐ Prepare your multilingual communication strategy.
☐ Notify English Learners and parents/guardians about your language access policy, plan, and resources.
Chapter 3: The Role of Language Service Providers (LSPs)
Some language service providers (LSPs), such as PGLS, specialize in creating and implementing language access plans for school districts. By partnering with an LSP for your spoken and signed interpretation and written translation needs, you can support your students cost-effectively and comply with relevant federal and state laws.
Language service providers play a crucial role in bridging the communication gap between educators, students, and families. They bring expertise in providing accurate and culturally appropriate translations, ensuring that vital information is conveyed effectively. LSPs also offer on-demand interpretation services, allowing for real-time communication between educators and parents/guardians who may not share a common language.
Partnering with a competent LSP can greatly enhance a school district’s language access efforts and also alleviate the burden placed upon bilingual staff. The right LSP will bring specialized skills, resources, and technology solutions that streamline language access services and contribute to the overall success of the language access plan. To ensure they choose the right partner, school districts should consider factors such as the LSP’s experience working in educational settings, their quality assurance measures, cultural competence, and the availability of technological tools to support effective communication.
Chapter 4: How to Assess and Select an LSP
Assessing and selecting a language service provider requires careful consideration of expertise, quality assurance measures, cultural competence, and technology solutions to ensure the best fit for your school district’s specific requirements.
Use our step-by-step guide to evaluate and choose an LSP that aligns with your unique needs and goals.
Step 1: Assess Expertise
Evaluate the LSP’s experience in educational settings, their knowledge of education terminology, and their understanding of relevant laws and regulations. Ask for testimonials from other K-12 education clients. Look for depth of experience, flexibility, and related services, such as language training solutions for educators and administrative staff.
→ PGLS has provided school districts with best-in-class translation and interpretation services tailored to their needs for 10 years. Our services support compliance with the Affordable Care Act, Civil Rights Act, Americans with Disabilities Act, Rehabilitation Act, and Individuals with Disabilities Education Act. In addition, our comprehensive language training solutions allow you to train your staff to more effectively communicate with your population of English Learners.
Step 2: Consider Language and Cultural Competence
Ensure the LSP provides the appropriate level of resources in the languages you need to support English Learners and parents/guardians effectively. Assess the LSP’s cultural competence by considering their experience working with diverse populations, their understanding of cultural nuances, and their commitment to promoting inclusivity.
→ PGLS provides access to a highly experienced team of translators and interpreters covering more than 200 languages and regional varieties. We understand the unique challenges that your district faces and our team of experts will work alongside you to develop and implement a language access plan to optimize your organization’s resources and ensure that you provide the best possible services to your students.
Step 3: Review Quality Assurance Measures
Review the LSP’s quality control processes, including proofreading, editing, and reviewing translated materials for accuracy and cultural appropriateness. Ask for more information on staff recruitment, vetting, and training processes, and don’t hesitate to request a test translation to check quality before committing to an LSP.
→ PGLS provides all translations according to our unique GlobalCheck® quality management system. All our document translations are completed by professional, qualified translators and editors, all of whom have gone through our rigorous recruitment and vetting process. Additionally, translation projects are overseen by our team of expert Project Managers and go through our complete, multi-step Quality Control Process to ensure that you receive an accurate and idiomatically appropriate translation.
Step 4: Technology Solutions
Evaluate the LSP’s technological capabilities, such as secure online platforms for translation requests, interpretation services, and document management. Make sure they use translation memories and language and client glossaries to ensure consistency, save time, and achieve continuous improvement.
→ At PGLS, we are committed to providing our clients with a personalized approach tailored to their needs, and we have the tools and resources to help you achieve your language access goals:
• We deliver high-quality and idiomatic document translations, covering more than 200 languages and regional varieties, via our Translation Management System. This easy-to-use and secure translation portal enables clients to quickly generate quotes, log requests, and track the progress of projects. To ensure consistency while reducing costs, we employ computer-assisted translation (CAT) tools to manage client glossaries and translation memories and provide editing/proofreading services, gisting/summarization, Machine Translation (MT), Human-Assisted Machine Translation (HAMT), and more.
• To streamline our interpretation services, we leverage an interpretation platform that helps manage onsite scheduling, delivers real-time reporting, and provides the infrastructure for Over-the-Phone Interpreting (OPI) and Video Remote Interpreting (VRI). This device-agnostic platform uses industry-leading routing capabilities to ensure access from any smart device.
By conducting a thorough assessment and selecting a competent LSP, high school districts can establish a strong partnership that supports their language access goals.
Chapter 5: How to Implement and Monitor Your Language Access Plan
Once you have designed your language access plan and chosen an LSP to support you, the next step will be to implement it effectively. In this chapter, we set out strategies for effective rollout, staff training, ongoing monitoring, and evaluation to ensure continuous improvement—and provide practical tips for troubleshooting challenges that may arise during the implementation phase.
Implementing a language access plan requires careful planning and coordination. Start by considering the following questions:
1. What Is Your Rollout Strategy?
To achieve an effective rollout, you need to develop a comprehensive strategy (including timeline and processes) for introducing the language access plan to stakeholders, including educators, staff, students, and parents/guardians. Typically, this will involve awareness campaigns, training sessions, and clear communication of expectations.
TIP: Make sure you are supported by your chosen LSP partner, who should (ideally) have helped multiple districts to design and implement rollout strategies effectively.
2. Have Your Staff Been Trained Appropriately?
By providing professional development opportunities, you can ensure that educators and staff have the knowledge and skills to effectively implement your language access plan. Training should cover topics such as cultural competency, effective communication strategies, and how and when to utilize language access resources.
TIP: Make sure you choose an LSP that can provide a tailored training program (in- person or remotely).
3. How Will You Monitor and Evaluate Performance?
It’s important to establish mechanisms for monitoring and regularly evaluating the effectiveness of your language access plan. This may involve collecting feedback from stakeholders, analyzing data on language service utilization, and conducting periodic assessments to identify areas for improvement.
TIP: When it comes to evaluating effectiveness, the U.S. Department of Justice stipulates that language access programs “must be reasonably calculated to enable EL students to attain English proficiency and meaningful participation in the standard educational program comparable to their [native English-language peers]. School districts must monitor and compare, over time, the academic performance of [such] students […] using accurate data to assess the educational performance of current and former students in a comprehensive and reliable way, and must timely modify their programs when needed.
4. How Will You Troubleshoot Problems and Strive For Continuous Improvement?
It’s vital to anticipate and address potential challenges that may arise during the implementation process. This may involve adapting strategies, seeking feedback from stakeholders, and making necessary adjustments to ensure the plan’s success.
TIP: It’s important not to simply rely on bilingual staff or intermittent communications. To streamline language access and achieve continuous improvement, you need access to dedicated, high-quality and experienced interpreters at all times.
By following these implementation strategies and continuously monitoring the language access plan, high school districts can ensure that all students receive the support they need to succeed academically and thrive in an inclusive educational environment.
Overcoming Common Challenges
Whether they work in K-12, higher education, or beyond, we’ve found our clients come to us with three main difficulties that prevent them from addressing the negative impacts of poor language access:
1. They often find it challenging to find a translation and interpretation provider that speaks the languages they need. Many schools are language melting pots, and interpretation providers must be able to communicate in a variety of languages to ensure students aren’t being left out. At the same time, each scenario carries its own nuances, and providers must have the training required to convey medical, educational, or scientific information correctly when the moment strikes.
2. They find it challenging to find an interpreter when they need one. Some of our current clients have struggled in the past when they’ve worked with a single interpreter, as they may not be available at a moment’s notice. When emergencies happen, it’s essential educational institutions can provide their students with interpretation or translation quickly and effectively.
3. They’ve found providers who address all their needs to be expensive. Education budgets can sometimes be tight, which is why we help all our clients find a solution that gets their students the best without going over budget.
At PGLS, we’re proud to offer translation, interpretation, and language training services to schools and other educational institutions in more than 200 languages. We understand that each student is unique, so we pay special attention to offering services in the correct regional dialect and providing subject matter experts where necessary.
Empower Your EL Student Population Through Language Access
We hope that by embracing and implementing the principles outlined in this ebook, school districts can ensure that language barriers never hinder a student’s ability to thrive and excel in their education.
Improved language access brings positive outcomes for students, parents/guardians, and school districts. By prioritizing language access, you can empower English Learners, and create an inclusive educational environment that embraces diversity and supports every student’s journey towards academic success.
Contact PGLS today to learn more about our education solutions.