× EXIT Opening the School Gate | Meeting management Preparing and managing interpreters It is important that staff know how to use interpreters effectively. Training and information in this area is available. A professional learning PowerPoint presentation for teachers on how to access and use interpreters is available on the DoE intranet site. Tips on using interpreters are also available in the Interpreting and translation services: Guidelines for schools on the DoE intranet site. Managing interpreters Connect parents with interpreters Arrange seating so that people can hear their interpreter. Match parents to the right interpreter. Put up signs for each language so that people know where to go and make sure that anyone arriving late is directed to the right language group. Brief interpreters, speakers and audience Brief interpreters before the session. Discuss the purpose of meeting, its content and the procedure. We recommend that interpreting occurs after every few sentences, so the interpreter is not simply summarising ideas. Ask the interpreter to communicate all issues and questions raised by parents without filtering information or summarising. If there is a sensitive issue, let the interpreter know (e.g. you want to use the term ‘drug use’ rather than ‘drug abuse’). Brief all guest speakers on how you will use interpreters. Ask them to avoid any jargon or acronyms and to explain the full meaning of important terms. Explain the interpreting process to the audience. Make sure participants know they can speak in their first language at any stage, but that they need to give the interpreter time to translate. Intervene if necessary Don’t allow speakers to talk at length without any interpreting. Don’t allow questions to be asked before the interpreter has finished. Intervene early if this occurs. Using interpreters in a predominantly English-speaking audience All parents should be encouraged to attend school events by providing interpreters as standard practice. Arranging interpreters for use in predominantly English-speaking audiences can be more complicated, but still effective. Families who require interpreters can be seated to one side of the bigger group so they can hear the interpreter. It is also important to explain to parents why you are using interpreters and the school’s inclusive approach. Resources 0 Course menu Introduction 1 Welcome tour 2 Getting started 3 Overview 4 Benefits of engaging families 5 Issues for migrant and refugee families 6 Issues for schools Planning for engagement 1 Overview 2 Involving key staff 3 Identifying the target groups 4 Targeting communities 5 Working with community partners 6 Setting objectives 7 Allocating resources Planning meetings & events 1 Overview 2 Deciding on a format 3 Setting the agenda 4 Seeking parent and student input 5 Choosing an appropriate time 6 Finding a suitable location 7 Arranging childcare 8 Arranging catering 9 Arranging transport 10 Inviting families 11 Translating information 12 Arranging interpreters Meeting management 1Overview 2Arranging seating 3Preparing and managing interpreters 4Greeting parents 5Keeping the discussions on track 6Building trust 7Exploring expectations about school involvement 8Explaining practical systems and roles 9Seeking feedback from parents 10Sustaining parent involvement Ongoing support 1 Overview 2 Creating a welcoming environment 3 Seeking consent 4 Addressing parent concerns about camps 5 Catering for cultural dietary needs 6 Discussing welfare concerns with parents 7 Addressing discipline issues 8 Reporting on student progress 9 Holding parent-teacher meetings 10 Creating opportunities for meaningful involvement Acknowledgements 1 Acknowledgements Resources 0
× EXIT Opening the School Gate | Meeting management Preparing and managing interpreters It is important that staff know how to use interpreters effectively. Training and information in this area is available. A professional learning PowerPoint presentation for teachers on how to access and use interpreters is available on the DoE intranet site. Tips on using interpreters are also available in the Interpreting and translation services: Guidelines for schools on the DoE intranet site. Managing interpreters Connect parents with interpreters Arrange seating so that people can hear their interpreter. Match parents to the right interpreter. Put up signs for each language so that people know where to go and make sure that anyone arriving late is directed to the right language group. Brief interpreters, speakers and audience Brief interpreters before the session. Discuss the purpose of meeting, its content and the procedure. We recommend that interpreting occurs after every few sentences, so the interpreter is not simply summarising ideas. Ask the interpreter to communicate all issues and questions raised by parents without filtering information or summarising. If there is a sensitive issue, let the interpreter know (e.g. you want to use the term ‘drug use’ rather than ‘drug abuse’). Brief all guest speakers on how you will use interpreters. Ask them to avoid any jargon or acronyms and to explain the full meaning of important terms. Explain the interpreting process to the audience. Make sure participants know they can speak in their first language at any stage, but that they need to give the interpreter time to translate. Intervene if necessary Don’t allow speakers to talk at length without any interpreting. Don’t allow questions to be asked before the interpreter has finished. Intervene early if this occurs. Using interpreters in a predominantly English-speaking audience All parents should be encouraged to attend school events by providing interpreters as standard practice. Arranging interpreters for use in predominantly English-speaking audiences can be more complicated, but still effective. Families who require interpreters can be seated to one side of the bigger group so they can hear the interpreter. It is also important to explain to parents why you are using interpreters and the school’s inclusive approach. Resources 0 Course menu Introduction 1 Welcome tour 2 Getting started 3 Overview 4 Benefits of engaging families 5 Issues for migrant and refugee families 6 Issues for schools Planning for engagement 1 Overview 2 Involving key staff 3 Identifying the target groups 4 Targeting communities 5 Working with community partners 6 Setting objectives 7 Allocating resources Planning meetings & events 1 Overview 2 Deciding on a format 3 Setting the agenda 4 Seeking parent and student input 5 Choosing an appropriate time 6 Finding a suitable location 7 Arranging childcare 8 Arranging catering 9 Arranging transport 10 Inviting families 11 Translating information 12 Arranging interpreters Meeting management 1Overview 2Arranging seating 3Preparing and managing interpreters 4Greeting parents 5Keeping the discussions on track 6Building trust 7Exploring expectations about school involvement 8Explaining practical systems and roles 9Seeking feedback from parents 10Sustaining parent involvement Ongoing support 1 Overview 2 Creating a welcoming environment 3 Seeking consent 4 Addressing parent concerns about camps 5 Catering for cultural dietary needs 6 Discussing welfare concerns with parents 7 Addressing discipline issues 8 Reporting on student progress 9 Holding parent-teacher meetings 10 Creating opportunities for meaningful involvement Acknowledgements 1 Acknowledgements Resources 0
