I like this response, Larone. I have worked with sign language interpreters and Spanish interpreters. I don?t have either language. The biggest problem is having the interpreter give too much information. If you have an opportunity to train your interpreter before class with the student, this would be wise. Sometimes in a language we don?t know, not a problem if you know Spanish, the interpreter will try to find a better way to say what you have said in a way that directly relates to that clients culture. For example, a Spanish interpreter might say something one way to person from El Salvador an entirely different way to summer for Mexico. It will be helpful if you?re interpreter knows ahead of time, Even in ASL, what it is you want the client or student to realize. I remember working with a client in Nebraska and I wanted him to feel the difference between asphalt and concrete. I haven?t really worked much with an interpreter back in and the first word I learned in Spanish was pavimento. It was an easy cognate and it taught me to plan ahead with interpreters. I have had some very good ones and some very bad ones. Sometimes, at training centers, you don?t have an option of working with them ahead of time. Some agencies do not want the interpreter on the clock before the lesson so you don?t have time to sit down with them and training. Very few of the interpreters with whom I have worked have been willing to show up early if they are not getting paid for the time. They have other jobs and other places to interpret and are fitting this into their itinerant schedule. Since it is considered rude in most cultures to speak to the interpreter while the person require an interpreter is standing there, it is sometimes necessary to explain, through the interpreter, to the student what it is that you expect from the interpreter. This sometimes seemed rude to me but since the interpreter was getting paid in the student was getting training, I weighed my options and just went with it. Jane Lansaw Class of 2000 from the world's smallest keyboard. On Mar 14, 2018, at 9:41 PM, Lerone Walker <leronewal at msn.com> wrote: I have recently found myself doing the following: Provide the student with a phone to contact myself and interpreter. Prior to this if student will be completing a short lesson that may not require much public involvement I have given the client a two-way radio especially during the first independent adventure so that immediate exchanges can take place. Also I have found that it may be best to discuss this mode of communication if you days prior to the actual lesson. Sent from my iPhone On Mar 14, 2018, at 10:11 PM, "yadiel.sotomayor at gmail.com" wrote:

Good evening everyone:

I recently encountered a unique situation at work, and I want to hear your thoughts. I currently have a student with severe hearing lost and a language barrier. The student only speaks Spanish, so he uses a translator for communication. When I am working with the student, communication is not an issue. My first language is Spanish, therefore, I rarely need the translator. The reason for this email is, how should I handle the translator and the student when I send the student on independent assignments? Should I send the student with the translator so that he can communicate with the public, and risk the translator interfering with the lesson by assisting the student? Do I send him by himself with no way to communicate, and have him use deafblind communication signs instead? Or perhaps, me and the translator follow the student from a distance, until communication is needed?

I would love to know if you had a similar situations and how you handled it. I have been thinking about this since I got this student, and I have not been able to come up with a satisfactory answer. Any suggestions are appreciated.

Yadiel _______________________________________________ NOMC mailing list NOMC at lists.nbpcb.org http://lists.nbpcb.org/listinfo.cgi/nomc-nbpcb.org

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