Welcome to Hennepin County Interpreter Training

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Welcome to Hennepin County

Interpreter Training

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OverviewCommunication is the very heart of all relationships and interaction. When those trying to communicate

come from different cultures, speak different languages, and can’t understand each other at all,

what happens? For many immigrants, refugees and some “native”

Americans, language and cultural differences become a barrier to accessing quality services from the

county.


It is the job of the interpreter to overcome the communication barrier between you and the Limited English Proficiency (LEP) individual, by translating the words and meaning of your message and that of the

LEP.

The interpreter is there for you as an employee and for the LEP individual equally.


Who are these persons doing the interpreting?

• In the County, some are full-time bilingual staff who do interpreting when needed.

• Some are full-time Staff Interpreters.

• Others are independent business people who provide on-call interpreting under contract with the County.

• Still others who may do interpreting are County bilingual backup staff or County volunteers.


This training is intended to ensure that the “Hennepin Guidelines for Working with Any Person Doing

Interpreting” are met whenever interpreting is provided for Hennepin County

clients.When you are working with an interpreter in the delivery of ANY County service, you are helping Hennepin County to

ensure open access to all public services.

When you use these guidelines, you will help increase the quality of access to the County services.


The County’s goal is to increase the competency level of all staff that work with an interpreter in the delivery

of county services.

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Objectives

At the conclusion of this course you will be able to:

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• Describe the purpose and role of the interpreter.

• Describe the guidelines for working with an interpreter.

• Apply the guidelines when working with an interpreter and a Limited English Proficiency (LEP) person in the delivery of county services.

Let’s get started!


There are three roles that the interpreter plays while interpreting. They are:

Communication, pure and simple, is the purpose of the interpreter. Any role an interpreter perform should

relate to this purpose.

• Conduit

• Clarifier

• Cultural Broker

The interpreter may need to shift roles throughout the exchange between you and the LEP person.


Conduit

Let’s take a closer look at the roles of an interpreter.

This is the most basic of the roles and involves rendering in one language exactly what has been said in the other language without adjusting for register;

No additions, No omissions, No editing, No polishing.

This is the primary role of the person doing interpreting, which they adopt unless they perceive a

clear potential for misunderstanding.


ClarifierIn this role, the person doing interpreting adjusts for register, makes word pictures of terms that have no linguistic equivalent (or whose linguistic equivalent

would not be understood by either the employee or the client) and checks for understanding.

The person doing interpreting takes this role when they believe it necessary to facilitate understanding.


Cultural Broker

In this role, the person doing interpreting provides the necessary cultural framework for understanding the message being interpreted.

An interpreter takes this role when cultural differences are leading to a misunderstanding on

the part of either the county employee or the client.


It is important to remember that the person doing interpreting is there, both for you as an employee

and for the LEP client.

They are not there as agents for Hennepin County. Interpreters are there equally for both parties to

provide interpreting in the delivery of county service.


Persons doing interpreting should be those qualified with Hennepin County to provide interpreting for

both you and your customer (client, patient, citizen etc.)

Qualified means having completed training and certification in

Hennepin County’s Ethical and Interpreting Competency Standards for All Persons Doing

Interpreting in the Delivery of County Services.


1. A Non-English Language,

2. The English Language,

3. Hennepin County “Business Line’s” vernacular, systems, procedures, policies and practices.

In addition, qualified individuals must demonstrate

proficiency in the following:


There are fourteen “Guidelines for Working with Persons Doing Interpreting”. They are based on the

current Hennepin County language assistance protocols “Guidelines for Working with Interpreters”.

These Guidelines are a series of “How To’s” that apply to any Hennepin County employee, working with an

interpreter to deliver county services.

Now that you have an idea of role of interpreters, let’s look at how you work with interpreters.


The fourteen guidelines for working with

An interpreter are as follows:

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1. Speak directly to the Limited English Proficiency (LEP) person.

2. Do not say anything you do not want interpreted.

3. Use words, not just gestures, to convey your meaning.

4. Speak slowly, clearly and in a normal tone of voice.

5. Use simple vocabulary to express your meaning.

6. Explain jargon and technical terms when necessary.

7. Speak in short simple sentences, pausing to permit interpretation.


9. Allow the interpreter to stop you for clarification when necessary.

10. Expect the interpreter to take notes.

11. Be prepared to restate your message in different words if it is not understood.

12. If you suspect the interpreter does not fully understand your message, double check to see if they understand.

13. If you suspect the LEP does not fully understand your message, double check to see if they understand.

14. When using bilingual staff for interpreting, DO NOT ask them to perform functions related to their regular jobs.

8. Ask one question at a time.


Speak directly to the Limited English Proficiency (LEP) person.

It is important to stay focused on the LEP person, not the person doing the interpreting. Speak

directly to them. The interpreter will convey your message.

Let’s take a closer look at each guideline.


Don’t say anything that you do not want interpreted.

Interpreters are trained to interpret anything you say, so be careful. Only say things that you intend

the LEP person to hear.


Use words, not just gestures, to convey your meaning.

Be sure to use words along with gestures. The LEP person may not understand gestures or find

them offensive


Speak slowly, clearly and in a normal tone of voice.Speak clearly at a comfortable pace so the interpreter

can understand your message. Speak in a normal tone. Speaking louder than normal does not make your

message easier to understand and may be threatening to the LEP person.


Use simple vocabulary to express your meaning.

Using simple words makes it easier for the interpreter to convey your message to the LEP

person.


Explain jargon and technical terms when necessary.

Sometimes it is impossible to avoid using jargon or technical terms. It is important that you explain the

meaning of the terms you are using to the LEP person.


Speak in short simple sentences, pausing to permit the interpretation.

Speaking in short simple sentences also help the interpreter convey your message.


Ask one question at a time.

Asking one question at a time not only makes things easier for the interpreter, it also makes it

easier for the LEP person to answers your question.


Allow the person doing the interpreting to stop you and seek clarification

when necessary.Do not discourage the interpreter from asking for clarification if they do not understand you

message.


Expect the person doing the interpreting to take notes.

The interpreter may take notes, especially if things get complicated. This will help them relay accurate

information to the LEP person. The interpreter is not making a permanent record of

what you are saying, so do not discourage note taking.


Be prepared to restate your message in different words if it is not understood.

Sometimes just restating your message differently can make a difference for someone trying to

understand. It is important to remain patient.


It is OK to ask the person doing the interpreting if they understand your message. Do not assume that they

understand.

If you suspect the interpreter does not fully understand your message, double check to

see if he/she understand.


It is important the LEP person understands your message.

If it appears that he/she does not fully understand, double check to see what he/she understands, e.g.

“Tell me what you understand.”

If you suspect the LEP person does not fully understand your message, double

check to see if he/she understands.


When using bilingual staff for interpreting, DO NOT ask them to perform functions

related to their regular jobs.

While the bilingual staff is there to provide interpreting services for you and the LEP person, he/she is not there

to take on extra work.


Examples/Scenarios

On the following slides you will find examples/scenarios for each guideline. Please decide

whether it is a “good” or “bad” example of staff following the guideline when working with a person

doing interpreting.

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To continue, click on the setting in which you work:

Health/Medical

Human Service Department (HSD)

Criminal Justice

General Government


Is this a “good” or “bad” example of Staff following the, “speak directly to the LEP person, not to the person doing the

interpreting” guideline?

Speak Directly to the LEP Client, Not to the Person Doing the Interpreting.

Good Bad

Click on your choiceEXIT

A staff physician was seeing a LEP patient in the Medicine Clinic. The physician began the interview speaking directly to the

patient. “I understand you are sad much of the time and you cannot sleep. Can you tell me what you are thinking about when

you cannot sleep?” After the interpreter interpreted what the physician said, the patient replied “I think about my country and family.” The physician said to the patient, “This happens to most

people who come to the United States. You should not worry about it.” The interpreter interpreted what the physician said.


You’re Right!

The physician speaks directly to the LEP patient and the interpreter interprets exactly what is said.


Sorry!

This is a good example; the physician speaks directly to the LEP patient and the interpreter interprets exactly what

is said.


An LEP client is applying for extended MA and directs all of her questions to the staff interpreter, asking the

interpreter to ask the HSR if she will be able to qualify for extended MA. The HSR asks the client to speak directly to him and continues to direct all of his questions directly to

the client

Is this a “good” or “bad” example of Staff following the, “speak directly to the LEP person, not to the person

doing the interpreting” guideline?


Good Bad



You’re Right!

The HSR directs all his questions to the client and asks that the client direct all her statements to him.


Sorry!

This is a good example; the HSR directs all his questions to the client and asks that the client direct all her statements

to him.


An LEP client is appearing at the Traffic Violations Bureau to challenge a parking ticket. The county clerk has not

worked with an interpreter before and asks the interpreter how she should proceed. The interpreter explains to both the clerk and the client that they should speak directly to each other and he will interpret. The rest of the session proceeds with the county clerk and the client speaking

directly to each other.




Good Bad



You’re Right!

The hearing officer adheres to protocol and speaks directly to the client through the interpreter.


Sorry!

This is a good example; the hearing officer adheres to protocol and speaks directly to the client through the

interpreter.


An LEP couple comes to the Government Center to apply for a marriage license. The county clerk directs his

questions to the interpreter instead of the clients. The interpreter asks the clerk to direct his questions to the

clients, but the clerk continues to direct these questions to the interpreter.




Good Bad



You’re Right!

After the interpreter asks the clerk to address the client directly, the clerk fails to do so.


Sorry!

This is a bad example; after the interpreter asks the clerk to address the client directly, the clerk fails to do so.


At the beginning of gynecology appointment, the interpreter introduced herself to both the client and

provider. She said, “I will interpret everything said in this room and everything will be confidential. Nothing said in here will be repeated outside these doors.” Halfway into the session the provider told the interpreter that she was tired of working with people that don’t speak English. The interpreter said to the client, “I am tired of working with

people that don’t speak English.”

Is this a “good” or “bad” example of Staff following the, “Don’t say anything that you do not want interpreted”

guideline?

Don’t Say Anything that You Do Not Want Interpreted.

Good Bad



You’re Right!

The provider should not have stated she was tired of working with people who didn’t speak English because

the interpreter informed her at the beginning of the session that everything said was going to be

interpreted.


Sorry!

This is a bad example; the provider should not have stated she was tired of working with people who didn’t speak English because the interpreter informed her at the beginning of the session that everything said was

going to be interpreted.


A social worker is meeting with an LEP client who would like to apply for cash assistance. When the interpreter arrives, he explains to both the client and the social

worker that they should only say what they would like to have interpreted. As the interview progresses, the social

worker mutters something about the credibility of the client. She then asks the interpreter not to repeat what

she has just said.


guideline?


Good Bad



You’re Right!

The interpreter is required to repeat everything that is said during the interpreting session. The social worker was informed of this and still asked the interpreter to

not repeat what she said.


Sorry!

This is a bad example; the interpreter is required to repeat everything that is said during the interpreting session. The

social worker was informed of this and still asked the interpreter to not repeat what she said.


A Public Defender is waiting to meet with a juvenile LEP client, who has been arrested for vandalism. When the

interpreter arrives, the Public Defender asks the interpreter to review the rules for interpretation. The interpreter

explains what will occur, including the fact that both parties should be careful not to say anything that they do not want

repeated. When the client arrives, the Public Defender makes a side remark to the interpreter, “What’s the gang

affiliation here?”


guideline?


Good Bad



You’re Right!

The Public Defender should not make any side remarks and expect the interpreter not to interpret them after

the client has arrived and the session has begun.


Sorry!

This is a bad example; the Public Defender should not make any side remarks and expect the interpreter not to interpret them after the client has arrived and the session

has begun.


An LEP man has come to the License Bureau to change the address on his driver’s license. As the LEP client completes

the necessary forms, the license clerk begins telling the interpreter about a vacation from which she has just

returned. She is upset when this information is interpreted to the client.


guideline?


Good Bad



You’re Right!

The client was still present when the clerk began the story about a recent vacation, so the interpreter was required to interpret these statements to the client.


Sorry!

This is a bad example; the client was still present when the clerk began the story about a recent vacation, so the

interpreter was required to interpret these statements to the client.


While at a consultation for a routine surgery, the attending doctor is trying to explain the surgery to a non-English

speaking client. Instead of speaking to the patient, the doctor is using large sweeping arm motions and hand signals to

communicate. Neither the client nor the interpreter seems to understand the doctor.

Is this a “good” or “bad” example of Staff following the, “Use words, not just gestures, to convey your meaning”

guideline?

Use Words, Not Just Gestures, to Convey Your Meaning.

Good Bad



You’re Right!

The doctor should use words to explain the meaning of his statements in addition to gestures such as arm movements, because arm movements cannot be interpreted and may confuse the patient and/or

interpreter.


Sorry!

This is a bad example; the doctor should use words to explain the meaning of his statements in addition to

gestures such as arm movements, because arm movements cannot be interpreted and may confuse the

patient and/or interpreter.


A mom and child were being evaluated by a worker in the 348-TOTS program to see if the child qualifies for services.

As the worker talked with the mom, through a staff interpreter, she used her arms to emphasize her

excitement about the program. The mom was confused as to what the gestures meant and questioned the worker.

The worker replied by saying that these gestures are frequently used in America when one gets excited.


guideline?


Good Bad



You’re Right!

The worker used gestures to emphasize excitement about the program, but the worker explained their

meaning to the client after she didn’t understand their initial meaning.


Sorry!

This is a good example; the worker used gestures to emphasize excitement about the program, but the worker

explained their meaning to the client after she didn’t understand their initial meaning.


A Public Defender (PD) is defending a non-English speaking client who is being prosecuted for drunk driving. While

reviewing the case with the client, the PD pounds her fist on the table to emphasize her point. This startles the client,

who believes that the PD is upset with him. When the interpreter explains this to the PD, the PD apologizes and

explains that she was trying to make a point.


guideline?


Good Bad



You’re Right!

The Public Defender explains the meaning of her gesture to the client so as to avoid confusion.


Sorry!

This is a good example; the Public Defender explains the meaning of her gesture to the client so as to avoid

confusion.


A county worker is processing a bow hunting application of a non-English speaking client. As she looks over the

application, she pantomimes using a bow and arrow when asking the client a question, through the interpreter. The client is insulted and asks the county worker not to use

such gestures.


guideline?


Good Bad



You’re Right!

The county worker makes gestures that she wouldn’t use if the client spoke English. This is inappropriate

behavior can be insulting to the client.


Sorry!

This is a bad example; the county worker makes gestures that she wouldn’t use if the client spoke English. This is

inappropriate behavior can be insulting to the client.


The provider in the Ear, Nose, and Throat Clinic is questioning a LEP patient about his ear infection. He speaks

very slowly, loudly and drags out the words.

Is this a “good” or “bad” example of Staff following the, “Speak Slowly, Clearly and in a Normal to of Voice”

guideline?

Speak Slowly, Clearly and in a Normal Tone of Voice.

Good Bad



You’re Right!

The provider doesn’t speak in a normal tone of voice and drags out the words instead of merely speaking

slowly.


Sorry!

This is a bad example; The provider doesn’t speak in a normal tone of voice and drags out the words instead of

merely speaking slowly.


A woman had an appointment at the TEA office. A contract interpreter was to assist her and the TEA worker with the

interview questions. It was a long day for the worker and he had accidentally been double booked with appointments.

As a result he was in a hurry and asked the client a number of run-on questions. He spoke very quickly and his voice came across as being raised. Consequently, the contract

interpreter was rushed and the client left the interview very frustrated.


Good Bad



guideline?


You’re Right!

The TEA staff member did not speak to the client in a normal tone of voice and did not speak slowly. Instead,

he asked run-on questions and the client left the appointment

frustrated.


Sorry!

This is a bad example; the TEA staff member did not speak to the client in a normal tone of voice and did not speak

slowly. Instead, he asked run-on questions and the client left the appointment frustrated.


A client has won a judgment in conciliation court and has gone to request a transcript of her hearing. When speaking to the client through a volunteer interpreter, the court clerk

makes sure that he speaks at a pace the client can understand.


Good Bad



guideline?


You’re Right!

The court clerk speaks through the volunteer interpreter in a normal manner that allows the client to

understand everything said.


Sorry!

This is a good example; the court clerk speaks through the volunteer interpreter in a normal manner that allows the

client to understand everything said.


A LEP client is trying to resolve an unpaid tax bill at the taxpayer services window. The client is very frustrated and the interpreter is having a hard time interpreting what the

client is saying. In turn, the department worker is becoming increasingly frustrated with the client and begins speaking faster and with a sharper tone. This aggravates the client,

and she leaves the building without paying her tax bill.


Good Bad



guideline?


You’re Right!

It was the worker’s behavior that caused the client to leave taxpayer services without paying her tax bill. The

worker did not speak slowly, clearly and in a normal tone of voice.


Sorry!

This is a bad example; It was the worker’s behavior that caused the client to leave taxpayer services without paying her tax bill. The worker did not speak slowly,

clearly and in a normal tone of voice.


A LEP patient has been experiencing joint pain and is discussing this pain, through the staff interpreter, with her physician. In an effort to pinpoint what may be causing the pain, the physician asks, “Where does it hurt?” and “Does it

hurt when you do this?”

Is this a “good” or “bad” example of Staff following the, “Use simple vocabulary to express your meaning”

guideline?

Use Simple Vocabulary to Express Your Meaning.

Good Bad



You’re Right!

The physician uses short questions and simple vocabulary to locate the patient’s pain.


Sorry!

This is a good example; the physician uses short questions and simple vocabulary to locate the patient’s pain.


A client and interpreter were in the WIC office awaiting the arrival of the nutritionist to certify the client. The

conversation began with the nutritionist reviewing the WIC rules. Some of it had vocabulary that was complicated and

the client did not understand what was being said. The client questioned the interpreter as to the meaning of the

words.


guideline?


Good Bad



You’re Right!

As a result of the complicated words the nutritionist used, the client was forced to ask the interpreter for

clarification.


Sorry!

This is a bad example; as a result of the complicated words the nutritionist used, the client was forced to ask

the interpreter for clarification.


While working with a client at the Domestic Abuse Service Center (DASC), a caseworker needs to explain the process of filing for an Order for Protection. The caseworker uses only the technical terminology to explain the application

process, and the client must continually ask the interpreter for clarification.


guideline?


Good Bad



You’re Right!

The DASC caseworker does not use simple terms to explain the application process, therefore; the client must constantly ask the interpreter for clarification.


Sorry!

This is a bad example; the DASC caseworker does not use simple terms to explain the application process, therefore;

the client must constantly ask the interpreter for clarification.


An LEP client would like a copy of her son’s birth certificate. The county clerk asks for proof of identification, which the interpreter tells the client. “By proof of identification,” the clerk continues, “I mean a driver’s license, passport or a

lawful permanent resident card. Something that can prove who you are.”


guideline?


Good Bad



You’re Right!

The county clerk explains to the client what forms of identification she needs using simple vocabulary.


Sorry!

This is a good example; the county clerk explains to the client what forms of identification she needs using simple

vocabulary.


While a LEP patient is visiting the gynecologist, the doctor has become concerned that her patient may be

experiencing a ectopic pregnancy. The gynecologist, through the interpreter, gives the patient a medical definition of ectopic pregnancy and also explains in

layman’s terms the nature of the problem to ensure that his patient understands what has occurred.

Is this a “good” or “bad” example of Staff following the, “Explain jargon and technical terms when necessary”

guideline?

Explain Jargon and Technical Terms When Necessary.

Good Bad



You’re Right!

The gynecologist describes the patient’s condition in medical terms, and she continues by explaining in

layman’s terms.


Sorry!

This is a good example; the gynecologist describes the patient’s condition in medical terms, and she continues by

explaining in layman’s terms.


The social worker was interviewing a new arrival to this country about her work habits. As the discussion

proceeded the social worker made a comment about “work readiness”. The client who was unfamiliar with the

term asked, through the interpreter, that the social worker explain what she meant by “work readiness”.


guideline?


Good Bad



You’re Right!

The social worker fails to explain the jargon used in the interview. As a result the client must ask through the

interpreter what is meant by work readiness.


Sorry!

This is a bad example; the social worker fails to explain the jargon used in the interview. As a result the client must ask through the interpreter what

is meant by work readiness.


A non-English speaking couple is filing for divorce. There are no children involved in the divorce, but the couple does

have numerous shared assets. They are told by a county clerk, “Hennepin County sends all of their new divorce cases to ADR. You will need to meet with a facilitator.”

When translating for the couple, the clerk hears the interpreter say ADR. Realizing that the acronym may not

translate, the clerk tells the couple that ADR means Alternative Dispute Resolution and explains the process to

them.Is this a “good” or “bad” example of Staff following the, “Explain jargon and technical terms when necessary”

guideline?


Good Bad



You’re Right!

After realizing that one of the terms he/she used probably wouldn’t translate, the clerk explains to the

couple what is meant by it.


Sorry!

This is a good example; after realizing that one of the terms he/she used probably wouldn’t translate, the clerk

explains to the couple what is meant by it.


An LEP client would like to apply for a deer-hunting license. The clerk asks to see the client’s driver’s license, which the client shows her. “Would you like to apply for bonus tags if they’re available in your zone?” asks the clerk. The client

looks at the interpreter and the interpreter asks the clerk to explain the question. Once again, the clerk asks, “Would

you like to apply for bonus tags if they’re available in your zone?” Confused, the client declines the tags despite the

fact he had hoped to be able to shoot additional deer.


guideline?


Good Bad



You’re Right!

The clerk fails to explain the term “bonus tags” to the client after the interpreter requests he/she do so.

Consequently, the client does not receive bonus tags even though he wished to shoot another deer.


Sorry!

This is a bad example; the clerk fails to explain the term “bonus tags” to the client after the interpreter requests he/she do so. Consequently, the client does not receive

bonus tags even though he wished to shoot another deer.


In order to participate in a school’s after-school sports program, a student must have an annual physical. An LEP patient brings her daughter in for the physical along with the form that the physician must complete. The doctor

reads the form and then asks each question individually, giving the interpreter time to interpret the questions.

Is this a “good” or “bad” example of Staff following the, “Speak in short simple sentences, pausing to permit the

interpretation” guideline?

Speak in Short Simple Sentences, Pausing to Permit the Interpretation.

Good Bad



You’re Right!

The doctor asks questions from the school form but asks each individually allowing the interpreter time to

interpret.


Sorry!

This is a good example; the doctor asks questions from the school form but asks each individually allowing the

interpreter time to interpret.


An HSR is helping a newly arrived LEP couple apply for MA The couple was late to their appointment and the HSR does

not want to make his next appointment wait. The HSR reviews the program with them, but does so very quickly.

The staff interpreter is not able to translate everything that is said and the clients leave not fully understanding what is

expected of them.




Good Bad



You’re Right!

Since the HSR does not want to make his/her next appointment wait, he/she speaks quickly when

reviewing the MA program with the clients. He/she fails to allow the interpreter time to interpret everything

said, and the couple leaves without fully understanding the program.


Sorry!

This is a bad example; Since the HSR does not want to make his/her next appointment wait, he/she speaks

quickly when reviewing the MA program with the clients. He/she fails to allow the interpreter time to interpret everything said, and the couple leaves without fully

understanding the program.


A Sheriff’s Deputy is walking a non-English speaking client through the booking process. The deputy is inventorying the client’s possessions with the interpreter and client.

When it is time for the client to sign off on his possession inventory, the deputy asks the client to sign, while saying in rapid-fire succession, “This is a list of what you had with you. Please sign here. These things will be given back to

you when you leave the detention center.”




Good Bad



You’re Right!

The Sheriff’s Deputy speaks quickly and does not pause to allow time for the interpreter to repeat what

is being said to the client.


Sorry!

This is a bad example; the Sheriff’s Deputy speaks quickly and does not pause to allow time for the interpreter to

repeat what is being said to the client.


A non-English speaking client has lost his driver’s license and has gone to the Government Center to have his license replaced. It has been a busy day at the Government Center

and the county clerk is rushing to serve all of her clients. When the clerk serves the client, she speaks quickly with

run-on sentences and does not give the interpreter time to interpret until she is finished talking.




Good Bad



You’re Right!

The clerk is busy and speaks quickly, failing to allow the interpreter adequate time to interpret what she is

saying.


Sorry!

This is a bad example; the clerk is busy and speaks quickly, failing to allow the interpreter adequate time to

interpret what she is saying.


A physician’s assistant is seeing a LEP patient with a pain in her ear. During the course of the visit, he asks the patient

which ear is bothering her, how long she has been experiencing this pain, and if her ear hurts all the time.

After each question, the physician’s assistant is careful to give the patient enough time to respond, through the

bilingual staff person who is providing the interpreting.

Is this a “good” or “bad” example of Staff following the, “Ask one question at a time” guideline?

Ask One Question at a Time.

Good Bad



You’re Right!

The physician’s assistant pauses between each question and allows the patient to answer before he/she asks the next

question.


Sorry!

This is a good example; the physician’s assistant pauses between each question and allows the patient to answer

before he/she asks the next question.


An HSR is reviewing a case with a client who would like to add additional family members to Medical Assistance. In

trying to determine the eligibility of these family members, the HSR asks a series of questions about them, which the

staff interpreter interprets to the client. The client is unable to remember all the questions asked and only gives the

HSR some of the information she needs.



Good Bad



You’re Right!

The client does not give the HSR all the information he/she needs because the client was unable to remember all the successive questions asked.


Sorry!

This is a bad example; the client does not give the HSR all the information he/she needs because the client was

unable to remember all the successive questions asked.


A Public Defender is meeting with a non-English speaking client who is being charged with a DWI. The Public

Defender (PD) has several questions for the client and begins to ask them consecutively. The interpreter

interprets all of these questions simultaneously. As the interpreter interprets, the PD realizes that it may be

difficult for his client to answer all of his questions. He stops the interpreter and repeats each question, giving the client

time to answer between questions.



Good Bad



You’re Right!

The Public Defender realizes that he asked several questions without allowing the client time to respond.

He stops and repeats the questions one at a time allowing the client time to answer.


Sorry!

This is a good example; the Public Defender realizes that he asked several questions without allowing the client time

to respond. He stops and repeats the questions one at a time allowing the client time to answer.


An LEP client is meeting with a County Assessor to have her property reassessed. The assessor needs to ask the client a

series of questions, through an interpreter, about her property in order to determine its current worth. The

assessor works from his list of questions, but gives the client enough time to respond to each question.



Good Bad



You’re Right!

The County Assessor gives the client time to respond after each question is asked.


Sorry!

This is a good example; the County Assessor gives the client time to respond after each question is asked.


The interpreter who was interpreting for a LEP patient in pediatric clinic was puzzled as to how to interpret a

complicated medical term. She asked the doctor to clarify the meaning of the word before continuing the

interpretation to assure accuracy. The doctor explained the term and told the interpreter to interrupt anytime she

didn’t understand a term.

Is this a “good” or “bad” example of Staff following the, “Allow the person doing the interpreting to stop you and

seek clarification when necessary.” guideline?

Allow the Person Doing the Interpreting to Stop You and Seek Clarification When

Necessary.

Good Bad



You’re Right!

The interpreter was unsure about the definition of a medical term, and she asked the doctor to explain its meaning. The doctor complied and told the interpreter

to interrupt anytime a question arose.


Sorry!

This is a good example; the interpreter was unsure about the definition of a medical term, and she asked the doctor to explain its meaning. The doctor complied and told the

interpreter to interrupt anytime a question arose.


An LEP client is applying for cash assistance. Before the interview begins, the HSR tells the interpreter, “Sometimes

I talk too fast. If you think you have missed anything, be sure to stop me.” As the HSR explains the cash assistance

system to the client, the interpreter thinks that she has misunderstood an important part of the process. She stops the HSR and asks, “Can you please explain this again?” The

HSR responds by clarifying some of the phrases he used.

Is this a “good” or “bad” example of Staff following the, “Allow the person doing the interpreting to stop you and



Necessary.

Good Bad



You’re Right!

The HSR tells the interpreter that if she missed something to stop him and have him repeat it. During

the interview, the interpreter thinks she may have missed something and asks the HSR to repeat his

statement, which he does.


Sorry!

This is a good example; the HSR tells the interpreter that if she missed something to stop him and have him repeat it. During the interview, the interpreter thinks she may have

missed something and asks the HSR to repeat his statement, which he does.


A Sheriff’s Deputy has booked an LEP client and is explaining the charges against him. The client was involved in fleeing the scene of a car accident and resisting arrest, so the interpreter had to explain several charges to the

client. As the interpreter explained the charges, he occasionally stopped the Sheriff’s Deputy to ensure that he

was interpreting the correct information. When the interpreter stopped the deputy for clarification, the deputy took the time to go over the necessary information with the

interpreter.Is this a “good” or “bad” example of Staff following the, “Allow the person doing the interpreting to stop you and



Necessary.

Good Bad



You’re Right!

The deputy allowed the interpreter to ask for clarification to ensure he was interpreting accurately while the deputy was explaining the charges to the

client.


Sorry!

This is a good example; the deputy allowed the interpreter to ask for clarification to ensure he was interpreting

accurately while the deputy was explaining the charges to the client.


An LEP client is visiting the Hennepin County Recycling Center to learn more about the county’s recycling policies. “I keep getting warnings for not recycling correctly,” the client tells the county worker. “Can you please explain to me what is recyclable?” The county worker explains “you can only recycle plastics that have

necks. A lot of plastics have a recycling symbol on them, but if they do not have a neck, Hennepin County won’t take the items,”. The

interpreter interprets this for the client, but is not sure how to explain what a neck is on a plastic container and asks the worker to

explain what “neck” means. The county worker tells them, “It’s usually something like an empty shampoo bottle or a bottle of pop.

It should have a wide base and a narrow opening.”Is this a “good” or “bad” example of Staff following the, “Allow

the person doing the interpreting to stop you and seek clarification when necessary.” guideline?


Necessary.

Good Bad



You’re Right!

When the interpreter is unsure how to explain what a neck is on a plastic bottle, he/she asks the county

worker to explain. The county worker then explains to the interpreter what is meant by neck.


Sorry!

This is a good example; when the interpreter is unsure how to explain what a neck is on a plastic bottle, he/she

asks the county worker to explain. The county worker then explains to the interpreter what is meant by neck.


The provider asked the LEP patient about her family background. As the client started to speak, the interpreter realized the interview would be of greater length than she had anticipated and took notes. The provider, nervous that

he was being “recorded”, demanded to know why the interpreter was taking notes.

Is this a “good” or “bad” example of Staff following the, “Expect the person doing the interpreting to take notes

if things get complicated.” guideline?

Expect the Person Doing the Interpreting to Take Notes if Things Get Complicated.

Good Bad



You’re Right!

The provider becomes upset when he saw the interpreter begin taking notes.


Sorry!

This is a bad example; the provider becomes upset when he saw the interpreter begin taking notes.


The worker asked a client in economic assistance a number of questions that required lengthy answers from the client. The interpreter found the questions complicated so he took

notes to be sure he would interpret everything. The HSR told the interpreter that taking notes was not necessary

because she was recording the responses on MAXIS.




Good Bad



You’re Right!

The HSR tells the interpreter taking notes is unnecessary, but the interpreter feels he needs notes

to be able to interpret everything that is said.


Sorry!

This is a bad example; the HSR tells the interpreter taking notes is unnecessary, but the interpreter feels he needs

notes to be able to interpret everything that is said.


An LEP client has come to the Traffic Violations Bureau. “I sold my car to my brother,” the client explains. “and he let his neighbor

use it. The neighbor crashed the car into someone else and because it was my car, they expect me to pay. I would like my

brother’s neighbor to pay these expenses.” The interpreter addresses the court clerk, “I am afraid that this may get very

confusing. I am going to take notes as I interpret.” The clerk tells the interpreter that he does not think that is necessary and the

interview proceeds. As it progresses, the clerk realizes that neither he nor the interpreter fully follows the sequence of what the client is saying. At this point the clerk turns to the interpreter and says, “I’m sorry; this is getting confusing. Can we start again

and take notes?”Is this a “good” or “bad” example of Staff following the, “Expect the person doing the interpreting to take notes if

things get complicated.” guideline?


Good Bad



You’re Right!

Although at first the court clerk denies that it is necessary for the interpreter to take notes, he later concedes and asks the interpreter to take notes and

start the interview over.


Sorry!

This is a good example; although at first the court clerk denies that it is necessary for the interpreter to take notes,

he later concedes and asks the interpreter to take notes and start the interview over.


A non-English speaking woman is visiting the county recycling center. She asks the worker a of lot complicated questions about recycling. As the county worker begins to

explain the recycling process, he suspects that the interpreter is not telling the client everything he is saying.

He pauses and asks the interpreter if she would like to take notes in order to better to interpret what he is saying.




Good Bad



You’re Right!

The Environmental Services worker suggests the interpreter take notes after he begins to suspect the interpreter is not interpreting everything said due to

the complicated nature of the conversation.


Sorry!

This is a good example; the Environmental Services worker suggests the interpreter take notes after he begins to

suspect the interpreter is not interpreting everything said due to the complicated nature of the conversation.


The gynecologist was explaining the amniocentesis procedure to a LEP patient. The interpreter told the

physician that amniocentesis was not a word known in the patient’s language, so the physician explained the concept

with terminology the patient understood.

Is this a “good” or “bad” example of Staff following the, “Be prepared to repeat yourself in different words if

your message is not understood.” guideline?

Be Prepared to Repeat Yourself in Different Words if Your Message is Not Understood.

Good Bad



You’re Right!

The gynecologist explained to the patient what an amniocentesis procedure was in different terminology after the interpreter informed him/her the patient had

no similar term in her native language.


Sorry!

This is a good example; the gynecologist explained to the patient what an amniocentesis procedure was in different

terminology after the interpreter informed him/her the patient had no similar term in her native language.


A non-English speaking client is applying for WIC. The caseworker is explaining the eligibility requirements for the

program to the client through a staff interpreter. The caseworker thought that she had done a thorough job of covering the material with the client and was anxious to start her next appointment. However, the client was not

sure that she understood the WIC requirements. She asks the caseworker if she can explain the requirements again. The caseworker tells the client and the interpreter that she does not have time and asks the interpreter to explain the

details.Is this a “good” or “bad” example of Staff following the,

“Be prepared to repeat yourself in different words if your message is not understood.” guideline?


Good Bad



You’re Right!

The WIC caseworker doesn’t repeat the information in different words or make sure that her message was

understood by the client.


Sorry!

This is a bad example; the WIC caseworker doesn’t repeat the information in different words or make sure that her

message was understood by the client.


A client has come in to apply for Dissolution of Marriage. The clerk assisting the client gives her all of the necessary

forms, quickly explaining through the staff interpreter, what information needs to be provided by her. When the clerk is done, the client continues to stand at the counter and asks

again how she can end her marriage. The clerk explains again this time giving the client more thorough instructions.




Good Bad



You’re Right!

After the client asks again how to end her marriage, the clerk slows down his/her explanation of dissolution

of marriage and explains the process more comprehensively.


Sorry!

This is a good example; after the client asks again how to end her marriage, the clerk slows down his/her explanation of dissolution of marriage and explains the process more

comprehensively.


A non-English speaking client has come in to apply for a driver’s license. However, the county clerk needs

identification to process the client’s application. The county clerk asks the client, through a bilingual co-worker acting

as an interpreter, for her identification. She responds, “That’s what I am here for.” The clerk realizes that the

client does not understand what he has asked and explains, “To give you a driver’s license I need to see a copy of your

passport.”




Good Bad



You’re Right!

The clerk asks for the client’s identification again using different terminology than he/she first used.


Sorry!

This is a good example; the clerk asks for the client’s identification again using different terminology than

he/she first used.


A radiology tech was explaining, through a staff interpreter, what a CAT scan is to the LEP patient. As she proceeded

with the explanation, she began to suspect the interpreter did not understand the concept of the test. She stopped

and asked the interpreter to tell her what she understood about the test. Her suspicion was correct and she explained

the procedure differently.

Is this a “good” or “bad” example of Staff following the, “If you suspect the your message is not fully understood by the person doing the interpreting, double check if he/she

understands your message.” guideline?

If You Suspect the Your Message is Not Fully Understood By the Person doing the Interpreting, Double Check if He/She

Understands Your Message.

Good Bad



You’re Right!

The radiology technician asked the interpreter if he/she understood the CAT scan that was going to be

performed. The interpreter did not understand the concept of the test, and the radiology tech explained

the procedure differently using different words.


Sorry!

This is a good example; the radiology technician asked the interpreter if he/she understood the CAT scan that was

going to be performed. The interpreter did not understand the concept of the test, and the radiology tech explained

the procedure differently using different words.


The client and interpreter were waiting for the nutritionist to go over some recipes. As the nutritionist started to talk

to the client about calorie intake and the number of calories the client should consume, it appeared the interpreter did not understand what needed to be

explained to the client. She asked the interpreter what his understanding was and found her instinct had been correct; the interpreter was confused. The nutritionist expanded on

what she had said previously and the interpreter interpreted.

Is this a “good” or “bad” example of Staff following the, “If you suspect the your message is not fully understood by the person doing the interpreting, double check if he/she understands your

message.” guideline?



Good Bad



You’re Right!

When the nutritionist believed that the interpreter did not understand everything that she was saying, the

nutritionist questioned the interpreter as his understanding of the information. He was confused so

the nutritionist explained the recipes again.


Sorry!

This is a good example; when the nutritionist believed that the interpreter did not understand everything that she was

saying, the nutritionist questioned the interpreter as his understanding of the information. He was confused so the

nutritionist explained the recipes again.


An LEP client would like to legally change her name. When the contract interpreter arrives, the clerk explains the

process the client must go through. The clerk suspects that the interpreter has not fully understood what he has been saying. Looking at the interpreter, the clerk asks, “Would

you like me to explain the process again?”





Good Bad



You’re Right!

The clerk believes the interpreter has misunderstood the information; he/she then offers to repeat the legal

name change process again.


Sorry!

This is a good example; the clerk believes the interpreter has misunderstood the information; he/she then offers to

repeat the legal name change process again.


An LEP client is on a tour of the county’s waste management facility. As the tour progresses, the client and

the interpreter enter an area where it is very difficult to hear. The environmental engineer explains the incineration

process to the client but is not sure that the interpreter heard everything she said. When they get to a quieter area,

the engineer asks, “Do you need me to explain anything again?”





Good Bad



You’re Right!

The engineer is unsure if the interpreter had heard everything was said, so she then double-checked with

interpreter to be sure everything was understood.


Sorry!

This is a good example; the engineer is unsure if the interpreter had heard everything was said, so she then

double-checked with interpreter to be sure everything was understood.


A LEP patient was seen in the family practice clinic by the nutritionist. As the interpreter was interpreting the different food groups, the nutritionist sensed that the client did not understand what was being said. She asked the client to

explain the food groups.

Is this a “good” or “bad” example of Staff following the, “If you suspect the your message is not fully understood by

the LEP individual, double check if he/she understands your message.” guideline?

If You Suspect the Your Message is Not Fully Understood By the LEP individual, Double

Check if He/She Understands Your Message.

Good Bad



You’re Right!

The nutritionist asked the patient to repeat what he/she understood about the food groups when she

sensed the patient did not fully comprehend.


Sorry!

This is a good example; the nutritionist asked the patient to repeat what he/she understood about the food groups when she sensed the patient did not fully comprehend.


A child was in the process of applying for the 348-TOTS program with her mom. The worker asked the mom a

number of questions about the child’s health, behavior, and family history. After getting an answer to one of her

questions that did not make sense, the worker began to wonder whether the mom understood the questions being

asked. She queried the mom through the interpreter, “Would you please answer that question again?”

Is this a “good” or “bad” example of Staff following the, “If you suspect the your message is not fully understood by the LEP

individual, double check if he/she understands your message.” guideline?



Good Bad



You’re Right!

The worker asks the mother to answer the question again to ensure that the mother was understanding the information

given to her and the questions asked.


Sorry!

This is a good example; the worker asks the mother to answer the question again to ensure that the mother was

understanding the information given to her and the questions asked.


A client is waiting to appear in Family Court seeking enforcement of child support. The Child Support Officer

(CSO), through a staff interpreter, explains the process of collecting and enforcing child support to the client. Once the CSO has completed his explanation, the client asks

again, “How do I get child support?” In response the CSO asks, “Tell me what you understand about the collection of

child support?”





Good Bad



You’re Right!

The Child Support Officer asks the client to explain what they have understood about enforcement of child

support after he has explained the process to the client and he/she appears not comprehend the

process.


Sorry!

This is a good example; the Child Support Officer asks the client to explain what they have understood about

enforcement of child support after he has explained the process to the client and he/she appears not comprehend

the process.


A non-English speaking client is meeting with a Career Counselor at HR. The counselor is explaining the Career Counseling program and its application process to the client. The interpreter interprets this information to the client, who says nothing. The counselor asks, “Is there a

problem?”





Good Bad



You’re Right!

The counselor asks the client if everything is understood.


Sorry!

This is a good example; the counselor asks the client if everything is understood.


A bilingual Certified Nursing Assistant (CNA) is working with a doctor and a non-English speaking patient because a

contract interpreter is not available. While interpreting for the patient and doctor, the doctor asks the CNA if he can

check the vitals on the patient.

Is this a “good” or “bad” example of Staff following the, “When using bilingual staff for interpreting, DO NOT ASK them to perform functions related to their regular jobs.”

guideline?

When Using Bilingual Staff for Interpreting, do not ask Them to Perform Functions Related to

Their Regular Jobs.

Good Bad



You’re Right!

The doctor asks the CNA to perform regular job duties while he/she is acting as an interpreter.


Sorry!

This is a bad example; the doctor asks the CNA to perform regular job duties while he/she is acting as an interpreter.


A pregnant mom was applying for WIC. Since an interpreter was not available, a Spanish speaking WIC clerk was asked

to interpret for the client. Ten minutes into the session another WIC client showed up for an appointment. The WIC worker asked the interpreter to complete the application.

Is this a “good” or “bad” example of Staff following the, “When using bilingual staff for interpreting, DO NOT ASK them to perform functions related to their regular jobs.”

guideline?


Their Regular Jobs.

Good Bad



You’re Right!

The WIC clerk helping the client fill out a WIC application asked the bilingual staff member, acting as

an interpreter, to perform a non-interpreting job function.


Sorry!

This is a bad example; the WIC clerk helping the client fill out a WIC application asked the bilingual staff member,

acting as an interpreter, to perform a non-interpreting job function.


A non-English speaking client has received a judgment in her favor in Conciliation Court. The client needs help

requesting a transcript for her judgment but does not have an interpreter to assist her. A bilingual county clerk has

agreed to help the client request a copy of her transcript and is preparing to take the client to obtain a transcript of judgment. The bilingual clerk is preparing to leave with the

client when a coworker approaches her and says, “Can’t those people wait? I need your help with this form.”

Is this a “good” or “bad” example of Staff following the, “When using bilingual staff for interpreting, DO NOT ASK them to perform

functions related to their regular jobs.” guideline?


Their Regular Jobs.

Good Bad



You’re Right!

Co-worker should not interrupt interpreters when they are interpreting.


Sorry!

This is a bad example; co-worker should not interrupt interpreters when they are interpreting.


While applying for a marriage license, a non-English speaking couple needs the assistance of an interpreter to

complete the form. Since no staff interpreters are available, a bilingual staff person is asked to do the interpreting for them. Before the application is finished, the clerk asks the interpreter to complete the application and administer the

oath so that she can go on break.

Is this a “good” or “bad” example of Staff following the, “When using bilingual staff for interpreting, DO NOT ASK them to perform

functions related to their regular jobs.” guideline?


Their Regular Jobs.

Good Bad



You’re Right!

The clerk asks the bilingual staff member who is interpreting for a client to finish the application so she

can go on break. This breaks the guideline of not asking interpreters to perform functions related to their regular

jobs.


Sorry!

This is a bad example; the clerk asks the bilingual staff member who is interpreting for a client to finish the application so she can go on break. This breaks the

guideline of not asking interpreters to perform functions related to their regular jobs.


Conclusion

• The purpose and roles of an interpreter.

• The fourteen guidelines that should be followed when working with an interpreter and a Limited English Proficiency (LEP) individual in the delivery of county services.

In this training we looked at:


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Welcome to Hennepin County Interpreter Training