Office of Interpretation and Translation Services

  • Staff members of Interpretation and Translation Services


    To provide accurate and timely communication with non-English speaking families and ensure compliance with federal and state laws and Office for Civil Rights while promoting alignment and consistency across all schools and departments by recruiting and retaining quality interpreters and translators. 

  • Interpretation vs. Translation

    Interpretation: the process of rendering oral communication from one language into another.

    Translation: the process of rendering written communication from one language into another.

  • Types of interpretation

    Simultaneous interpreting: at the same time that the speaker is speaking, the interpreter interprets just a few words behind the speaker. This technique is most useful when interpreting for one person in a large group. In three-way interviews, it tends to be distracting and confusing but can be useful if the parent launches into an emotional speech that cannot be interrupted or in cases where time is of the essence.

    Consecutive interpreting: involves a relay in which one speaker says a few sentences, the interpreter interprets, the other speaker responds, the interpreter interprets, etc. This approach is the most common educational interpreting because it closely resembles the way in which people usually talk to each other.  This approach is less confusing than simultaneous interpreting for a three-way interview and more accurate than summarization interpreting (see below).

    Summarization: occurs when one person speaks at length and the interpreter summarizes the important points at the end. Summarization is not recommended in an educational setting because of the great potential for errors and omissions.  However, if the interpreter is going to summarize, careful notes must be taken while the person is speaking. Summarization should not be used as a technique for editing material that the interpreter feels is irrelevant or that does not seem to answer the parent’s question.

    Sight translation: involves taking a document written in one language and reading it aloud in another language. This mode is used to interpret consent forms, parent rights, educational reports, or anything that is written.

  • Briefing and debriefing


    It is recommended that the school personnel and the interpreter meet prior to the actual meeting. The time required for this meeting will decrease as the interpreter and the school personnel work together regularly.  Practice and familiarity with expectations will expedite the process.  Clarity of expectations promotes positive outcomes. During briefing it’s helpful to:

    • Review content and terminology
    • Discuss flow of conversation
    • Discuss seating arrangements
    • Discuss who will be starting conversations and leading the meeting
    • Discuss cultural background



    Following the conference, the educator and the interpreter should meet to:

    • Discuss the information collected.
    • Discuss any problems relative to the meeting itself.
    • Discuss any problems with the interpreting process.
    • Discuss cultural information that can assist in contextualizing and clarifying future communications.


Contact Us

  • Anna McInroy
    Manager, District Interpretation and Translation Services

    Larisa Baca
    Russian Cultural Liaison

    Ilse Chavez Maldonado
    Spanish Cultural Liaison

    Leslie Chung
    Vietnamese Cultural Liaison

    Jawdeh Dajani Alami
    Arabic Cultural Liaison

    Helena Gognat
    Spanish Cultural Liaison

    Rosa Han
    Spanish Cultural Liaison

    Telile Hirpa
    Amharic Cultural Liaison

    Leah Lee
    Korean Cultural Liaison

    Milagro Nuanes
    Spanish Cultural Liaison

    Omar Nur
    Somali Cultural Liaison

    James Rasaily
    Hindi/Nepali Cultural Liaison

    Jemaa Sebbahi
    Arabic Cultural Liaison

    Catherine Taylor
    Chinese/Mandarin Cultural Liaison

    Comments (-1)
Last Modified on September 19, 2022