December 27, 2024 • 17 mins
Welcome Back to the Reflection Room!
This bite-sized episode offers a quick and engaging glimpse into the key highlights, thought-provoking moments, and valuable takeaways from Transforming Schools for Multilingual Success with Mark Byrne. Designed for listeners on the go, The Reflection Room condenses the conversation into a brief, impactful reflection, perfect for sparking curiosity or revisiting the main ideas.
Tune in for an insightful recap and then dive into the full episode for the complete story!
Disclaimer: The audio in this episode has been enhanced using AI-generated elements. While every effort has been made to maintain the authenticity and quality of the content, some of the voices are not human-produced. Thank you for embracing this creative approach as we continue to innovate and explore new storytelling techniques.
Relevant Resources:
Illinois State Board of Education: Special Education Qualified IEP Interpreters
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 2 (00:10):
Hey everyone and welcome back for another deep
dive with us.
Today we're going to betackling something that's super
important in education andreally just in our society as a
whole, and that's languageaccess.
And particularly, we're goingto be focusing on language
access in schools, and I thinkthis could be really fascinating
for anyone listening, whetheryou're a school leader, maybe
(00:31):
you're a decision maker or evena professional interpreter,
because we're going to bepulling some really insightful
information from an interviewwith Mark Byrne, who is like a
total champion in this field.
Speaker 3 (00:42):
We'll be drawing from his interview on the Brand the
Interpreter podcast.
Speaker 2 (00:47):
Yes, which you should all check out, by the way.
Speaker 3 (00:49):
Great podcast.
Speaker 2 (00:51):
But yeah, so Mark's story in and of itself is super
fascinating.
Speaker 1 (00:54):
Oh yeah.
Speaker 2 (00:55):
He actually dropped out of high school and then went
on this incredible journey tobecome this leading expert and
advocate for language accessleading expert and advocate for
language access and you know,one of the things that really
stood out to me when I wasreading about him was how his
time in Peru really kind ofshaped his perspective on things
.
Speaker 3 (01:13):
It's amazing how those experiences abroad and
those different cultures andlanguages can shift your
worldview, isn't it?
Speaker 2 (01:20):
Totally and he even talks about like seeing you know
different levels of poverty andyou know just different ways of
life, and that really made himkind of wake up to how much we
take for granted here and atheoretical standpoint.
He's really connecting with thefamilies and understanding
their struggles because he's,you know, seen it firsthand For
(01:55):
sure, for sure.
So let's kind of get into themeat of this, like what is it
about language access that is socrucial in schools?
Speaker 3 (02:03):
Okay.
Speaker 2 (02:04):
I mean beyond, just like understanding each other.
You know what I mean, yeah.
Speaker 3 (02:07):
Yeah, that's a good question and I think you hit the
nail on the head there, becauseso often we get stuck on that
very surface level, right.
Just thinking about oh, we needto translate this document or
we need an interpreter for thismeeting, right, and we kind of
miss the bigger picture, whichis the impact that language
access has on trust, engagementand, ultimately, student success
(02:29):
.
Speaker 2 (02:30):
So yeah, paint that picture for me a little bit more
.
Yeah, what does that impactactually look like?
Speaker 3 (02:36):
Sure.
So Mark uses this reallyinteresting analogy.
He compares it to howbusinesses invest in
understanding their targetaudience, right Like if a
business wants to be successful,they need to know their
customers' needs, theirpreferences, and they tailor
their approach to kind ofmaximize that impact.
Speaker 2 (02:53):
Right, so it's like they really need to understand
who they're serving.
Speaker 3 (02:55):
Exactly, and that's the same lens we need to apply
to language access in schools.
Speaker 2 (02:59):
Got it.
Speaker 3 (03:00):
It's an investment in building those relationships
with families, fostering genuineconnection.
It's about creating a welcomingenvironment where everyone
feels seen and heard.
Speaker 2 (03:08):
I love that, yeah.
So how do we get there?
How do you go from seeing it aslike just another line item in
the budget?
Speaker 3 (03:14):
Right.
Speaker 2 (03:14):
To this essential investment.
Speaker 3 (03:16):
Yeah, that's the million dollar question, and one
of the key strategies that Marktalks about is this idea of
identifying and empoweringlanguage champions in each
school building.
Speaker 2 (03:28):
OK, I've heard that term before, but what does that
actually look like in practice?
Speaker 3 (03:33):
So think of them as kind of ambassadors for language
access within their schools.
They're the go to people, forboth staff and families.
They make sure that everyoneknows what resources are
available and how to access them.
Speaker 2 (03:45):
So they're also like a bridge between the school and
the community, in a way.
Exactly, and they're crucialfor creating that system-wide
change that we're talking about,but I imagine that even with
like the most passionate staffand even if you have these
language champions in place,achieving like district-wide
language access is still a hugechallenge.
Speaker 3 (04:02):
Oh, absolutely.
There are definitely roadblocksalong the way and it requires a
lot of coordination andplanning.
Even with the most enthusiasticstaff, you know it's not a
quick fix.
Speaker 2 (04:11):
Not a quick fix at all.
It's definitely a journey.
Speaker 3 (04:14):
Right.
So what are some practicalsteps that schools can take to
start making this happen?
Speaker 2 (04:21):
Well, the first step is really about identifying
those individuals who arealready passionate about this
issue.
Right, you know, maybe they'rebilingual staff members or
teachers who have experienceworking with multilingual
learners, or even parents whohave been really active
advocates.
Speaker 1 (04:35):
Yeah.
Speaker 2 (04:35):
You tap into that existing enthusiasm and then you
give them the support andtraining they need to become
those effective languagechampions.
Speaker 3 (04:43):
So yeah, Build on the strengths that you already have
.
Speaker 2 (04:45):
Exactly.
And then it's about providingthat ongoing support Okay,
making sure they have access toprofessional development
opportunities, information aboutinterpretation and translation
services, right, culturalsensitivity training, all of
that.
Speaker 3 (04:57):
So equip them to really make a difference.
Speaker 2 (04:59):
Exactly Now.
On top of all that, we alsohave to remember that the
landscape of language accessitself is constantly evolving.
Oh yeah, for sure, there arenew challenges, new trends and
new technologies emerging allthe time.
What are some of the thingsthat are kind of on the horizon
now that you're seeing?
Speaker 3 (05:16):
Well, Mark was a little hesitant to talk too much
about what's happening at thefederal level.
Speaker 2 (05:21):
Yeah, it makes sense with the election coming up.
Speaker 3 (05:22):
Right, exactly, but he did highlight some really
encouraging developments at thestate level.
Speaker 2 (05:27):
Okay, so tell me more about that.
What's happening at the statelevel?
Speaker 3 (05:29):
Well, illinois, for example, has implemented some
really impressive legislationthat, honestly, should be the
gold standard everywhere.
Speaker 1 (05:37):
Oh, wow.
Speaker 3 (05:37):
They've actually mandated interpreter rights for
IEP meetings, which means thatdistricts are required to inform
families of their right to havean interpreter present and
those interpreters are paid forby the district.
Speaker 2 (05:51):
Wow, that's huge because I know those IEP
meetings can be so crucial andcomplicated.
Speaker 3 (05:56):
Absolutely, and if you understand what's being said
, you know you can't reallyadvocate for your child
effectively.
Speaker 2 (06:03):
Right right.
Speaker 3 (06:03):
So this is a huge step towards ensuring that
families can meaningfullyparticipate in those meetings.
Speaker 2 (06:09):
That's fantastic.
So what else are they doing inIllinois?
Speaker 3 (06:12):
They've also mandated that pre-translated IEP
documents have to be provided tofamilies three days before the
meeting.
Speaker 2 (06:18):
Okay.
Speaker 3 (06:19):
So this gives them time to digest the information,
understand it fully and prepareany questions they might have.
Speaker 2 (06:27):
I mean, that just seems like common sense to me.
Speaker 3 (06:29):
Right.
Speaker 2 (06:29):
But I'm sure that's not happening everywhere.
Speaker 3 (06:31):
Unfortunately not, but it makes such a difference.
You know.
Imagine trying to process allthat information in a language
you're not fluent in.
Right during the meeting itself.
It's just not setting familiesup for success.
Speaker 2 (06:42):
No, it's so important to give them the time and the
resources to really understandwhat's going on.
Speaker 3 (06:47):
Absolutely, and they're also tackling the whole
world of machine translation inIllinois.
Speaker 2 (06:52):
Okay.
Speaker 3 (06:52):
How so they're requiring human post-editing for
IEP documents to ensureaccuracy and nuance?
Speaker 2 (06:59):
That's smart.
Speaker 3 (07:00):
Yeah, so you get that efficiency of technology
combined with the precision andcultural sensitivity of a human
touch.
Speaker 2 (07:05):
Which is so important when you're dealing with.
You know these really likesensitive and technical
documents.
Speaker 3 (07:11):
Absolutely, and the great thing is that this
momentum is not limited toIllinois.
Speaker 2 (07:14):
Oh, that's good to hear.
Speaker 3 (07:16):
Other states, like Colorado and New Jersey, are
implementing similar measures,so there's definitely this
growing awareness of just howimportant language access is in
education.
Speaker 2 (07:26):
And that's where you know platforms like Brand the
Interpreter really come in,because they're giving a voice
to experts like Mark.
Speaker 3 (07:32):
Yes.
Speaker 2 (07:33):
Who are out there on the front lines advocating for
these changes and sharing thesedevelopments and inspiring
others.
Speaker 3 (07:39):
They really are helping to move the needle and
showcase the real world impactof language access.
Speaker 2 (07:44):
For sure, for sure.
And it all kind of circles backto this concept of lost time
that Mark talks about.
Speaker 3 (07:50):
Yes, that's such a powerful way to frame it.
Speaker 2 (07:52):
Because if schools don't have clear processes and
trained personnel in place tohandle language access, then
everyone suffers.
Speaker 3 (07:59):
Exactly.
Teachers struggle tocommunicate effectively with
parents, families feelfrustrated and unheard and,
ultimately, students miss out onvaluable learning opportunities
.
Speaker 2 (08:09):
And, as Mark pointed out, that lost time it
accumulates, it becomes abottleneck for the entire school
district.
Speaker 3 (08:14):
Exactly, and it hinders progress and prevents
everyone from reaching theirfull potential.
Speaker 2 (08:19):
So for our listeners out there, especially those who
are maybe in leadership roles,what are some key takeaways from
this part of our deep dive?
Speaker 3 (08:29):
Well, I think the biggest takeaway is that
language access is not just anice to have.
It's an essential investment instudent success and equity, and
it requires a multifacetedapproach.
You know, we need to becollecting data, we need to be
identifying and empoweringlanguage champions, and we need
to be creating a school culturethat truly values and embraces
(08:51):
linguistic diversity.
Speaker 2 (08:53):
So it's about more than just, you know, checking
boxes or meeting some kind oflegal requirement.
Speaker 3 (08:57):
Exactly.
It's about creating a learningenvironment where every student
and every family feels welcomed,respected and supported.
Speaker 2 (09:04):
Awesome.
Well, we're going to take aquick break and then, when we
come back, we'll continue ourdeep dive into language access
in schools.
So stay tuned.
Speaker 3 (09:14):
Okay, so we've talked about how important language
access is and the impact it has,but let's get practical.
Speaker 2 (09:19):
How do we actually make this happen in schools?
Speaker 3 (09:21):
So one of the first things that Mark emphasizes is
the importance of data, likereally understanding the
language demographics of yourschool community.
Speaker 2 (09:30):
Makes it.
You got to know who you'reserving before you can
effectively meet their needsright.
Speaker 3 (09:34):
Exactly, and he made this really interesting point
about how just counting thenumber of students who are
currently classified as Englishlearners doesn't actually give
you the full picture.
Speaker 2 (09:44):
Oh, interesting, because a student might not need
language support servicesanymore, but their family still
might.
Speaker 3 (09:49):
Precisely, you need to take a more holistic view.
Speaker 2 (09:52):
Yeah, look at the whole school community.
Speaker 3 (09:53):
Exactly, and that data can inform everything from
your communication strategies toprofessional development for
your staff.
Speaker 2 (10:01):
So it's really about being proactive.
Speaker 3 (10:03):
Yes, anticipating needs and building systems that
work for everyone.
Speaker 2 (10:07):
And that brings us back to those language champions
we were talking about.
It does those individuals ineach school who are kind of like
the point people for languageaccess?
Speaker 3 (10:15):
Yes, think of them as problem solvers, advocates,
connectors.
They're there for both staffand families when language
barriers come up.
Speaker 2 (10:24):
So let's say I'm a school leader listening to this
and I'm like, ok, I'm on board,I want to do this.
Speaker 1 (10:29):
Yeah.
Speaker 2 (10:29):
How do I actually find and empower these language
champions?
Speaker 3 (10:35):
Well, first you've got to look for those who are
already demonstrating thatpassion.
Ok look for those who arealready demonstrating that
passion.
Maybe they're bilingual staffmembers or teachers who have
experience working withmultilingual learners, or even
parents who've been reallyactively involved in advocating
for language access.
Speaker 2 (10:52):
So you're tapping into that existing enthusiasm
and expertise.
Speaker 3 (10:55):
Exactly, and then you provide them with the training
and resources they need toreally excel in this role.
Speaker 2 (11:01):
Like.
What kind of training are wetalking about?
Speaker 3 (11:03):
Well, it could be professional development on
language access best practices.
Speaker 2 (11:06):
Okay.
Speaker 3 (11:07):
Information about interpretation and translation
services, cultural sensitivity,training, all of that.
Speaker 2 (11:12):
So really equipping them with the knowledge and
confidence to make a difference.
Speaker 3 (11:15):
And don't forget about visibility, making sure
everyone in the school communityknows who these language
champions are and how to reachthem.
Speaker 2 (11:22):
Yeah, so like putting their information on this
school website?
Speaker 3 (11:25):
Exactly, having it in newsletters, posting it in
prominent locations around theschool.
Speaker 2 (11:30):
It's about making it easy for people to access that
support.
Speaker 3 (11:33):
And it's also about creating a culture where
language differences are seen asassets, not barriers.
Speaker 2 (11:39):
It's that whole shift in mindset.
Speaker 3 (11:41):
Yes, exactly, and that goes back to what Mark said
about focusing on impact overoutput.
Speaker 2 (11:45):
I really like that concept.
Speaker 3 (11:46):
Right, it's not just like that concept Right.
It's not just about checkingboxes.
Speaker 2 (11:48):
Yeah.
Speaker 3 (11:49):
It's about making sure that every interaction with
families is respectful, clearand meaningful.
Speaker 2 (11:55):
It's about building those genuine connections.
Speaker 3 (11:57):
Exactly so.
For those of you out there whoare school leaders or decision
makers, what are some concreteactions you can take right now
to make language access apriority in your schools?
Speaker 2 (12:08):
Yeah, give us the to-do list.
Speaker 3 (12:10):
Okay, so first start by collecting that data.
Speaker 2 (12:12):
Okay.
Speaker 3 (12:12):
Understand the language demographics of your
community and identify any gapsin your current services.
Speaker 2 (12:17):
Seems like a pretty manageable first step.
Speaker 3 (12:19):
Then identify and empower your language champions.
Provide them with the trainingand resources they need.
Speaker 2 (12:25):
Check gang.
Check what's next.
Speaker 3 (12:27):
Make language access part of your school's overall
strategic plan.
Speaker 1 (12:32):
Okay.
Speaker 3 (12:32):
Integrate it into your budget, your professional
development offerings.
Speaker 2 (12:36):
Okay.
Speaker 3 (12:37):
And your communication strategies.
Speaker 2 (12:39):
So it's not just like this separate thing that you do
off to the side.
Speaker 3 (12:42):
It's woven into the fabric of the school.
Speaker 2 (12:45):
It's part of the mission.
Speaker 3 (12:46):
And remember this is an ongoing process.
Speaker 1 (12:48):
Right.
Speaker 3 (12:48):
It's about continuous improvement, staying informed
about best practices,legislative changes.
Speaker 1 (12:54):
Yeah.
Speaker 3 (12:55):
And always striving to create a more welcoming and
inclusive environment.
Speaker 2 (12:59):
So we know this is a lot to take in, right, but we've
put together some helpfulresources for you.
Speaker 3 (13:04):
Yes.
Speaker 2 (13:04):
Including a link to Mark Byrne's full interview on
the Brand the Interpreterpodcast.
Speaker 3 (13:09):
Definitely check that out.
You can find all of that in theshow notes for this episode.
And for those of you who areprofessional interpreters,
listening, think about how youcan be a resource for your local
schools.
Speaker 2 (13:20):
Share your expertise, offer training or even advocate
for policies that promotelanguage access and equity.
Speaker 3 (13:28):
It takes a village right.
Speaker 2 (13:29):
It really does, we all have a role to play in
making sure every student hasthe opportunity to thrive.
Speaker 3 (13:35):
Absolutely.
And as we wrap up this part ofour deep dive, we want to leave
you with a few questions toponder.
Speaker 2 (13:41):
Okay.
Speaker 3 (13:41):
What can you do within your own role to make
language access everyone'sresponsibility?
Speaker 2 (13:46):
Good question.
Speaker 3 (13:47):
How can you make sure that families feel welcomed,
respected and empowered toparticipate in their children's
education?
Speaker 2 (13:53):
And what resources are out there to support you in
this work.
Speaker 3 (13:56):
We'll be back in just a moment to explore some more
inspiring examples and practicaltips for making language access
a reality in your school.
Welcome back to the Deep Dive.
I'm feeling really inspired byall these amazing changes that
are happening.
Speaker 2 (14:12):
It's incredible to see how states are stepping up
and really taking the lead onlanguage, access and equity.
Speaker 3 (14:17):
Yeah, for sure.
So we've covered the what andthe why, but now I want to know
the how.
How do schools actually putthese ideas into action?
Well, let's think about thatfirst impression.
You know, imagine a family,maybe new to the country,
walking into a school for thevery first time.
What can we do to make themfeel welcome and comfortable?
Speaker 2 (14:41):
I mean having clear signage in multiple languages
would be a good start, right.
Speaker 3 (14:45):
Absolutely.
That sends a strong messagethat this is a place where all
families are valued.
Speaker 2 (14:52):
Yeah, and it's not just the main entrance, right.
Speaker 3 (14:54):
Right.
Speaker 2 (14:54):
You got to think about the front office, the
nurses station, even therestrooms.
Speaker 3 (14:58):
Exactly.
Speaker 2 (14:59):
All the key areas.
Speaker 3 (15:00):
Make it easy for families to navigate the
building.
Speaker 2 (15:03):
And having staff members who can greet them in
their native language, oh yeah,can make such a difference.
Speaker 3 (15:08):
Even if it's just a simple hello or welcome.
Speaker 2 (15:11):
It shows you've made that effort to connect with them
.
Speaker 3 (15:13):
And then, of course, there are all those school forms
and documents.
Speaker 2 (15:16):
Oh yeah.
Speaker 3 (15:17):
Which can be so overwhelming if you're not
fluent in English.
Speaker 2 (15:20):
Right, like registration forms, permission
slips, the school handbook.
All of that needs to betranslated.
Speaker 3 (15:25):
Yeah, and remember what Mark said about
pre-translating IEP documents.
Yes, that's crucial.
Speaker 2 (15:31):
So families can actually understand what's being
discussed in those meetings.
Speaker 3 (15:34):
It's about removing those language barriers and
empowering families to be activeparticipants.
Speaker 2 (15:39):
And it's not just official documents.
Speaker 3 (15:41):
Right.
Speaker 2 (15:41):
It's also about those day-to-day communications.
Speaker 3 (15:43):
Exactly.
Schools can use things likemultilingual messaging apps,
translation software tocommunicate with families about
all sorts of things.
Speaker 2 (15:52):
Yeah, like school events, homework assignments,
even just checking in.
Speaker 3 (15:56):
Keeping those lines of communication open and
accessible.
Speaker 2 (15:59):
But you know, in the midst of all this technology, we
can't forget about thatpersonal connection.
Speaker 3 (16:05):
Absolutely.
Sometimes, a simple phone callor a home visit can be the most
effective way to build rapport.
Speaker 2 (16:11):
Yeah, and involving bilingual staff members or
interpreters in thoseinteractions can really help
bridge the gap.
Speaker 3 (16:17):
It shows families that you're invested in their
well-being and that you're thereto support them.
Speaker 2 (16:22):
So, as we wrap up this deep dive, I want to leave
our listeners with one finalquestion to think about.
How can you, within your ownsphere of influence, advocate
for language access and equityin your community, because we
all have a role to play.
Speaker 1 (16:37):
We do.
Speaker 2 (16:38):
Whether you're a teacher, a parent, a community
member, we can all contribute tocreating a more inclusive and
equitable learning environmentfor everyone.
Speaker 3 (16:48):
Language access is a human right.
Speaker 2 (16:50):
It is.
Speaker 3 (16:50):
And it's essential for unlocking the potential of
every child.
Speaker 2 (16:54):
And if you want to learn more about this topic, be
sure to check out the fullinterview with Mark Byrne on the
Brand, the Interpreter podcast.
Speaker 3 (17:01):
Great podcast.
Speaker 2 (17:02):
You can find a link in the show notes.
Speaker 3 (17:03):
Thanks for joining us on this deep dive.
Speaker 2 (17:05):
We hope you learned a lot and feel inspired to make a
difference.
Speaker 3 (17:08):
Until next time, keep learning, keep advocating and
keep pushing for a world wherelanguage is never a barrier to
success hi there.
Speaker 1 (17:40):
If you're enjoying these short reflection room
episodes, please remember toshare them on your social media
platforms or with your network.
That would appreciate to hearthe Brand the Interpreter.
Episodes in a bite-sized format, as always.
Thanks for tuning in, till nexttime.
Hey everyone and welcome back for another deep
dive with us.
Today we're going to betackling something that's super
important in education andreally just in our society as a
whole, and that's languageaccess.
And particularly, we're goingto be focusing on language
access in schools, and I thinkthis could be really fascinating
for anyone listening, whetheryou're a school leader, maybe
(00:31):
you're a decision maker or evena professional interpreter,
because we're going to bepulling some really insightful
information from an interviewwith Mark Byrne, who is like a
total champion in this field.
Speaker 3 (00:42):
We'll be drawing from his interview on the Brand the
Interpreter podcast.
Speaker 2 (00:47):
Yes, which you should all check out, by the way.
Speaker 3 (00:49):
Great podcast.
Speaker 2 (00:51):
But yeah, so Mark's story in and of itself is super
fascinating.
Speaker 1 (00:54):
Oh yeah.
Speaker 2 (00:55):
He actually dropped out of high school and then went
on this incredible journey tobecome this leading expert and
advocate for language accessleading expert and advocate for
language access and you know,one of the things that really
stood out to me when I wasreading about him was how his
time in Peru really kind ofshaped his perspective on things
.
Speaker 3 (01:13):
It's amazing how those experiences abroad and
those different cultures andlanguages can shift your
worldview, isn't it?
Speaker 2 (01:20):
Totally and he even talks about like seeing you know
different levels of poverty andyou know just different ways of
life, and that really made himkind of wake up to how much we
take for granted here and atheoretical standpoint.
He's really connecting with thefamilies and understanding
their struggles because he's,you know, seen it firsthand For
(01:55):
sure, for sure.
So let's kind of get into themeat of this, like what is it
about language access that is socrucial in schools?
Speaker 3 (02:03):
Okay.
Speaker 2 (02:04):
I mean beyond, just like understanding each other.
You know what I mean, yeah.
Speaker 3 (02:07):
Yeah, that's a good question and I think you hit the
nail on the head there, becauseso often we get stuck on that
very surface level, right.
Just thinking about oh, we needto translate this document or
we need an interpreter for thismeeting, right, and we kind of
miss the bigger picture, whichis the impact that language
access has on trust, engagementand, ultimately, student success
(02:29):
.
Speaker 2 (02:30):
So yeah, paint that picture for me a little bit more
.
Yeah, what does that impactactually look like?
Speaker 3 (02:36):
Sure.
So Mark uses this reallyinteresting analogy.
He compares it to howbusinesses invest in
understanding their targetaudience, right Like if a
business wants to be successful,they need to know their
customers' needs, theirpreferences, and they tailor
their approach to kind ofmaximize that impact.
Speaker 2 (02:53):
Right, so it's like they really need to understand
who they're serving.
Speaker 3 (02:55):
Exactly, and that's the same lens we need to apply
to language access in schools.
Speaker 2 (02:59):
Got it.
Speaker 3 (03:00):
It's an investment in building those relationships
with families, fostering genuineconnection.
It's about creating a welcomingenvironment where everyone
feels seen and heard.
Speaker 2 (03:08):
I love that, yeah.
So how do we get there?
How do you go from seeing it aslike just another line item in
the budget?
Speaker 3 (03:14):
Right.
Speaker 2 (03:14):
To this essential investment.
Speaker 3 (03:16):
Yeah, that's the million dollar question, and one
of the key strategies that Marktalks about is this idea of
identifying and empoweringlanguage champions in each
school building.
Speaker 2 (03:28):
OK, I've heard that term before, but what does that
actually look like in practice?
Speaker 3 (03:33):
So think of them as kind of ambassadors for language
access within their schools.
They're the go to people, forboth staff and families.
They make sure that everyoneknows what resources are
available and how to access them.
Speaker 2 (03:45):
So they're also like a bridge between the school and
the community, in a way.
Exactly, and they're crucialfor creating that system-wide
change that we're talking about,but I imagine that even with
like the most passionate staffand even if you have these
language champions in place,achieving like district-wide
language access is still a hugechallenge.
Speaker 3 (04:02):
Oh, absolutely.
There are definitely roadblocksalong the way and it requires a
lot of coordination andplanning.
Even with the most enthusiasticstaff, you know it's not a
quick fix.
Speaker 2 (04:11):
Not a quick fix at all.
It's definitely a journey.
Speaker 3 (04:14):
Right.
So what are some practicalsteps that schools can take to
start making this happen?
Speaker 2 (04:21):
Well, the first step is really about identifying
those individuals who arealready passionate about this
issue.
Right, you know, maybe they'rebilingual staff members or
teachers who have experienceworking with multilingual
learners, or even parents whohave been really active
advocates.
Speaker 1 (04:35):
Yeah.
Speaker 2 (04:35):
You tap into that existing enthusiasm and then you
give them the support andtraining they need to become
those effective languagechampions.
Speaker 3 (04:43):
So yeah, Build on the strengths that you already have
.
Speaker 2 (04:45):
Exactly.
And then it's about providingthat ongoing support Okay,
making sure they have access toprofessional development
opportunities, information aboutinterpretation and translation
services, right, culturalsensitivity training, all of
that.
Speaker 3 (04:57):
So equip them to really make a difference.
Speaker 2 (04:59):
Exactly Now.
On top of all that, we alsohave to remember that the
landscape of language accessitself is constantly evolving.
Oh yeah, for sure, there arenew challenges, new trends and
new technologies emerging allthe time.
What are some of the thingsthat are kind of on the horizon
now that you're seeing?
Speaker 3 (05:16):
Well, Mark was a little hesitant to talk too much
about what's happening at thefederal level.
Speaker 2 (05:21):
Yeah, it makes sense with the election coming up.
Speaker 3 (05:22):
Right, exactly, but he did highlight some really
encouraging developments at thestate level.
Speaker 2 (05:27):
Okay, so tell me more about that.
What's happening at the statelevel?
Speaker 3 (05:29):
Well, illinois, for example, has implemented some
really impressive legislationthat, honestly, should be the
gold standard everywhere.
Speaker 1 (05:37):
Oh, wow.
Speaker 3 (05:37):
They've actually mandated interpreter rights for
IEP meetings, which means thatdistricts are required to inform
families of their right to havean interpreter present and
those interpreters are paid forby the district.
Speaker 2 (05:51):
Wow, that's huge because I know those IEP
meetings can be so crucial andcomplicated.
Speaker 3 (05:56):
Absolutely, and if you understand what's being said
, you know you can't reallyadvocate for your child
effectively.
Speaker 2 (06:03):
Right right.
Speaker 3 (06:03):
So this is a huge step towards ensuring that
families can meaningfullyparticipate in those meetings.
Speaker 2 (06:09):
That's fantastic.
So what else are they doing inIllinois?
Speaker 3 (06:12):
They've also mandated that pre-translated IEP
documents have to be provided tofamilies three days before the
meeting.
Speaker 2 (06:18):
Okay.
Speaker 3 (06:19):
So this gives them time to digest the information,
understand it fully and prepareany questions they might have.
Speaker 2 (06:27):
I mean, that just seems like common sense to me.
Speaker 3 (06:29):
Right.
Speaker 2 (06:29):
But I'm sure that's not happening everywhere.
Speaker 3 (06:31):
Unfortunately not, but it makes such a difference.
You know.
Imagine trying to process allthat information in a language
you're not fluent in.
Right during the meeting itself.
It's just not setting familiesup for success.
Speaker 2 (06:42):
No, it's so important to give them the time and the
resources to really understandwhat's going on.
Speaker 3 (06:47):
Absolutely, and they're also tackling the whole
world of machine translation inIllinois.
Speaker 2 (06:52):
Okay.
Speaker 3 (06:52):
How so they're requiring human post-editing for
IEP documents to ensureaccuracy and nuance?
Speaker 2 (06:59):
That's smart.
Speaker 3 (07:00):
Yeah, so you get that efficiency of technology
combined with the precision andcultural sensitivity of a human
touch.
Speaker 2 (07:05):
Which is so important when you're dealing with.
You know these really likesensitive and technical
documents.
Speaker 3 (07:11):
Absolutely, and the great thing is that this
momentum is not limited toIllinois.
Speaker 2 (07:14):
Oh, that's good to hear.
Speaker 3 (07:16):
Other states, like Colorado and New Jersey, are
implementing similar measures,so there's definitely this
growing awareness of just howimportant language access is in
education.
Speaker 2 (07:26):
And that's where you know platforms like Brand the
Interpreter really come in,because they're giving a voice
to experts like Mark.
Speaker 3 (07:32):
Yes.
Speaker 2 (07:33):
Who are out there on the front lines advocating for
these changes and sharing thesedevelopments and inspiring
others.
Speaker 3 (07:39):
They really are helping to move the needle and
showcase the real world impactof language access.
Speaker 2 (07:44):
For sure, for sure.
And it all kind of circles backto this concept of lost time
that Mark talks about.
Speaker 3 (07:50):
Yes, that's such a powerful way to frame it.
Speaker 2 (07:52):
Because if schools don't have clear processes and
trained personnel in place tohandle language access, then
everyone suffers.
Speaker 3 (07:59):
Exactly.
Teachers struggle tocommunicate effectively with
parents, families feelfrustrated and unheard and,
ultimately, students miss out onvaluable learning opportunities
.
Speaker 2 (08:09):
And, as Mark pointed out, that lost time it
accumulates, it becomes abottleneck for the entire school
district.
Speaker 3 (08:14):
Exactly, and it hinders progress and prevents
everyone from reaching theirfull potential.
Speaker 2 (08:19):
So for our listeners out there, especially those who
are maybe in leadership roles,what are some key takeaways from
this part of our deep dive?
Speaker 3 (08:29):
Well, I think the biggest takeaway is that
language access is not just anice to have.
It's an essential investment instudent success and equity, and
it requires a multifacetedapproach.
You know, we need to becollecting data, we need to be
identifying and empoweringlanguage champions, and we need
to be creating a school culturethat truly values and embraces
(08:51):
linguistic diversity.
Speaker 2 (08:53):
So it's about more than just, you know, checking
boxes or meeting some kind oflegal requirement.
Speaker 3 (08:57):
Exactly.
It's about creating a learningenvironment where every student
and every family feels welcomed,respected and supported.
Speaker 2 (09:04):
Awesome.
Well, we're going to take aquick break and then, when we
come back, we'll continue ourdeep dive into language access
in schools.
So stay tuned.
Speaker 3 (09:14):
Okay, so we've talked about how important language
access is and the impact it has,but let's get practical.
Speaker 2 (09:19):
How do we actually make this happen in schools?
Speaker 3 (09:21):
So one of the first things that Mark emphasizes is
the importance of data, likereally understanding the
language demographics of yourschool community.
Speaker 2 (09:30):
Makes it.
You got to know who you'reserving before you can
effectively meet their needsright.
Speaker 3 (09:34):
Exactly, and he made this really interesting point
about how just counting thenumber of students who are
currently classified as Englishlearners doesn't actually give
you the full picture.
Speaker 2 (09:44):
Oh, interesting, because a student might not need
language support servicesanymore, but their family still
might.
Speaker 3 (09:49):
Precisely, you need to take a more holistic view.
Speaker 2 (09:52):
Yeah, look at the whole school community.
Speaker 3 (09:53):
Exactly, and that data can inform everything from
your communication strategies toprofessional development for
your staff.
Speaker 2 (10:01):
So it's really about being proactive.
Speaker 3 (10:03):
Yes, anticipating needs and building systems that
work for everyone.
Speaker 2 (10:07):
And that brings us back to those language champions
we were talking about.
It does those individuals ineach school who are kind of like
the point people for languageaccess?
Speaker 3 (10:15):
Yes, think of them as problem solvers, advocates,
connectors.
They're there for both staffand families when language
barriers come up.
Speaker 2 (10:24):
So let's say I'm a school leader listening to this
and I'm like, ok, I'm on board,I want to do this.
Speaker 1 (10:29):
Yeah.
Speaker 2 (10:29):
How do I actually find and empower these language
champions?
Speaker 3 (10:35):
Well, first you've got to look for those who are
already demonstrating thatpassion.
Ok look for those who arealready demonstrating that
passion.
Maybe they're bilingual staffmembers or teachers who have
experience working withmultilingual learners, or even
parents who've been reallyactively involved in advocating
for language access.
Speaker 2 (10:52):
So you're tapping into that existing enthusiasm
and expertise.
Speaker 3 (10:55):
Exactly, and then you provide them with the training
and resources they need toreally excel in this role.
Speaker 2 (11:01):
Like.
What kind of training are wetalking about?
Speaker 3 (11:03):
Well, it could be professional development on
language access best practices.
Speaker 2 (11:06):
Okay.
Speaker 3 (11:07):
Information about interpretation and translation
services, cultural sensitivity,training, all of that.
Speaker 2 (11:12):
So really equipping them with the knowledge and
confidence to make a difference.
Speaker 3 (11:15):
And don't forget about visibility, making sure
everyone in the school communityknows who these language
champions are and how to reachthem.
Speaker 2 (11:22):
Yeah, so like putting their information on this
school website?
Speaker 3 (11:25):
Exactly, having it in newsletters, posting it in
prominent locations around theschool.
Speaker 2 (11:30):
It's about making it easy for people to access that
support.
Speaker 3 (11:33):
And it's also about creating a culture where
language differences are seen asassets, not barriers.
Speaker 2 (11:39):
It's that whole shift in mindset.
Speaker 3 (11:41):
Yes, exactly, and that goes back to what Mark said
about focusing on impact overoutput.
Speaker 2 (11:45):
I really like that concept.
Speaker 3 (11:46):
Right, it's not just like that concept Right.
It's not just about checkingboxes.
Speaker 2 (11:48):
Yeah.
Speaker 3 (11:49):
It's about making sure that every interaction with
families is respectful, clearand meaningful.
Speaker 2 (11:55):
It's about building those genuine connections.
Speaker 3 (11:57):
Exactly so.
For those of you out there whoare school leaders or decision
makers, what are some concreteactions you can take right now
to make language access apriority in your schools?
Speaker 2 (12:08):
Yeah, give us the to-do list.
Speaker 3 (12:10):
Okay, so first start by collecting that data.
Speaker 2 (12:12):
Okay.
Speaker 3 (12:12):
Understand the language demographics of your
community and identify any gapsin your current services.
Speaker 2 (12:17):
Seems like a pretty manageable first step.
Speaker 3 (12:19):
Then identify and empower your language champions.
Provide them with the trainingand resources they need.
Speaker 2 (12:25):
Check gang.
Check what's next.
Speaker 3 (12:27):
Make language access part of your school's overall
strategic plan.
Speaker 1 (12:32):
Okay.
Speaker 3 (12:32):
Integrate it into your budget, your professional
development offerings.
Speaker 2 (12:36):
Okay.
Speaker 3 (12:37):
And your communication strategies.
Speaker 2 (12:39):
So it's not just like this separate thing that you do
off to the side.
Speaker 3 (12:42):
It's woven into the fabric of the school.
Speaker 2 (12:45):
It's part of the mission.
Speaker 3 (12:46):
And remember this is an ongoing process.
Speaker 1 (12:48):
Right.
Speaker 3 (12:48):
It's about continuous improvement, staying informed
about best practices,legislative changes.
Speaker 1 (12:54):
Yeah.
Speaker 3 (12:55):
And always striving to create a more welcoming and
inclusive environment.
Speaker 2 (12:59):
So we know this is a lot to take in, right, but we've
put together some helpfulresources for you.
Speaker 3 (13:04):
Yes.
Speaker 2 (13:04):
Including a link to Mark Byrne's full interview on
the Brand the Interpreterpodcast.
Speaker 3 (13:09):
Definitely check that out.
You can find all of that in theshow notes for this episode.
And for those of you who areprofessional interpreters,
listening, think about how youcan be a resource for your local
schools.
Speaker 2 (13:20):
Share your expertise, offer training or even advocate
for policies that promotelanguage access and equity.
Speaker 3 (13:28):
It takes a village right.
Speaker 2 (13:29):
It really does, we all have a role to play in
making sure every student hasthe opportunity to thrive.
Speaker 3 (13:35):
Absolutely.
And as we wrap up this part ofour deep dive, we want to leave
you with a few questions toponder.
Speaker 2 (13:41):
Okay.
Speaker 3 (13:41):
What can you do within your own role to make
language access everyone'sresponsibility?
Speaker 2 (13:46):
Good question.
Speaker 3 (13:47):
How can you make sure that families feel welcomed,
respected and empowered toparticipate in their children's
education?
Speaker 2 (13:53):
And what resources are out there to support you in
this work.
Speaker 3 (13:56):
We'll be back in just a moment to explore some more
inspiring examples and practicaltips for making language access
a reality in your school.
Welcome back to the Deep Dive.
I'm feeling really inspired byall these amazing changes that
are happening.
Speaker 2 (14:12):
It's incredible to see how states are stepping up
and really taking the lead onlanguage, access and equity.
Speaker 3 (14:17):
Yeah, for sure.
So we've covered the what andthe why, but now I want to know
the how.
How do schools actually putthese ideas into action?
Well, let's think about thatfirst impression.
You know, imagine a family,maybe new to the country,
walking into a school for thevery first time.
What can we do to make themfeel welcome and comfortable?
Speaker 2 (14:41):
I mean having clear signage in multiple languages
would be a good start, right.
Speaker 3 (14:45):
Absolutely.
That sends a strong messagethat this is a place where all
families are valued.
Speaker 2 (14:52):
Yeah, and it's not just the main entrance, right.
Speaker 3 (14:54):
Right.
Speaker 2 (14:54):
You got to think about the front office, the
nurses station, even therestrooms.
Speaker 3 (14:58):
Exactly.
Speaker 2 (14:59):
All the key areas.
Speaker 3 (15:00):
Make it easy for families to navigate the
building.
Speaker 2 (15:03):
And having staff members who can greet them in
their native language, oh yeah,can make such a difference.
Speaker 3 (15:08):
Even if it's just a simple hello or welcome.
Speaker 2 (15:11):
It shows you've made that effort to connect with them
.
Speaker 3 (15:13):
And then, of course, there are all those school forms
and documents.
Speaker 2 (15:16):
Oh yeah.
Speaker 3 (15:17):
Which can be so overwhelming if you're not
fluent in English.
Speaker 2 (15:20):
Right, like registration forms, permission
slips, the school handbook.
All of that needs to betranslated.
Speaker 3 (15:25):
Yeah, and remember what Mark said about
pre-translating IEP documents.
Yes, that's crucial.
Speaker 2 (15:31):
So families can actually understand what's being
discussed in those meetings.
Speaker 3 (15:34):
It's about removing those language barriers and
empowering families to be activeparticipants.
Speaker 2 (15:39):
And it's not just official documents.
Speaker 3 (15:41):
Right.
Speaker 2 (15:41):
It's also about those day-to-day communications.
Speaker 3 (15:43):
Exactly.
Schools can use things likemultilingual messaging apps,
translation software tocommunicate with families about
all sorts of things.
Speaker 2 (15:52):
Yeah, like school events, homework assignments,
even just checking in.
Speaker 3 (15:56):
Keeping those lines of communication open and
accessible.
Speaker 2 (15:59):
But you know, in the midst of all this technology, we
can't forget about thatpersonal connection.
Speaker 3 (16:05):
Absolutely.
Sometimes, a simple phone callor a home visit can be the most
effective way to build rapport.
Speaker 2 (16:11):
Yeah, and involving bilingual staff members or
interpreters in thoseinteractions can really help
bridge the gap.
Speaker 3 (16:17):
It shows families that you're invested in their
well-being and that you're thereto support them.
Speaker 2 (16:22):
So, as we wrap up this deep dive, I want to leave
our listeners with one finalquestion to think about.
How can you, within your ownsphere of influence, advocate
for language access and equityin your community, because we
all have a role to play.
Speaker 1 (16:37):
We do.
Speaker 2 (16:38):
Whether you're a teacher, a parent, a community
member, we can all contribute tocreating a more inclusive and
equitable learning environmentfor everyone.
Speaker 3 (16:48):
Language access is a human right.
Speaker 2 (16:50):
It is.
Speaker 3 (16:50):
And it's essential for unlocking the potential of
every child.
Speaker 2 (16:54):
And if you want to learn more about this topic, be
sure to check out the fullinterview with Mark Byrne on the
Brand, the Interpreter podcast.
Speaker 3 (17:01):
Great podcast.
Speaker 2 (17:02):
You can find a link in the show notes.
Speaker 3 (17:03):
Thanks for joining us on this deep dive.
Speaker 2 (17:05):
We hope you learned a lot and feel inspired to make a
difference.
Speaker 3 (17:08):
Until next time, keep learning, keep advocating and
keep pushing for a world wherelanguage is never a barrier to
success hi there.
Speaker 1 (17:40):
If you're enjoying these short reflection room
episodes, please remember toshare them on your social media
platforms or with your network.
That would appreciate to hearthe Brand the Interpreter.
Episodes in a bite-sized format, as always.
Thanks for tuning in, till nexttime.
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