About the Program
In the Interpreting in Our Local Schools program, UCSB graduate and undergraduate students who are heritage and bilingual language speakers serve as paid interpreters at local elementary schools during parent/guardian-teacher conferences and IEP assessments. By drawing upon their language expertise to meet the needs of elementary students and their families, UCSB student interpreters gain experience in using their academic and language-brokering skills in a broader social environment that includes community members, teachers, and school administrators.
Students interpret in languages such as Korean, Japanese, Mandarin, Spanish, Tagalog, and Vietnamese. Spanish language interpretation is the highest need. For parents and guardians who do not speak English, this interpreter service is crucial. It enables them to communicate with their child’s teacher, and, through this contact, engage directly in their child’s learning experience. For the UCSB students participating in the program, this work is invaluable. Those students studying translation and interpretation gain experience in using their academic skills in a broader social environment that includes community members, teachers, and school administrators.
Interpreters receive training from UCSB Professor Aline Ferreira (Spanish and Portuguese) in family-based issues, the potential content of the conferences, frequently-used vocabulary, and issues of confidentiality.
The IHC seeks students with oral fluency in languages including:
+ Other Languages!
If you are interested in using your language-brokering skills to meet this important community need, please complete the information form below.
Student interpreter comments on their reasons for participating highlight some of the crucial needs met by the program:
“The main reason I am interested in participating in this program is because I can relate to those kids’ experiences on a personal level. Growing up in Orange County, most of the student body throughout elementary school was Latino/Chicano, including me. As a result, interpreter assistance was also scarce for many of my peers. I remember vividly being in the 4th and 5th grade [and] being told by my teacher that all the English-Spanish slots had already been taken. I remember being frustrated trying to translate for both my teacher and mom at the same time for 30-minute teacher conferences.”
“The reason for my interest in participating as an interpreter for the parent-teacher conferences derives mainly from my childhood experiences. Having interpreted for my parents at almost all my parent-teacher conferences and back to school nights as a child, I remember interpreting being nerve-wracking. I did not know if the teacher was going to ask me to translate a word whose meaning I would not know at such young age.”
“I am interested in this opportunity because I want people in my community to benefit from my education. I believe that UCSB students should have a better connection with younger students in IV, as well as their parents. Seeing that students of similar backgrounds can attend a four-year university may encourage students to put all their effort into education. I also have an interest in elementary school teaching, where I anticipate having to be my own translator at times.”
“Becoming a professional Interpreter and Translator is my prospective career choice. For this reason, I believe that this opportunity will further my experience in interpreting by providing me with the assets and knowledge needed to work in such field.”