Breakout Room 3 Notes

Language Access Work Group

Notes from 

Meeting 4 Breakout Room 3

September 5, 2023

Breakout Room 3 Participants                                       Breakout Room 3 Facilitator

Nadia Damchii                                                                         Sharon Armstrong

Luisa García

Lynora Hirata

Agata Ianturina

Cristina Labra

Natalya Mytareva

Hugo Nuñez

Casey Peplow

Cathy Vue

 

Homework:    Please share what you would like to see in a draft recommendation, or what you have already shared in a draft recommendation, regarding prerequisites and screening, test content, and test quality.

 

  • DSHS should provide resources to support testers on language proficiency (Language Testing International (LTI) and private companies) to help prepare them for passing the test and testing efficiency

  • Proficiency in English or bilingual? (Clarifying the question) 

  • Currently provided remotely; test-takers from many places 

  • National test may differ from Washington State test regarding policy and procedure 

  • To support incoming testers, DSHS should create a registry of trainers who have prepared for and passed the certification testing process to support sustainability of the interpreter industry

  • Expand capacity to serve communities more efficiently by including less represented languages and specified agencies/areas of focus as testing options, i.e., include endorsements that meet requirements for multiple agencies

  • Include either prerequisite training for Washington State specifically at the beginning or at the end of the “standardized” training process

  • Provide less complicated access to test-prep resources 

  • Create/identify an English proficiency program to include reading (medical, health, rights, insurance, billing, history, etc.) as a prerequisite option

  • Medical interpreter training in Washington State that includes cultural sensitivity, terminology, etc. 

  • The format impacts the outcome. Reading comprehension is a barrier. Consider revising 

  • Look at training and certification processes in other countries to consider implementing similar processes 

  • Other countries provide tests/exams in their own languages, for example the European Union, China, and other countries. Consider using those tests instead of creating the Americanized versions

  • There are currently two test filters: Heritage Language Assessment and certification of additional language(s)

  • Onboard a needed language quickly in response to emergencies, such as a sudden influx in refugee communities

  • Improve training format to include scenarios/practice, medical terminology, etc. 

  • Please refer to saved chat comments as well