I received the following question about parents interpreting during an evaluation from a speech-language pathologist who works in a private clinic setting. This is a question that comes up frequently so I wanted to share the question, my response, and an article I wrote about the pros and cons of parents as interpreters.

Here’s the Question the SLP asked about Parents as Interpreters

Dear Ellen, Hi, I have a speech related question that I hope you can enlighten me on. This is in regard of use of interpreters for evaluation of a child whose primary language isn’t English. The CELF was given in English, but there was no interpreter for his abilities in the Romanian language. So, the SLP isn’t able to determine if he has a deficit in English or his native tongue. I have your book, Difference or Disorder? but it does not include Romanian.

We are a small private practice clinic and this family has commercial insurance that won’t pay for an interpreter. If we did find an interpreter, the cost would be prohibitive for the family and the clinic, and it would be a virtual interpretation. Because of the pandemic disruptions, it is unlikely that he can get an evaluation through the local school district or area hospital clinics any time in the foreseeable future.

So my question is, “Can his dad, who has functional English abilities, act as the interpreter for the evaluation?” “And, how about for ongoing therapy?”

The boy, 7 years of age, does speak English, but his preferred language and that used in the home is Romanian. He receives English Language Learner services in the school, but only 2 short sessions of distant learning per week. I’d sure appreciate it if you could give me guidance, or direct me to resources that speak to best practice, necessity, and scope of practice/ethics for this issue. Many thanks! C

Here’s My Response to the Question about Parents as Interpreters

Hi C,

Yes, his dad can absolutely serve as the interpreter. Many people feel like having a parent serve as an interpreter is not ideal. Perhaps that’s true in some cases but I have worked with parents interpreting many, many times, and I find it can be an effective model for evaluating students, as well as getting parents involved in the intervention process.

Here is a link to a blog post about a case when I asked a child’s mother to serve as my interpreter. Also, if you decide to join SLP Impact, there is a video in the Edge Case Video library where I showed how I worked with a parent to help me conduct an evaluation in French. The family was from Burkina Faso in Africa and I could not find an interpreter who spoke their dialect of French. I asked his mother, who was bilingual in French and English, if she was open to serving as the interpreter. She was thrilled to participate.

We met in advance of the evaluation for an interpreter training session. She learned to administer a French speech assessment tool that I found. I was able to listen to the mom’s models of the words and hear the differences in her productions and her son’s productions to identify the patterns he was using.

So, while parents interpreting is not ideal in every situation, it certainly can work well in many cases.

Good luck and best regards,

Ellen

The Pros and Cons of Parents as Interpreters in Speech-Language Services

Speech-language pathologists (SLPs) frequently work with multilingual children who speak a language other than English in the home and use English in the school setting. When an interpreter is needed for evaluations or therapy, some families may not have access to a trained professional. In these cases, SLPs may rely on parents as interpreters to facilitate communication. While this approach can be helpful, it also presents challenges related to accuracy, ethics, and best clinical practices. This article explores the benefits, concerns, and practical solutions for SLPs navigating this complex issue.

The Legal Requirements of Providing Translators and Interpreters

Schools and other institutions that receive federal funding are legally required to provide interpreters and translators to ensure meaningful access to education for students and families with limited English proficiency (LEP) and those who are deaf or hard of hearing. These requirements stem from several federal laws, including Title VI of the Civil Rights Act of 1964, which prohibits discrimination based on national origin. Failing to provide appropriate language assistance can constitute national origin discrimination. Additionally, the Individuals with Disabilities Education Act (IDEA) mandates that schools provide necessary accommodations, including sign language interpreters, to ensure students with disabilities receive a free appropriate public education (FAPE).

Acknowledging the legal requirements, one question is, “Can we relay on parents as interpreters for a speech-language evaluation?” The answer, it depends on a lot of factors, the first of which is whether the parent is willing and able to provide interpretation services. First, do they have the proficiency levels in each language to do it. Second, do they have time to undergo training with the evaluator? Third, do they want to put themselves in the dual role of being a parent reporter and an interpreter for their child’s evaluation? There are certainly benefits and drawbacks to this situation.

The Potential Benefits of Using Parents as Interpreters

When professional interpreters are unavailable, parents interpreting can provide immediate access to a child’s home language. Parents understand their child’s communication style, cultural background, and daily language use, making them valuable resources in the assessment process. Additionally, a familiar presence can help children feel more comfortable during evaluations or therapy sessions. In some cases, a parent’s assistance may be the only way for an SLP to gather critical information about a child’s linguistic abilities.

Challenges and Ethical Concerns

Despite the advantages, relying on parents as interpreters can lead to concerns about accuracy and objectivity. Parents may unknowingly modify their child’s responses, omit details, or struggle with complex medical or educational terminology. SLPs must determine whether using a parent compromises the integrity of the evaluation and whether alternative options should be explored.

Alternative Solutions and Best Practices

While parents interpreting can be a temporary solution, SLPs should seek alternatives whenever possible. Virtual interpretation services, bilingual staff members, or community resources may provide more reliable assistance. If a parent must serve as an interpreter, SLPs can provide guidance to minimize bias, such as encouraging direct translations rather than summarizing. Using informal speech samples, parent questionnaires, and bilingual assessment tools can also help ensure a more accurate evaluation.

Balancing Practical Constraints and Best Practices

SLPs working with multilingual families must balance practical constraints with ethical and clinical best practices. While parents as interpreters can be a useful resource, they should not replace professional interpreters when accuracy is critical. By understanding both the benefits and challenges of parents interpreting, SLPs can make informed decisions that support high-quality, culturally responsive care.

Here’s a quick Q&A of questions that have come in about parents interpreting

Q: Can a parent act as an interpreter during a speech-language evaluation if a professional interpreter is unavailable?

A: Yes, a parent can serve as an interpreter, though this approach has both advantages and challenges. While some professionals may feel that using a parent is not ideal due to potential biases or inaccuracies, there are situations—such as limited resources or lack of available interpreters—where this may be the most practical solution.

Q: How can a parent be effectively involved in the evaluation process?

A: Parents can assist by:

Providing translations of test items and responses.
Offering insight into the child’s typical language use and development.
Modeling pronunciation for comparison in speech assessments.

In one assessment we did, we were unable to find an interpreter who spoke the dialect of the child. The mother, who had strong skills in English and the French dialect spoken in Burkina Faso, helped administer a French speech assessment for her child. Since a trained interpreter was unavailable, the SLP relied on the parent’s bilingual skills to facilitate the evaluation. By carefully listening to both the mother’s and child’s speech patterns, the SLP was able to identify relevant linguistic differences. This required upfront training with the parent to share the evaluation materials and the goal of each assessment. For example, in the speech assessment, the mother knew to model the targeted word or phrase one time, wait for a response, and then model it a second time if necessary.

Q: What are the potential drawbacks of using parents as interpreters?

A: While parents bring valuable cultural and linguistic knowledge, there are risks such as:

Unintentional bias in translating responses.
Difficulty maintaining clinical objectivity.
Ethical concerns about accuracy of translations/interpretations.

Q: What alternatives exist if a professional interpreter is not an option?

A: In cases where hiring an interpreter is financially prohibitive, options include:

Virtual interpretation services.
Community volunteers or bilingual staff members.
Speech assessment tools that account for bilingual language development.

Final Thought: While professional interpreters remain the gold standard, parents can play a meaningful role in bridging communication gaps when necessary. SLPs should use best practices to ensure the most accurate and ethical assessments possible, even in resource-limited situations.