link to checklist
front office visual that explains they are contacting an interpreter
link to workbook
link to Multilingual Family Communication Handbook
sign-up for book club
sign up for a 2-day workshop
3 options:
|
1. The Third Way
|
2. Stop Chasing Raindrops
|
3. All Families
|
Title 1: The Third Way
Explanation:
Currently, schools are on one of two pathways. Pathway 1: The school either does not have resources to make language access even possible or they don't have resources that are a good fit. As a result, communication happens in English pretty much all the time. Pathway 2: The school has resources for language access in place, but there is an implementation gap. Typically, this looks like use of those resources falling on the shoulders of a small group of people.
This book posits that there is a third way for schools to operate: Schools not only have good-fit resources in place, but there is a culture of shared responsibility for communicating with multilingual families, and there are internal systems designed to create and maintain that culture. This book explains how books can do this, step-by-step.
Currently, schools are on one of two pathways. Pathway 1: The school either does not have resources to make language access even possible or they don't have resources that are a good fit. As a result, communication happens in English pretty much all the time. Pathway 2: The school has resources for language access in place, but there is an implementation gap. Typically, this looks like use of those resources falling on the shoulders of a small group of people.
This book posits that there is a third way for schools to operate: Schools not only have good-fit resources in place, but there is a culture of shared responsibility for communicating with multilingual families, and there are internal systems designed to create and maintain that culture. This book explains how books can do this, step-by-step.
Title 2: Stop Chasing Raindrops
Explanation:
Communications come out of schools to families like raindrops: constantly and from seemingly everywhere. When one person or one group is the only one "responsible" for multilingual communication, they can often feel like they are running around chasing raindrops.
This parent said they got this paper in English. What is this paper? What does it say? Who sent it? How can I get that information back out in a language parents can understand?
The nurse is asking me to call this family about vaccinations, but I'm just going to pick up the phone and call an interpreter. She can do that, too.
Those families over there are getting phone calls, but these families aren't. Why not? How can we compensate? Who do we talk to? I don't have capacity to do this on their behalf.
This book lays out the steps to create systems and a culture where you have the peace of mind that all the raindrops will fall as they should in the language they should. No more chasing after them.
Communications come out of schools to families like raindrops: constantly and from seemingly everywhere. When one person or one group is the only one "responsible" for multilingual communication, they can often feel like they are running around chasing raindrops.
This parent said they got this paper in English. What is this paper? What does it say? Who sent it? How can I get that information back out in a language parents can understand?
The nurse is asking me to call this family about vaccinations, but I'm just going to pick up the phone and call an interpreter. She can do that, too.
Those families over there are getting phone calls, but these families aren't. Why not? How can we compensate? Who do we talk to? I don't have capacity to do this on their behalf.
This book lays out the steps to create systems and a culture where you have the peace of mind that all the raindrops will fall as they should in the language they should. No more chasing after them.
Title 3: All Families
Explanation:
For a variety of reasons, schools often segregate multilingual families. They do not have the same access to information, programming ... or people. They are assigned one person who is their one point of contact. They have gaps in the information they receive in their language. They aren't given the same things to make an informed decision as their English-speaking peers. Their children miss out on programming.
This book says that all of our families are all of our families. They have the right to speak to any person in the building. This book also lays out the step-by-step for schools to make that a reality, regardless of their starting point.
For a variety of reasons, schools often segregate multilingual families. They do not have the same access to information, programming ... or people. They are assigned one person who is their one point of contact. They have gaps in the information they receive in their language. They aren't given the same things to make an informed decision as their English-speaking peers. Their children miss out on programming.
This book says that all of our families are all of our families. They have the right to speak to any person in the building. This book also lays out the step-by-step for schools to make that a reality, regardless of their starting point.