Common use of Interpreter Requirements Clause in Contracts

Interpreter Requirements. At a minimum, all interpreters used by the WDS must meet the following requirements: ▪ Demonstrated proficiency in both English and another language ▪ Fundamental knowledge in both languages of any specialized terms or concepts peculiar to the Center’s program or activity ▪ Sensitivity to the LEP person’s culture ▪ Demonstrated ability to convey information in both languages accurately; and if possible, use staff trained in the skills and ethics of interpreting There may be cases where interpretation services are offered to the LEP person and these are declined. In such cases the LEP person may request the use of a family member or friend as an alternative. It is then appropriate for the Center to use this person to assist in the provision of services. However, the use of such a person should not compromise the effectiveness of services or breach confidentiality. In these cases, the Center should have a competent bilingual staff member observe the communication and interpretation to ensure the accuracy of the information being translated. The Center must also document in the LEP person’s file: the offer of an interpreter, the refusal of free language assistance services, and the witnessing of the communication using “Interpreter Services Statement” form. Consistent with U.S. ▇▇▇’s federal register guidance, the WDB has adopted the following hierarchy of methods to meet LEP needs as needed: ▪ Ensuring the WDS hire multilingual staff ▪ Paid interpreters that are on staff ▪ Paid outside interpreters ▪ Use telephone interpreter lines ▪ Community volunteers-trained in both interpretation and in WIOA programs ▪ Not using children, family members, friends, and/or strangers as interpreters except in emergency circumstances or when the LEP person decides to use them after being advised of free and competent interpreters being available. After the Center identifies an LEP customer’s primary language through a language needs assessment, this information should be documented in the case files preferably using a language identification form such as the Oral and Written Language Designation Form. The choice of whether to use the LEP individual’s primary language for oral or written communication is the customer’s choice. Effective February 20, 2018, the required LEP questions were added to the individual registration form in CalJOBS. Beginning on January 3, 2019, it is required that each WorkSource Center records the LEP and preferred language of each applicant, registrant, YEAR 25 participant, and terminee. (EDD Information Notice WSIN17-30, April 2, 2018) The WDS will serve LEP individuals in their service delivery areas and ensure that LEP customers are offered meaningful and equal access to WIOA services. Each Center must be able to describe and document how LEP customers receive services. This will be subject to review by the City’s LEP Coordinator and reported to the WDB. Furthermore, as the WDB develops new sector initiatives and other training programs, Vocational English as a Second Language (VESL) training should be incorporated in these programs to increase LEP customer participation. The WDB is committed to designing programs to ensure that limited English speakers are included in skills training as well as bridge programs. Moreover, the WDS shall leverage resources to increase training opportunities in other languages where available.

Interpreter Requirements. At a minimum, all interpreters used by the WDS must meet the following requirements: ▪ Demonstrated proficiency in both English and another language ▪ Fundamental knowledge in both languages of any specialized terms or concepts peculiar to the Center’s program or activity ▪ Sensitivity to the LEP person’s culture ▪ Demonstrated ability to convey information in both languages accurately; and if possible, use staff trained in the skills and ethics of interpreting There may be cases where interpretation services are offered to the LEP person and these are declined. In such cases the LEP person may request the use of a family member or friend as an alternative. It is then appropriate for the Center to use this person to assist in the provision of services. However, the use of such a person should not compromise the effectiveness of services or breach confidentiality. In these cases, the Center should have a competent bilingual staff member observe the communication and interpretation to ensure the accuracy of the information being translated. The Center must also document in the LEP person’s file: the offer of an interpreter, the refusal of free language assistance services, and the witnessing of the communication using “Interpreter Services Statement” form. Consistent with U.S. ▇▇▇’s federal register guidance, the WDB has adopted the following hierarchy of methods to meet LEP needs as needed: ▪ Ensuring the WDS hire multilingual staff ▪ Paid interpreters that are on staff ▪ Paid outside interpreters ▪ Use telephone interpreter lines ▪ Community volunteers-trained in both interpretation and in WIOA programs ▪ Not using children, family members, friends, and/or strangers as interpreters except in emergency circumstances or when the LEP person decides to use them after being advised of free and competent interpreters being available. After the Center identifies an LEP customer’s primary language through a language needs assessment, this information should be documented in the case files preferably using a language identification form such as the Oral and Written Language Designation Form. The choice of whether to use the LEP individual’s primary language for oral or written communication is the customer’s choice. Effective February 20, 2018, the required LEP questions were added to the individual registration form in CalJOBS. Beginning on January 3, 20192016, it is required that each WorkSource Center records the LEP and preferred language of each applicant, registrant, YEAR 25 participant, and terminee. (EDD Information Notice WSIN17-30, April 2, 2018) The WDS will serve LEP individuals in their service delivery areas and ensure that LEP customers are offered meaningful and equal access to WIOA services. Each Center must be able to describe and document how LEP customers receive services. This will be subject to review by the City’s LEP Coordinator and reported to the WDB. Furthermore, as the WDB develops new sector initiatives and other training programs, Vocational English as a Second Language (VESL) training should be incorporated in these programs to increase LEP customer participation. The WDB is committed to designing programs to ensure that limited English speakers are included in skills training as well as bridge programs. Moreover, the WDS shall leverage resources to increase training opportunities in other languages where available.