Early intervention professionals and spoken language interpreter collaboration: Essential knowledge for supporting families of children with hearing loss

For parents who speak a language different from the early childhood intervention (ECI) professionals working with their child, an interpreter is a crucial member of the early intervention team. This article considers the perspectives of spoken language interpreters and ECI professionals providing services to the families of children with hearing loss (CHL) about the knowledge needed prior to collaborating in an ECI appointment. The study collected survey responses from 69 ECI professionals who had experience working with interpreters and 23 spoken language interpreters working in Australia. Participants’ responses indicated it was important for interpreters to know key terminology in the languages being used, the purpose of the appointment, the language situation of the family, and awareness about communication in CHL and disability. Three themes emerged when examining what ECI professionals need to know: knowledge and skills to have about interpreting (the briefing process, communication, working with interpreters), knowledge and skills to have about interpreters (interpreter competencies, interpreter appropriateness), and knowledge to share with the interpreter (about the appointment, professional knowledge). These findings provide a roadmap of key skill and knowledge areas for which training and materials can be developed to support more effective ECI professional–interpreter collaboration to better support families of CHL who are culturally and linguistically diverse.