An interpreter can help a child and family participate fully when they use a language different from the speech-language pathologist (SLP). The interpreter helps people communicate across languages; the SLP remains responsible for clinical decisions. Effective teamwork can make an evaluation more informative and a therapy plan more connected to the child's daily life. [1, 2]
Why bring an interpreter into the conversation?
A family's account of what a child understands and says at home is essential. An English-only conversation may miss strengths, concerns, and details about the child's development. An interpreter can support family interviews, assessment, therapy, and meetings where results and goals are discussed. The language and communication support needed may differ for the child and the caregiver. [1, 2]
An interpreter conveys messages between languages in a conversation. A translator works with written material. Some encounters also require a sign language interpreter or transliterator. The team should ask which language, dialect, and communication mode the family prefers rather than assuming. [1]
What does good teamwork look like?
| Before | During | After |
|---|---|---|
| The SLP explains the session goal, materials, terms, and how responses should be conveyed. The team agrees on confidentiality and when to pause for clarification. | The SLP addresses the child or family directly, uses clear language, allows time for interpretation, and checks understanding. The interpreter conveys the message and flags language or cultural nuances that affect meaning. | The SLP and interpreter discuss any confusing responses, language patterns, or materials. The SLP records how language assistance was used and any limits on interpreting results. |
ASHA describes this as a briefing–interaction–debriefing approach. Preparing together matters particularly when a task is designed to reveal the child's own wording, grammar, speech sounds, or comprehension: an unplanned rephrasing or added cue could change what the task measures. [1, 3]
Who makes the clinical decisions?
The SLP plans and leads the assessment or treatment, selects appropriate materials, interprets the combined evidence, and explains the recommendations. An interpreter provides access to the child's or family's language and may help the clinician understand whether a particular response is typical in that language or community. The interpreter is a collaborator, not the person asked to diagnose the child. [1]
A qualified interpreter with suitable language and dialect skills is generally preferable. Families are invaluable sources of information about their child, but asking a relative to interpret an evaluation or sensitive discussion can introduce conflicts or misunderstandings. ASHA recognizes limited situations where a family member may interpret, such as a family preference or when appropriate services cannot be found; the team should consider the purpose and stakes of the interaction. [1]
Can an English test simply be translated?
No. Languages do not map word for word, and translating a standardized test changes its measurement properties. The clinician may use translated or adapted tasks descriptively when appropriate, but should not present the resulting score as a valid standardized score without proper validation. Language samples, family input, observations, and other suitable methods help build a fuller picture. [2, 4]
In multilingual assessment, an interpreter can help gather samples and clarify what the child said, while the SLP considers the language's rules and the child's experience with it. The team should document accommodations and limits clearly. [1, 2]
What can families ask for?
- “Can we use an interpreter for the meeting and the evaluation?”
- “Can you explain the results in the language we prefer?”
- “How did you consider what our child communicates at home?”
- “Was the interpreter prepared for the assessment activities?”
It is fine to pause and ask for a term or recommendation to be explained again. Families should be able to share their knowledge and understand the choices being discussed. [1]
Our approach at Culturally Speaking SLPs
We see interpreters as partners in making communication accessible. When clinicians, interpreters, and families prepare and listen to one another, the child's abilities can be understood in the languages and relationships that matter to them.
This article is educational. The type of language assistance and assessment needed should be determined for each child and family.
References and further reading
1. American Speech-Language-Hearing Association (ASHA). (n.d.). Collaborating with interpreters, transliterators, and translators. Practice Portal.
2. ASHA. (n.d.). Multilingual service delivery in audiology and speech-language pathology. Practice Portal.
3. Alani, S., Boyer, V. E., Harten, A. C., Franca, M. C., Stierwalt, J. A. G., & Pegoraro-Krook, M. I. (2024). Guidance on the effective collaboration with interpreters and translators in speech-language pathology. Perspectives of the ASHA Special Interest Groups, 9(3), 795–803.
4. ASHA. (n.d.). Assessment tools, techniques, and data sources. Practice Portal.