Language Access
Practitioner's Corner: Advice and Insight from the Language Access Field
Columns to assist those looking for ways to provide high-quality and cost-effective translation and interpretation services.
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Showing 51–60 of 62 results
Limited English Proficient Individuals in the United States: Number, Share, Growth, and Linguistic Diversity
From 1990 to 2010, the Limited English Proficient (LEP) population grew to exceed 25 million people, increasingly spreading beyond traditional destinations.
Language Access and Schools: Federal Requirements and School Experiences
This webinar from the MPI’s National Center on Immigrant Integration Policy and the U.S. Conference of Catholic Bishops’ Bridging Refugee Youth & Children’s Services program explores federal requirements for providing interpretation and translation in schools and how select school districts in Minnesota and Colorado have managed these requirements.
LEP Workers & Access to Workforce Services: Perspectives on Current Barriers to Access and Prospects for Improvements Under WIA Reauthorization
This webinar presented by MPI’s National Center on Immigrant Integration Policy examines the current Workforce Investment Act (WIA) system, and the extent to which changes to the WIA system take account of important demographic and economic trends and address the needs of immigrant-origin and Limited English Proficient (LEP) workers.
Proactive Engagement: Two Strategies for Providing Language Access in Workforce Development Services
This webinar examines how New York and Illinois have proactively engaged Limited English Proficient (LEP) communities to obtain workforce services.
Communicating More for Less: Using Translation and Interpretation Technology to Serve Limited English Proficient Individuals
Language access technologies offer agencies cost-effective options. The right tool depends on client volume, languages, and exchange type.
Is This Working? Assessment and Evaluation Methods Used to Build and Access Language Services in Social Services Agencies
U.S. agencies that systematically assess language needs and service quality can better match language access to Limited English Proficient (LEP) clients.
Taking Limited English Proficient Adults into Account in the Federal Adult Education Funding Formula
Workforce Investment Act Title II funding should reflect the size and needs of Limited English Proficient (LEP) adults, not just lack of a diploma.
Adult English Language Instruction in the United States: Determining Need and Investing Wisely
Adult English instruction in the United States is severely underfunded. Closing the gap requires curriculum reform, federal investment, and stronger instructor standards.
The Second Generation in Early Adulthood: New Findings from the Children of Immigrants Longitudinal Study
The study found most second-generation young adults in the United States were thriving, but some youth face persistent challenges.
Spotlight on Limited English Proficient Students in the United States in 2004
Limited English Proficient students in the United States numbered 5 million in the 2003-04 school year, accounting for about 10 percent of U.S. public school enrollment.