Multilingual Strategies for Community Organizing Communities Creating Healthy Environments Language Justice Toolkit Multilingual Strategies for Community Organizing

Communities Creating Healthy Environments (CCHE) Language Justice

Background and Acknowledgments

The term “language justice” is a powerful way to describe individuals’ fundamental right to have their voices heard. This Language Justice Toolkit is the product of the collective work of individuals and organizations who share a commitment to “multilingual spaces” – that is, spaces intentionally created to incorporate two or more languages and cultures in all aspects of the group process. Everyone who contributed to the Toolkit did so from the conviction that multilingual spaces are essential for building strong movements for racial and social justice. Much of the learning that informed this toolkit came from a Language Justice Learning Circle, organized in fall of 2011 by the Praxis Project, Highlander Research and Education Center, Colectivo Flatlander and Berkeley Media Study Group.

This toolkit has been developed with the support of the Praxis Project and Robert Wood Johnson Foundation as part of Communities Creating Healthy Environments. Communities Creating Healthy Environments works to improve access to healthy food and safe places to play in communities of color. This effort, led by the Praxis Project, is a national capacity-building initiative to support diverse, community-based organizations and indigenous groups with proven track records in developing and organizing for effective, culturally competent policy initiatives that address the root causes of childhood obesity at the local level.

Acknowledgements

This content was written and gathered by Pancho Arguelles of Colectivo Flatlander, Susan Williams and Adina Hemley-Bronstein of Highlander Research and Education Center, with help and support by Ditra Edwards of the Praxis Project, Tomas Aguilar from Colectivo Flatlander and Andrea Arias Soto. Elandria Williams contributed the reflection on African Americans and language justice; Pamela Mejia and the Berkeley Media Studies Group helped with the Communication section.

We want to acknowledge the broad community of language justice practitioners who have guided and inspired this process. We have been particularly encouraged by the work of CCHE grantees Alternatives for Community and Environment (ACE), Asian Pacific Environmental Network, Committee against Anti-Asian Violence (CAAV), Chinese Progressive Association (CPA), Padres y Jóvenes Unidos, People Organized to Win Employment Rights (POWER), and WeAct (We Act for Environmental Justice) among many others who are building the values language justice into their organizing.

We acknowledge the many others who have supported the process and who continue to contrib- ute to the thinking, doing, and documentation that inform our own work and this toolkit. We want to thank Alice Johnson, Roberto Tijerina, Ada Volkmer, and many others in the U.S. and around the world who have been fighting for language justice over many years. Table of Contents

Overview...... 2

Interpretation...... 4

A Quick Introduction to Interpretation...... 8

Interpretation Equipment...... 9

Equipment Rental Agreement...... 13

Equipment Log/Registro de Equipo de Interpretación...... 14

Translation...... 15

Planning an Event...... 22

Planning an Event – Checklist...... 25

Building Organizational Commitment...... 27

Building Organizational Commitment: Mapping Exercise...... 33

Strategic communications: Initial thoughts about a language justice perspective...... 36

Griots to Beats: African Americans and Language Justice...... 38

Resources...... 40

APPENDIX: Language Justice Organizational Continuum ...... 42

CCHE LANGUAGE JUSTICE TOOLKIT 1 Overview

The Language Justice Toolkit is a resource for organizers, popular educators, community leaders and activists, and anyone who is committed to building movements where people can communicate across languages.

What is Language Justice?

For us, language justice is about build- Language justice is a process of orga- ing and sustaining multilingual spaces nizing and advocating to win proactive in our organizations and social move- policies that will help achieve equity and ments so that everyone’s voice can be have meaningful impacts across race heard both as an individual and as part and language. of a diversity of communities and cultures. Valuing language justice means Language justice offers a vision of soci- recognizing the social and political ety that honors language and culture as dimensions of language and language fundamental human rights, and which access, while working to dismantle lan- does not settle for providing more guage barriers, equalize power dynam- people with access to the status quo, ics, and build strong communities for but rather alters institutions to provide social and racial justice. space for full democratic participation.

No single or static definition for lan- When we ground our work in the values guage justice exists. We expect that and practices of language justice, we our understanding of the concept of bring our messages and work to more language justice and its implications people, and we bring more people into for movement-building will continue to our work. Language justice helps us change and deepen as the movement build power by opening doors to new grows. members, leaders, and forms of leadership. When we as organization mem- Here are a few elements key to our cur- bers, community leaders, organizers, rent definition of language justice: and allies can express ourselves in the language in which we feel most articu- Language justice is rooted in a his- late and powerful, we can communi- tory of resistance by communities and cate with greater precision, and we can peoples whose voices and cultures relate to one another in deeper, more have been suppressed for generations. democratic and equitable ways. When Language justice is an alternative to movements make room for multiple lan- that historical pattern of disenfranchise- guages and voices, we all benefit from ment and oppression. It affirms the a diversity of experiences, perspectives, fundamental rights of individuals and and wisdom. communities to language, culture, self- expression, and equal participation.

2 CCHE LANGUAGE JUSTICE TOOLKIT The Toolkit: A Living Process

This toolkit is not a traditional document. We hope that you will use the toolkit – It is a collaborative process based upon in whole or in part – for whatever your concrete practices. It seeks to promote own next steps might be in building constant learning and improvement in spaces for language justice. the complex intersection of community organizing and language justice. You might notice that some sections offer more questions and framing concepts In order to make the “vision” of lan- than concrete tools. We plan to post an guage justice a reality we need concrete electronic version of the toolkit on the tools and methods for building multi- CCHE, Praxis Project and Highlander lingual capacity in our organizations websites as part of our learning com- and movements. The Language Justice munity. We invite you to visit the toolkit Toolkit is a collection of specific, prac- online to add your thoughts and com- tical strategies for organizations and ments and to share experiences and individuals who are committed to build- tools from your own work. With your ing powerful multilingual spaces in their contributions, our toolkit can continue to own workplaces and communities. grow and adapt as our communities and movements expand.

CCHE LANGUAGE JUSTICE TOOLKIT 3 Interpretation

Interpretation is a crucial skill in any language justice space, and this skill must be cultivated and nurtured. This section of the toolkit is designed to help organizations find interpreters and provide them with training and support. While trainings and even licensing programs exist for medical and legal interpretation, a different set of skills and strategies are necessary for interpreting in community organizing and social justice settings.

Definitions and Concepts

This method requires interpreters with (Borrowed from Alice Interpretation: The oral process of Johnson’s handbook rendering a spoken message from one good memory retention, but does not “Interpretation and language into another. require any special audio equipment. Translation: Power Tools for Sharing Power in Consecutive Interpretation: The speaker Simultaneous Interpretation: The inter- Grassroots Leadership preter interprets the speaker’s message Development.” See the speaks a few sentences and then pauses Resources section, page to allow the interpreter to repeat them at the same time as the speaker is talk- 42, of the toolkit for more in the other language. The speaker and ing. Special audio transmitter equip- info on this publication.) interpreter take turns talking, so con- ment is required, and the interpreters secutive interpretation doubles the time need advanced listening-talking simulta- required for information to be shared. neity skills.

Working with Interpreters

Finding Interpreters and Creating way to support interpreters so they can a “Pool” continue doing this work and so your organization has a reliable pool of inter- Schools, hospitals, and legal settings preters to call upon. As you are working (i.e., courthouses) are good places to to train and support interpreters, there contact when seeking interpreters. can be ways to trade training and sup- People who grew up in immigrant fami- port for actual interpretation help. lies and served as the family interpreter can also be good contacts. What Makes a Good Interpreter?

Ideally, interpreters will be from the As you find interpreters, it is good to see communities we work with. This is an them (and hear them) in action. Having important way to build language justice a way to test the skills of interpreters skills and knowledge that will stay in the and also get references helps you find community and build its power. the people best suited to your needs. A good way is to have one of your best Although funds may not be available at interpreters (someone familiar with your first, your organization should aim to pay organization) test a person’s skills. interpreters or build in staff positions with language justice responsibility. An essential quality of good interpreta- Providing compensation is an important tion practice is fidelity to what was said.

4 CCHE LANGUAGE JUSTICE TOOLKIT Interpreters need to avoid making choic- experienced or skilled at either con- es for the speaker or listener; although secutive or simultaneous interpreta- we always choose words, our choice tion. Although there is considerable should be based upon what will better overlap, these two kinds of interpreta- convey the meaning of what was said, tion require different kinds of skills; for as opposed to what we think the speaker example floating attention and capacity should say or the listener should hear. to speak fast and enunciate are key for simultaneous interpretation, while great A good interpreter creates a space where short-term memory and quick note- people speak to each other, rather than taking are more relevant for successive to the interpreter. Interpreters should interpretation. work to have the speakers looking at one another, not talking to the interpreter. Here are some useful qualities for interpreters: We have learned that bad interpreta- mm Focus and concentration tion can be worse than no interpretation. Not only does the lack of accuracy mm Ability to talk fast and enunciate create confusion, but bad interpretation mm Good short term memory (called a can be experienced as a lack of respect Cache) and recall (strengthen with to people´s language, ideas, and iden- memory exercises) tity, and it can undermine the values of language justice by failing to facilitate mm Ability to convey emotions and true participation, communication, and emphases (in addition to words) of inclusion. person talking mm Remains composed despite Some interpreters may be more

CCHE LANGUAGE JUSTICE TOOLKIT 5 pressure or stress provide confidence. mm Ability to make decisions quickly By offering interpreter trainings, orga- mm Commitment to learning: willing to nizations can find and evaluate the skill practice skills, increase vocabulary levels of potential interpreters. Trainings also help individuals determine their mm Humility! A big ego gets in the own ability and identify areas to im- way of high-quality, effective prove. Every interpreter needs regular interpretation practice and guidance to improve and mm Ability to work with others do their job well. And it’s important to remember that people who are bilin- mm Reliability and flexibility gual do not necessarily have the skillset mm Respect for different kinds of dis- required for quality interpretation! courses (that is, different ways people express themselves) Through a collaborative effort of many interpreters and facilitators, mm Good class, race, and gender analy- the Highlander Center has developed sis in relation to their role as inter- a curriculum (What Did They Say? preters, and allies in general, in a Interpreting for Social Justice: An community organizing context Introductory Curriculum) on how to mm Since interpreters are better at inter- train interpreters and provide practice preting into their own native lan- for them. This is available for groups guage than into a language learned working to promote language justice on later in life, it helps to have pairs of the Highlander Center website, www. interpreters who are native speakers highlandercenter.org. of the two languages involved who can support each other. Solicit Feedback and Show Appreciation! Training, Mentoring, and Practice: Ensuring Quality Interpretation is a skill to support and encourage! Following up with interpret- It is essential to provide training, men- ers after events can also provide good toring, and opportunities to interpret opportunities for offering feedback to for skill-building. Providing opportuni- them about their work, and also to get ties for people to practice skills both on feedback for ways the organization can their own and also at events can help improve its planning and support for to strengthen people’s abilities and language justice work.

Equipment

through their website. See the Interpretation Simultaneous interpretation is best Equipment Section, page done with interpretation equipment. 8, for more details about In our experience Williams Sound or It is very important to take good care buying, renting and Babelbox equipment have worked very of the equipment, to have systems for maintaining equipment. well. Many groups who have equipment maintaining, testing and tracking equip- are willing to lend or rent their equipment. Testing the equipment before an ment and Babelbox provides rentals event is important.

6 CCHE LANGUAGE JUSTICE TOOLKIT Organizational Support

Successful multilingual spaces are equipment, providing an introduc- not created by the interpreters alone. tion for interpretation, etc. There Organizations need to support the work is an Introduction to Interpretation at every stage. following this section, to use at the beginning of a meeting or session mm START OUTREACH EARLY. to ground everyone in creating a Considering language early on (i.e., space for interpretation to proceed while planning an event) leaves smoothly. time to reach out to potential mm GIVE INTERPRETERS A BREAK. interpreters. Schedule designated breaks for in- mm PROVIDE MATERIALS AHEAD OF terpreters throughout the day. Avoid TIME. Sharing materials about your long presentations over lunch that event with interpreters ahead of leaves interpreters no time to rest. time allows them to review the top- mm SET UP “INTERPRETERS’ ics and vocabulary relevant to the STATIONS” where water, coffee, event and become acquainted with and snacks are made available. your organization’s mission and culture. mm CHECK IN AND PROVIDE SUPPORT. Make sure other staff support mm BUILD INTERPRETATION INTO THE interpreters by helping to test and AGENDA. Remember, interpretation distribute equipment, introduce the takes time (and consecutive inter- interpretation/interpreters to the pretation doubles the amount of community, and orient interpreters time needed to share information), to the space (where sessions are so be sure to build this time into located, where to find food and your schedule, as well as the time water, etc.). needed for planning, distributing

Resources

Bridge: A Popular Education Resource resource.aspx?catId=1#Interpretation_ for Immigrant and Refugee Community and_Translation Organizers p. 22-35 Eunice Hyunhye Cho, Francisco Arguelles Paz y Puente, What Did They Say? Interpreting Miriam Ching Toon Louie, Sash Khokha, for Social Justice: An introductory National Network for Immigrant and Curriculum Roberto Tijerina, Highlander Refugee Rights, www.nnirr.org Research and Education Center, 2009, Contact: [email protected] Interpretation and Translation: Power Tools for Sharing Power in Grassroots Additionally look for medical and legal Leadership Development Alice Johnson, interpreters and associations in your El Centro Hispano, written for Mary community or state. They have a lot of Reynolds Babcock Foundation, 2002 experience and tools that can help people Free download: http://www.mrbf.org/ to improve their interpretation skills.

CCHE LANGUAGE JUSTICE TOOLKIT 7 A Quick Introduction to Interpretation

The following quick orientation to interpreting should take less than 2 minutes to do with the group, and should be done right at the very beginning. It is only sample text and can be changed to fit the needs of the group.

“We want to let y’all know that we are inter- 8. The language in which the conversation preting between Spanish and English today. is occurring can switch at any moment, This is because we have speakers of these two and we want folks to feel at ease to speak languages with us (at least these two!) and we in whichever language they want. If the want to encourage everyone to feel confident discussion flows into a language that you and at ease to participate using the words that don’t need interpreted, it is fine to turn are most meaningful to them. the volume down, but please keep the earphones close by and ready should the We believe that the language we use is in- language suddenly switch again. This is so timately connected with who we are, our we don’t make anyone feel “on the spot” if thoughts, our emotions, our dreams, our cul- they switch languages and cause us to go tures, our passions, our politics… everything. scrambling for our headphones and lose We are interpreting these sessions in English momentum because we weren’t ready for it. and Spanish to help create an inclusive space 9. At the end of the day and during breaks, where each of us may feel free to bring our please turn off the equipment to save the whole selves into the room. batteries. To make the interpreting as inclusive as pos- If folks start talking too fast or too quietly, we sible, we want to ask folks to please keep the like to use some hand signals to let folks know following in mind: to slow down or speak up. Usually we do this: 1. Speak at a moderate pace, not too fast or too slow.  (demonstrate a hand signal for “SLOW DOWN”) 2. Speak in a loud voice so you can be heard clear across the room.  (demonstrate a hand signal for 3. Speak directly to your fellow participants; “SPEAK UP”) no need to look at the interpreters. Are these hand signals that are ok with y’all 4. One person talks at a time; interpreters to use? can’t choose which one to interpret for. 5. For bilingual folks, please feel free to (If not, ask the group to agree on their own switch languages as much as you like, but hand signals) please not within the same sentence. (This is meant to be humorous!) If the interpreter starts making these hand signals and the speaker doesn’t notice, but 6. For those using equipment: if there is any other folks in the group see it, can we agree as trouble with the equipment or its batteries, a group to help out by doing the hand signal, please come over and get a different set too? as soon as you notice the problem (please don’t suffer in silence!). (hopefully they say ‘Yes’) 7. When you yourself are talking, it is often helpful to pull your earphones off or turn Are there any questions?” (Answer, thank ev- down the volume so the interpreter’s voice eryone, and continue with workshop) in your ear won’t distract you.

8 CCHE LANGUAGE JUSTICE TOOLKIT Interpretation Equipment

Simultaneous interpretation (when interpretation and speech occur at the same time) requires special audio equipment. This section of the toolkit provides information and tips on buying, renting, and using simultaneous interpretation equipment.

Here is a tip to remember - take care of your equipment. Pay attention to mainte- nance, testing, and upkeep of the equipment. Faulty equipment can cause frustra- tion and anxiety and lead to low-quality interpretation. We have definitely made this mistake and seen it happen to others, so we want to save you the pain of this experience!

Equipment Options

1. Williams Sound Equipment, mm Set a budget and stay within it (find http://www.williamssound.com other groups who are interested in splitting the cost and sharing Williams Sound Equipment has been an equipment). excellent source of reliable and sturdy mm Ask about return policies and war- equipment for interpretation. The sys- ranty policies, and get this in writ- tem consists of a small transmitter with ing! Also, ask for the specific model a microphone that sends the interpreta- for the items being purchased. tion to receivers with earphones. mm Ask for a discount! They won’t of- The cost of this equipment is high, but fer one unless you ask specifically. discounts of up to 25% are available if There are a few types of discounts you buy in bulk. For the average pur- we’ve requested and received: chase of 50 headsets and receivers, two • Non-profit discounts (typically transmitters, and two microphones, the 5%) listed price is around $10,000. However, certain distributors of the equipment • Cancelling of shipping fees will negotiate with discounts up to 30%. • Bulk discounts (up to 10%) Also look to see if you have relationships with any local companies that distribute Williams Sound. You can find These companies have been helpful distributors by entering the model num- with our purchases: ber in an Internet search engine. mm Barinas Translation Consultants Tips for buying Williams Sound 800 Hope Tree, San Antonio, TX Equipment: 78260-6814 www.barinas.com mm Have your non-profit status papers/ [email protected] 1-(800)-909-0093 tax exemption forms ready. mm Lexicon-Global mm Know what kind of equipment you www.lexiconusa.com are looking for and what quantity [email protected] you want. 1-(800)-792-5020

CCHE LANGUAGE JUSTICE TOOLKIT 9 2. Babelbox, regular FM channel, the headsets/re- www.thebabelbox.com ceivers are much less expensive ($15) than Williams Sound receivers. Babelbox equipment was used with great success during the 2010 U.S. An initial set of Babelbox equipment (10 Social Forum in Detroit, and it has receivers) is $1600 for non-profits and improved in recent years. Babelbox $1850 for other groups. Equipment may is produced by a cooperative of engi- also be rented for $150/day and $3.00 neers and interpreters in Philadelphia, for each headset-receiver. PA, and the equipment can be bought or rented. The primary advantage of This graphic from the Babelbox website Babelbox is that, because it uses a illustrates their equipment:

10 CCHE LANGUAGE JUSTICE TOOLKIT Comparing Prices

Price Comparison Chart

Company Item Model Prices Notes: (from internet Number website search June 2012) WILLIAMS Transmitter T36 Bodypack $343 Interpreter will SOUND Transmitter transmit to audience Microphone MIC 100 $89.95 Headset Microphone Receiver R35-8 $159.00 Participants will Eight channel wear the receiver Receiver Earpieces HED 021 $15.50 It is also possible to Executive use other earphones Folding (i.e. Radioshack - headsets $10), but need to test. There are also various designs, and it is good to have various types for fitting various ears. Case CCS-03-035 $137.00 BABELBOX Transmitter, $1650 non- microphone, profits case and ten $1800 others receivers Receivers and $15.00 earpieces Babelbox $1 rentals also available

Sharing Your Equipment/ equipment and tracking it along the way. Tracking Your Equipment One important thing to do when lending The privilege of owning interpretation equipment is to make sure that there’s equipment is an opportunity to build at least one person attending the event your community’s language capacity who understands how to use the equip- and practice. Sharing and/or renting ment. Have them help you test all the your equipment to other groups can equipment if you can when you lend it, be a great idea, but only if you have so they can see how it works and you good systems for lending and returning ensure that it is working properly.

CCHE LANGUAGE JUSTICE TOOLKIT 11 On the next pages are two useful docu- Also there is a log form for keeping ments. One is a sample rental form from track of the use of individual receivers at the Center for Participatory Change in events. Receivers should be numbered North Carolina. It is very helpful to: and then recorded on the log form as they are borrowed. Getting a contact mm Use a form like this to ensure a record number for the borrower helps you to of what equipment was borrowed or track down missing equipment. When rented and who was responsible. they are returned, the entry can be mm Make sure that the group under- marked. stands the cost for the equipment Having a good simultaneous interpreta- (which can be a sliding scale) but tion experience requires a good equip- also the responsibility to replace any ment experience! lost equipment.

12 CCHE LANGUAGE JUSTICE TOOLKIT Equipment Rental Agreement

CCHE LANGUAGE JUSTICE TOOLKIT 13 Equipment Log/ Registro de Equipo de Interpretación

Event/Evento Date/Fecha

Organización/ Rec.# Name/Nombre Organization Contact Info/Datos

14 CCHE LANGUAGE JUSTICE TOOLKIT Translation

Translation is the process of rendering a written document (printed or in digi- tal form) from one language into another. This section of the toolkit offers concrete steps for establishing effective translation processes and systems in our organizations.

Why translate? At its core, translation is about access to information as a human right. Translation deepens our organizing Particularly given the strong xenopho- efforts and makes our work more last- bic and nativist sentiments present in ing. While the impact of interpreta- our current political moment, trans- tion ceases as soon as speaking and lation is a critical part of protecting listening end, the translation of writ- individuals’ and communities’ basic civil ten language allows conversations to and human rights. continue outside of the physical, spoken multilingual spaces we create. When we Outreach translate materials, participants can take them away from meetings and events When we are working in a multilingual and share them with their families and community we invest in translating our communities. Through translation, we flyers, invitations, campaign materials, can move from simply holding an event etc. Out-reach can become in – reach, to furthering a process. We know how by sharing information and commu- important this transition is when we nicating with our constituency in their are aiming to build power and build a primary language (the language of their movement. choice) we are showing respect. In addition, our invitation to join with us and

CCHE LANGUAGE JUSTICE TOOLKIT 15 participate in our activities is, literally, legitimization purposes, a depressing more meaningful. Having outreach ma- game that seems to say: We can´t really terials translated to the languages our understand you, and you can´t really membership speaks and reads offers understand us but we will pretend you the opportunity for our members and were really part of the decision process. allies to do outreach with their families, neighbors and friends. Policy campaigns

We know how important good outreach In order to win a policy campaign we is for base building, membership re- need to be able to communicate our cruitment and retention; and since one goals, agenda and messages to our al- of our central sources of power is our lies and the general public; even more power in numbers, translation becomes important, we need to be able to com- a really wise investment of our resourc- municate with our base, leaders and es. This is also a reason to remember strategic allies. If we are doing real and how important the good quality transla- effective grassroots organizing this will tion is: a poorly translated outreach fly- mean that we need to be able to trans- er can have the exact opposite effect we late our campaign materials and mes- are looking for; when you see an invita- sages to the languages our communi- tion to an event that doesn´t take your ties speak and, or better, we will be able language seriously you can question if to produce some materials and messag- they take your participation seriously. es directly on those languages and then later translate them into English. Leadership development For our policy campaigns to be rooted Translating our internal organizational and empowered with the moral authority documents as well as organizing and that comes from the stories of our com- policy materials and political education munities we need to be able to capture resources opens the door for a whole and read these stories in their original new level of participation for our mem- languages. For our events and mobi- bers and staff whose first language is lizations to show our power in terms other than English. More and better of numbers we need to be able to do participation allows for different people outreach that can become in-reach when to engage in decision-making conver- it is done in the languages our communi- sations, political analysis and strategy ties speak. We know the pace of a policy discussions with a different level of campaign can be hectic and in many power. Leadership is about empower- occasions we don´t control it; this is ment, the person, the collective and the another reason to develop the organiza- community; organizing in multilingual tional capacity to constantly produce and settings requires translation as a tool for translate political education and policy empowerment. More and more grass- resources in the languages that are roots organizations have their reports, relevant to our work. Having our team of bylaws and all important documents staff and volunteer translators involved written or translated to the differ- in our campaign is also an excellent way ent languages spoken by their board to advance in their leadership develop- members; this takes the participation ment and political education, all this of grassroots members to a new level. requires a long-term commitment to Taking translation seriously helps avoid develop multilingual capacity. tokenism or just a ritual inclusion for

16 CCHE LANGUAGE JUSTICE TOOLKIT Developing and Strengthening Your Organization’s Translation Capacity

Conduct a Needs-Assessment mm Address translation during planning and evaluation meetings. Have staff To build our organizations’ translation from different areas of your organi- capacity, we must begin by assessing zation talk about their work from a the needs of our communities. The first language justice perspective focus- step is to assess the languages that ing on identifying skills, resources are spoken and read by your organiza- and needs. Identify areas of integra- tion’s constituencies, allies, and key tion; this can even lead to having a decision-makers. formal multilingual team.

There are various ways to conduct this mm Address translation during budget assessment: and strategic planning meetings. Having a good assessment will mm Design a survey or questionnaire. inform these conversations, and mm Conduct interviews with organiza- at the same time knowing what to tion staff and community members. expect in terms of resource alloca- Consider including questions about tion will help you when planning for language skills/needs in your initial translation, interpretation and other interview and orientation for new language justice activities. members and volunteers. mm Assess continuously and collective- mm Refer to census data. ly, and put your process in writing so you can share your findings with allies and decision-makers.

CCHE LANGUAGE JUSTICE TOOLKIT 17 mm Remember: the assessment itself is services and organizing, designate part of the ongoing effort to build shared spaces where those doing trans- understanding and commitment to lation work can get together and discuss language justice among organization their work, share strategies, and com- staff. The more that people reflect pare processes. on translation, the more they will appreciate the relevant challenges and Build a Collective Glossary opportunities, and the more willing they will be to dedicate time and Start by developing a glossary as a team, resources to developing your organi- or develop a database with several glos- zational translation capacity. saries. Your team will have to agree to a process to update the glossaries con- Build on Existing Processes and tinuously. Collectively developed glossaries provide excellent opportunities for Share Ideas mutual cultural and political education, If your organization provides direct ser- helping participants to acknowledge vices (i.e., wage theft recovery, immigra- and respect different vocabularies and tion, police tickets, health access, etc.), ways of speaking even within the same you may already have a translation pro- language. Glossaries also allow staff to cess in place. Strengthen these processes practice leadership and facilitation skills, by integrating translation into other areas since translators need to be able to ne- of your work, such as campaigns, leader- gotiate differences and agree to a certain ship development, and base-building. translation of terms, while the discussion of political concepts offers a chance for If you have different staff for direct political education.

Assemble a Translation Team

A great vision and a detailed assess- together. ment mean very little if you don’t have mm Consider outsourcing if you are part the capacity to actually create multilin- of a larger coalition or work closely gual spaces and resources. It comes with allies that have translation down to having a good team! resources. Start with your in-house resources: When assembling your translation mm Include multilingual criteria when team, look not only for good transla- hiring and offer opportunities for tors, but also for good team players. It is training to improve these skills. very difficult to work on translation with individuals that invest too much ego on mm Recruit and train volunteers for mul- their translation or have very limited tilingual tasks. abilities to deal with conflict. Remember mm Do not be afraid to ask people about to be explicit about the fact that transla- their translation skills and evaluate tions will preferably be completed and their skill level. Ask to review writing reviewed by native speakers. Build in samples or give them a document time for the review. to translate that you can review

18 CCHE LANGUAGE JUSTICE TOOLKIT Working with Translators

Find Volunteer Translators work for review before being hired.

In many cases, service-providing areas mm Translators’ work should be open to of our organizations have access to a review by other translators. good pool of volunteers. Coordinate mm Translators should provide refer- your organizing and service teams in or- ences from previous employers and For examples of der to have a shared sense of what vol- contracts, see Model samples of translations. Contract for Translators unteers can help with translation. (See mm Always remember to give credit at the American the section on Building Organizational Translators Association to translators on larger published Commitment, page 26, for ideas and website. (http://www. criteria about volunteers). reports and documents. At the same atanet.org/careers/ time, be clear about organizational model_translation_job_ Contracts ownership of translated text. contract.php) For major projects, most professional The Translation Process translators will request a contract. Some translators require contracts even for Remember! First finish the work, then smaller projects. We recommend start- start the translation process. Never send ing with small projects when working drafts for translation! with a new translator to make sure you work well together. 1. Assign translation pieces 2. Translate pieces Consider these tips when writing up a 3. Review translations contract: 4. Quality Control: criteria for quality control? mm Translators should preferably work 5. Edit/integrate from English to their native lan- 6. Review the layout guage. If this is not possible, transla- 7. Printed materials tors should submit samples of their 8. Online materials

Translated Documents

Translate Outreach Materials recruitment and retention; since one of our central sources of power is our Having outreach materials (i.e., flyers, power in numbers, translation be- invitations, campaign materials, etc.) comes a really wise investment of our translated to the languages our mem- resources. bership speaks and reads brings also the opportunity for our members and Don’t sacrifice quality! A poorly trans- allies to do outreach with their families, lated outreach flyer can discourage neighbors and friends. participation by sending the message that the organization doesn’t take your We know how important strong out- involvement seriously. reach is for base building, membership

CCHE LANGUAGE JUSTICE TOOLKIT 19 Translate Internal Documents and all important documents into the different languages spoken by their board In multilingual organizing spaces, trans- members. A sincere investment in translation is an important tool for empower- lation helps avoid tokenism or habitual, ment. Translating internal organizational half-hearted inclusion of other languages. documents opens the door for a whole new level of participation for members Document Your Work and staff who speak languages other than English. Deeper participation al- Establish a clear system to document lows different people to engage in translated materials. With today´s tech- decision-making conversations, political nology you can have an online data- analysis, and strategy discussions with a base where all staff can have access to different level of power and confidence. translated resources and you can avoid the frustrating situation of translating Many grassroots organizations now something that was already translated routinely translate their reports, bylaws, by someone in the organization.

Mechanics and Ergonomics

Translation involves repetitive physi- opened for the glossary and for cal motions, so translators need to take online research. care of themselves! mm Carpal Tunnel Syndrome: This is a common problem caused by re- Here are a few things to consider: petitive motion, such as typing. For mm Eyes: One screen or two screens? some information and tips about On MS Word, you can have two preventing and treating this condi- documents side by side on the tion, here is a good place to start: same screen. Those with access to http://familydoctor.org/familydoctor/ two monitors prefer to have two en/diseases-conditions/carpal-tun- screens. Others prefer to use the nel-syndrome.printerview.all.html second monitor to have a document

Online Tools and Resources

Our approach is centered around be exploring in future versions of this translation in the context of commu- toolkit and through conversations in nity organizing so future resources forums and blogs on our online learning will follow this theme. For an excellent community are included below. collection of tools and resources from a translator perspective, including many Glossaries: Online documents with of the topics listed in this section of the shared editing capacities can be a great toolkit please visit the web page Tips for way to do this. If you have a website Translators, (http://www.tipsfortransla- you might want to share your glos- tors.com/tips.asp). Some topics we will sary there so your members and allies

20 CCHE LANGUAGE JUSTICE TOOLKIT can have access to it. On your glossary A couple of online resources: explain your criteria when choosing, Translation. Getting it Right: A Guide main aspect: Relevance to the audience to Buying Translation American (localization and cultural relevance) Translators Association 2011 Online Translation tools can be an emer- Tips for Translators (website: http:// gency resource to try to communicate www.tipsfortranslators.com/tips. the meaning of a document. Google asp#CONTRACTS) translate and other resources are getting better but translations done using Here are some links to the websites of these tools still contain many mistakes, organizations that in our opinion are this is why we recommend using them modeling some best practices advanc- only as a last resort. In our experience ing Language Justice in a community- sometimes it takes more time to cor- organizing context rect a translation done using these tools than doing the translation itself. APEN - Asian Pacific Environmental Network Online Language Dictionaries: Very useful tool for clarification. The best CAAAV - Organizing Asian Communities ones offer a combination of definition CPA - Chinese Progressive Association of terms, different possible translations, Padres y Jovenes Unidos synonyms as well as forums where us- POWER – People Organized to Win ers share their questions and answers. Employment Rights WordReference is our favorite and includes many languages.

CCHE LANGUAGE JUSTICE TOOLKIT 21 Planning an Event

A successful multilingual event happens when language is considered in the earli- est stages of planning. A main goal of your event should be to ensure the full participation of the various languages that may be spoken by your attendees.

Steps for Planning Events

Language Outreach mm Be sure to consider translation needs when budgeting resources mm Active outreach is essential for a and recruiting volunteers. successful meeting or event. Take into account who you want to attend mm Recognize and appreciate the trans- and what languages are spoken by lation work that is done by bilingual those constituencies. Aim for a bal- staff, members, or volunteers. In the anced number of speakers of differ- case of staff, make sure translation ent languages. is in their work plan so they aren’t forced to translate on their own time! mm Written materials and personal outreach communication need to mm Have a very clear understanding be in the language of the invited of deadlines and rates when hir- community. ing translators. Write up a contract for larger translation projects (i.e., • Receiving an invitation in your research or annual report) and try to own language to participate in work with translators you know or a multilingual space sends a from whom you’ve received good much more powerful message references. than receiving an invitation in the dominant language and later mm Look for translators that come from being asked if interpretation is the community you are working “needed.” with, who will understand the nuanc- es of the ways language is spoken mm Use the registration process as part in your contexts. (In the translator of outreach to determine the lan- world, this is called “localization.”) guage needs of participants. That information allows the planning committee to define what and where Interpreters and Equipment interpretation and translation will be mm Line up your interpretation team. It needed, and whether interpretation is important to have two interpret- will be simultaneous or consecutive. ers available for any session, able to switch off and to help each other. Translation This practice helps to maintain the interpretation quality, and the par- mm Translate all flyers, petition, and ticipants’ trust in the process. other organizational materials to effectively reach speak and read mm Assess new interpreters’ capabilities languages other than English. and check their references whenever possible. Make sure they are trained mm Incorporate time for translation and and experienced in the type of inter- translation revisions into the plan- pretation you need (simultaneous or ning schedule. consecutive).

22 CCHE LANGUAGE JUSTICE TOOLKIT mm If you are doing simultaneous inter- for the topic and get familiar with pretation, you will need interpreta- particular terms for the event. Also tion equipment. If you don’t own designate a contact person to work equipment, start looking to borrow with them before and during the or rent it at least one month before event. (Note: it is helpful to send the event. them any written materials that include topics and language that will mm Test the equipment beforehand! If be used at the event). possible, do it in the venue itself because the architecture of a room can mm If you provide childcare, you may create transmission-reception prob- need to find childcare providers who lems. Have a good supply of extra speak the language of the parents batteries and sign-out sheets ready. coming. mm It is also helpful to have facilitators Agenda be able to facilitate in different languages and consciously plan how mm Once you do outreach in different they can help to open a welcoming languages, make sure there is actu- space for multiple languages. ally space for participation in those languages! Otherwise, you are failing to uphold a commitment you The Day of the Event made to your community. mm Are there people and signs ready in mm Build the additional time needed for multiple languages to welcome and interpretation into your agenda. help participants find their way? mm Have a plan to cover multiple spaces mm Have you had an orientation for the or breakout groups, and to take flip- interpretation team with the event chart input in all languages. organizers? mm Send materials to the interpreters mm Have you set up an “Interpretation ahead of time to help them prepare Station” for interpreters and

CCHE LANGUAGE JUSTICE TOOLKIT 23 for people to pick up and return mm Identify local resources. In the long equipment? run, it is helpful to build a list of translators, interpreters, and groups mm Have you tested the equipment in the that own equipment in order to help room where the event will take place? ease the steps of this process. mm Have you briefed all participants on • Successful language justice or- the importance of working with the ganizations build in financial sup- interpreters to take co-responsibility port for this highly-skilled work. in creating an inclusive multilingual If there are limited resources, space? finding skilled volunteers willing mm Will be there facilitation/presen- to donate or trade their time and tations in different languages? skills can help to bridge the gap. (Encourage facilitators to bring all It is important to support people languages into the space as close to who can do this work well and the beginning as possible). so if resources are limited as you build this work it is important to mm Is there someone lined up to help be creative in thinking about how gather equipment back and recheck to support volunteer interpreters it? or translators. This could include mm Remember to thank the interpreters training and mentoring support, for their hard work! providing travel opportunities, swapping skills across organiza- Don’t panic if there are bumps along the tions... and other possibilities way! Even the most experienced groups that you can dream up! encounter problems. Be prepared to resolve issues as they arise, and re- Resources member the commitment to shared responsibility that was established at Interpretation and Translation: the beginning of the event. While there Power Tools for Sharing Power may be some problems, you don´t have in Grassroots Leadership to solve them alone! Development, Alice Johnson, El Centro Hispano Follow-Up What did they say? Interpreting mm Event documentation: Have a for Social Justice, An plan for translation of the follow- Introductory Curriculum up report or materials, as well as Roberto Tijerina, Highlander follow-up outreach in appropriate Center, 2009 languages. mm Evaluating and improving – Look back at the event and evaluate what went well and what could be improved. Solicit feedback from translators and interpreters. If you take notes, you can even use this as an opportunity to keep growing and updating your glossaries.

24 CCHE LANGUAGE JUSTICE TOOLKIT Planning an Event – Checklist

1. Logistics 5. Planning (Adapted from What Did They Say? Interpreting Date, Time and Place Is it possible to visit the for Social Justice: An Schedule – how long site ahead of time for a introductory Curriculum walk-through? Roberto Tijerina, Type of event – conference, in- Highlander Research and terview, appointment, meeting Are there any materials (espe- Education Center, 2009) cially written) that can be submit- Topic of event ted to the interpreters prior to the Contact: Organizational point event so that they can prepare? person Is it possible to get a written Attendance – how many people? copy of any prepared remarks Space – how big is the space? or speeches, preferably prior but at least at the event? 2. Plenary Sessions, breakouts What is the capacity of the plan- If there are breakouts, do they ning with the given lead time? occur in the same room or in For a large or multiple day other rooms? event, is it possible to have a How far are those rooms? planning/orientation session with interpreters? Are they far enough that you can use equipment on different fre- 6. Translation quencies without interference? Do the facilitators and present- Is the request limited to verbal ers also bring multiple languag- interpretation or also written es into the space? materials? Who is responsible for translat- 3. Welcoming, childcare, ing documents? registration, etc. Will written announcements at the site be translated? What other language needs are there? How can these be met? Plan for final documents – to be sent for translation

4. Language 7. Staffing How many languages are repre- How many interpreters are sented in the room? needed to accomplish the work? Do you want interpretation into (Ideal and minimum) every language or to a limited What resources do you have number? for interpretation and transla- Simultaneous or consecutive? tion? What ideas do you have for increasing resources for this Will folks be free to attend any work? What are steps to take? session with interpretation provided or will there be sessions What is the alternate plan in conducted in other languages? case there are not enough interpreters? Will there be time to introduce the interpreting at the Who is responsible for the beginning? recruitment and coordination of the interpreters?

CCHE LANGUAGE JUSTICE TOOLKIT 25 Are you just asking folks to 8. Equipment show up and interpret or to be

part of a team? What type of and how much equipment is needed? • If a team, who is

coordinating? Who is responsible for obtaining the equipment? • If asked to coordinate a Who is responsible for handing team, am I responsible for it out and tracking it? finding the interpreters or

will you hire them and I just Who is responsible if a piece of coordinate? equipment is damaged or lost? Does this include batteries? If

Will there be any type of com- not, who is responsible for hav- pensation or is the interpreter ing plenty of back up batteries? being asked to donate their

services? In a conference with breakouts in different rooms, will some-

If there is compensation, will it one be running the equipment be monetary, a meal, a waived between rooms and sessions or registration fee, or travel costs? are the interpreters carrying the Are there any arrangements for equipment from place to place? interpreter care? Is there an opportunity to come • Will there be water for the test the equipment in the space interpreter? before the event? • If there is food, can the inter- If using sets of equipment, are preters partake? they compatible?

For larger conferences – is there Is there a backup plan in case a room that can be the interpret- the equipment doesn’t work? er office where interpreters and coordinators can work, hang 9. Evaluation and Follow-up out/talk, take short breaks, keep What is your plan for getting snacks, etc? feedback from interpreters, Is there a designated person translators and participants who interpreters can go to with about quality and access for questions or problems? language at the event?

26 CCHE LANGUAGE JUSTICE TOOLKIT Building Organizational Commitment

An organizational commitment to language justice means that support and resources for multilingual work are integrated throughout your organization’s various stages of planning, communications, budgeting and fundraising, and evaluations, and both among staff and with the greater community. Building organizational commitment is a continuous, ongoing process; an organization that is truly committed to language justice will be attentive to the changing needs and dynamics of the communities with which it works, and will adjust its multilingual practices accordingly.

Building organizational commitment planning so that staff aren’t scrambling means taking a holistic view of how at the last minute to find an interpreter your staff can uphold the values of or translator for an event or publication. language justice effectively and consis- Having a strategic plan for multilingual tently. Often, this arises from a political work also sends the positive message commitment that underlies the values that language justice is integral to of language justice; that is, recognition your organization’s mission and val- of the way multiple languages enrich, ues, rather than something “extra” or enliven, and deepen conversation, and dispensable that is done only when time of language justice as an essential con- and resources permit. dition for authentic grassroots leadership and participatory decision-making. Building your organization’s commitment to language justice will be an Finally, organizational commitment is ongoing process. The “Continuum of an important way to reduce stress and Commitment” included in this section anxiety among staff. By developing an provides useful examples of what dif- intentional strategy for language jus- ferent levels of commitment might tice work, you will allow for adequate look like.

CCHE LANGUAGE JUSTICE TOOLKIT 27 This section of the toolkit provides As important as building understand- concrete tips and strategies to guide ing is building intention. Multilingual you through this process, including the spaces are often created out of neces- following topics: sity to enable communication between individuals and/or constituencies who 1. Building Understanding and speak different languages. But in order Intention Among Organization Staff to build successful multilingual spaces 2. Mapping: Assessing Needs, (both meeting and communication Strengths, and Opportunities spaces), organizations must make an intentional, ongoing commitment to the 3. Planning and Evaluating work. Continuing to assess ways to build 4. Interpreters, translators, equipment and maintain this commitment helps to integrate language justice work into 5. Resources: budgeting and all aspects of the organization over the fundraising long-term. 6. Communications Here are a few tips for building under- 7. Community Cooperation for standing and intention: Language Justice 8. Mapping Exercise mm To get your staff “on board,” have everyone participate in an event with thorough and high-quality Building Understanding and interpretation and translation. The Intention Among Organization experience of a well-designed multi- Staff lingual space helps people appreciate how many voices and perspec- An organization is made up of individu- tives are brought into the room that als, so the first step to building organi- would otherwise be silent. zational commitment is to make sure that individual staff members are com- mm Include language in conversations mitted to the values of language justice about power and oppression in the and the importance of making multilin- political education discussions and gual work a priority. Not only are these work the organization might do. individual understandings and commit- mm Put changes in writing to ensure ments essential to garnering support their permanence. Incorporate and resources for this work, but without concrete commitments to language collective understanding and intention, justice into your mission and vi- the time-consuming tasks of interpre- sion statements, and add specific tation and translation will inevitably multilingual strategies as goals and fall on the shoulders of bilingual staff activities to your work-plans. members. These select staff members cannot carry out language justice work mm Use strategic planning processes as effectively and sustainably without the opportunities to build organizational broader support of the organization as consensus around these themes. a whole. Ideally, those involved in the discussion will already have experienced multilingual space/dialogue.

28 CCHE LANGUAGE JUSTICE TOOLKIT Mapping: Assessing Needs, mm What will the mapping process look Tip: It’s helpful to have like? Who will be involved? a working group with Strengths, and Opportunities representatives from within Your Organization mm What languages are spoken by your different areas of your constituencies? What particular organization assigned to The dynamics and makeup of all or- forums are in need of multilingual the task of transforming ganizations are vastly different. Even this map into a specific support? organizations doing similar work will work-plan with goals, have differing needs for language mm How can you find and sustain high activities, outcomes, and deadlines. Specifying the quality interpretation and transla- support depending on the communi- group of people respon- ties in which they’re located and with tion, and how might volunteers help sible for making these which they work. In order to develop a during this process? plans is an important strategic plan for long-term language way to ensure that the mm Where are places/people who can justice work in your organization, it’s mapping process is fol- provide support and leadership? lowed by action. important to start by assessing where How will you continue to build lead- you are now. What do you need? Where ership within your organization? Make your plans as are your strengths? Which staff should realistic as possible. You be part of these conversations and mm Who can you collaborate with in cannot do everything at initial efforts? What are some potential the community to strengthen your once but every step for- roadblocks, and who might be able to work? ward helps you to move. provide support and resources? If the plans are too big and overwhelming then

Looking Forward, Reflecting they stay on paper. We call this thorough assessment process “mapping,” and we’ve included Back: Planning, Evaluating, and a detailed description of “mapping” Documenting your Language in a lesson plan format that any group Justice Work or organization can use and adapt as Planning, evaluation, and documenta- needed! Ultimately, the goal is to tease tion are important to ensure the quality, apart the many factors and dimensions effectiveness, and sustainability of your of your organizations, communities, organization’s language justice work. and the work you do and hope to do, in order to integrate language justice thor- An organization must be intentional oughly at all stages and best identify about planning for language justice; your resources so you can take advan- otherwise, the commitment will likely tage of them whenever possible. slip away. Hopefully the mapping process will help you develop a concrete Mapping takes many different forms de- plan for building multilingual spaces pending on the organization and on the and efforts into your organization’s amount of language justice work that events, publications, and general cul- is already happening. We’ve found that ture and practices. Here are a few ques- mapping can be particularly useful if tions that are useful to consider as you sporadic interpretation or translation has plan for language justice work: been taking place; mapping can take this work to the next level and make it some- mm Who can you partner with to thing more strategic and institutional. strengthen the work? The questions provided in the lesson mm What needs to be done in advance plan address the following topics and of events to make them successful considerations: multilingual spaces?

CCHE LANGUAGE JUSTICE TOOLKIT 29 mm What should be done in terms of accurate information if you’ve planned budgeting/fundraising to make the ahead and intentionally sought out work possible? feedback. mm How will staff time be allocated to carry out language justice work? Communications Organizations relay on internal and Constant evaluation is an essential external communication to hold groups way to reflect on the work you’ve done together and convey their work to the and to make improvements based on outside world. Groups need plans your own observations and feedback for what internal documents, as well provided by others involved (i.e., other as external communications such as staff members, the interpreters and websites, social media, newsletters, and translators, the participants/constituen- press releases need to be available in cies using interpretation and translation multiple languages. Having multilingual services). Make sure and include ques- communication can help you to make tions about language justice on evalua- a bigger impact in the community and tions forms and be sure to get feedback with your leadership and members. And from constituents, interpreters and that requires time in the creation pro- translators. cess and resources for translation to be available. Finally, thorough documentation is an essential part of making a sincere and Resources for language justice – lasting organizational commitment to language justice. Documentation helps budgeting and fundraising you keep track of what you’ve done so There’s no getting around it: language that you can chart your progress and justice work requires money, and lan- identify potential areas for improve- guage justice work done well requires ment. The work will become easier as even more. To make sure those funds your experience increases, and main- are available, organizations need to taining records help preserve that expe- plan ahead to budget and fundraise for rience so more people can access and multilingual work. learn from it. Don’t reinvent the wheel! Documentation leads to greater efficien- Budgeting: cy; when you have records of the work you’ve done, staff won’t be forced to An organization committed to language repeat work that has already been done justice must build financial support in the past. And, of course, make sure into its budget; this part of the budget your documentation is made accessible should be considered as crucial as the to all staff and is kept well organized; amount budgeted for bookkeepers, messy and hidden records are of no use organizers, and telephones. Resources to anyone. reserved specifically for language work help ensure that the work is carried out Planning, evaluation, and documen- effectively. The budget should cover tation are all intimately connected. payment for interpreters and transla- Ideally, your planning will be informed tors, and equipment for simultaneous by the feedback gleaned from evalu- interpretation (as a rental or purchase). ations of past events. And evalua- The budget can increase as needed. tions will provide the most thorough, Although some organizations or groups

30 CCHE LANGUAGE JUSTICE TOOLKIT will use volunteers for interpreting and Finding interpreters, translators translating work, paying people to do and equipment... And this work will allow you to be more dis- establishing a strong volunteer criminating about the skills needed for the job and will help you develop ongo- program. ing relationships and build a reliable To create a successful multilingual and sustainable pool of people to call. space, your organization will need to have a reliable pool of well-trained Fundraising: interpreters and translators, as well as To secure specific funds for multilingual access to interpretation equipment. work, begin by educating funders and donors (including those whose first lan- When you begin looking for interpret- guage is not the dominant one) about ers and translators, it’s often helpful the importance of language justice and to contact local institutions that also its relevance to your organization’s require interpretation and translation mission and your community partners. skills. For example, schools, churches, Here are a few ways to integrate fund- hospitals, and courthouses may be able raising for language justice: to recommend individuals to contact for these services. Another option is to mm Build this into your general budget seek out young people from immigrant as an ongoing expense. communities who are accustomed to interpreting for family and friends on a mm Look for a funder who will support regular basis. the building of language justice in your strategic undertakings Remember: An individual who is fluent mm Invite funders to an event with high in multiple languages will not necessar- quality interpretation/translation so ily be a good interpreter or translator. they appreciate the power of this Before hiring a translator or interpreter work for a project or event, it is crucial to test their skills and seek recommenda- mm Build support among your mem- tions from others. Poor interpretation or bers, donors, and leaders for lan- translation will be frustrating for partici- guage justice pants who rely on those services and mm Seek out and support individuals can also feel disrespectful, sending the who might provide interpretation or message that the organization does not translation skills as volunteers consider their participation a genuine priority. mm Make language justice a source of revenue by providing language Once you find interpreters and trans- support services to other groups lators who are interested in working and agencies (i.e., renting out with your organization, be sure to set equipment, having translators and up ways to provide training, mentor- interpreters contract out for outside ing, and other forms of support so they work either through the organization can continue to develop their skills. or independently, provide training If you work with individuals who are and advice on building multilingual formally trained as interpreters in other capacity) settings (i.e., hospitals, courtrooms), it will be important to orient them to your

CCHE LANGUAGE JUSTICE TOOLKIT 31 organization’s goals and values so that or able to make that investment, contact they can build their skills specific to so- other organizations in your area that cial justice popular education spaces. already do simultaneous interpretation; they will often rent or loan out their Developing a pool of skilled and reliable equipment when it is not in use. interpreters and translators makes all this work move so much more smooth- Community Cooperation for ly. Keep communication and informa- Language Justice tion for people who can provide these services and work to encourage orga- The strongest language justice work nizations to hire them and to compen- happens when organizations collaborate sate them. Having more resources for with other members and groups in the people helps to stabilize a dependable broader community. Other local groups pool. Be sure to recognize and appreci- can help you identify and train interpret- ate the people who are providing these ers and translators, locate equipment, services! and build multilingual capacity within a geographic area by making language If interpreters and translators are being justice work more visible and common. asked to volunteer their time and skill, Providing more community resources to or being asked to be paid less, think pay interpreters and translators helps to A tip: Offering English creatively about compensation. For build a pool of skilled people who can or other language example provide funds for travel and devote time and attention to this critical classes to meet com- meals, alternate paid and non-paid jobs, work. Interpreters and translators col- munity needs (i.e., offer discounts to events or trainings, lectives or cooperatives are a growing English as a second, pass the hat at events for interpretation, example of how to build local capacity third or fourth language!) is a concrete and trade resources with interpreter’s for language justice. Look for a future way to help folks in collectives. case studies section to find out more your community attain about this. job skills, navigate In most cases, the most successful complicated systems multilingual spaces use simultane- and processes such as And one final word: immigration. Providing ous interpretation, and this process requires equipment. The typical equip- classes also supports Language justice requires on- families in their efforts ment consists of a transmitter and to stay connected to microphone for the interpreter, and going planning and attention their roots and can receivers and earphones for listeners. in organizations. Many pitfalls build important bridges The “Interpretation Equipment” section in your community. occur along the way and the of this toolkit, p. 15, provides detailed most important thing is to information to help you make a smart learn from both good and bad purchase if you decide to invest in experiences and keep at it!! interpretation gear. If you’re not ready

32 CCHE LANGUAGE JUSTICE TOOLKIT Building Organizational Commitment: Mapping Exercise

Assessing Language Needs, Strengths, and Opportunities within Your Organization

GOAL:

An important first step in building organizational commitment to language justice is to “map” the needs, strengths, and opportunities for multilingual work in your organization and community. “Mapping” involves assessing where you are, mea- suring the need for multilingual strategies and spaces, and identifying strengths and opportunities to build on existing work.

OBJECTIVES: mm Analyze needs for language support with an organization mm Analyze resources for language support mm Develop plans for increasing language support within your organization The point of mapping is to get a visual representation of how this work is happening and to identify resources, opportunities, and potential roadblocks. There is no right or wrong way to map, so don’t be intimidated! At the end of this exercise are some examples from various organizations, done in fairly short session at a language justice learning circle.

Drawing a picture or diagram helps you pinpoint actual needs, keep track of ongoing work, and identify creative possibilities.

WHO:

Identify those within your organization and wider community who should be the facilitators and participants in the process. Those affected by the need for multilingual spaces (members, leaders, organizing staff, service providers staff, communications staff, etc.), in addition to those who would be involved in creating and sustaining these spaces (board members, senior staff, fundraisers, key allies, etc.) should be involved.

If you are earlier along in the process of building your organization’s commitment to language justice, it might be more realistic for mapping to take place among a small group of interested people. This preliminary mapping exercise can help you to build a strategy within your organization for increasing education, support and commitment to this work.

TIME NEEDED: 2-4 hours, with ability to follow-up!

The time needed for this activity will depend on the size of your organization and the number of people participating in the process. If you are a small local community group, mapping will take less time. Mapping for large agencies with many branches takes more time and may require additional research.

CCHE LANGUAGE JUSTICE TOOLKIT 33 Here is a collection of questions to help guide you through the mapping/ assessment process.

a.) Constituency and Language • What can be done to raise funds for interpretation and • What languages does your con- translation? Who can do the stituency speak? fundraising? • Where do they participate in • Who can provide financial sup- your organization? port for this work? • Where do you hope they will • What training and mentor- participate? ing help is needed to increase • How can their participation the skills of interpreters and strengthen the goals of the translators? organization? d.) Volunteer program: • Who is not involved because of the language barriers? Do we have a volunteer program • How would multilingual spaces that can be a source for qualified change their participation? interpreters and translators? Do we have members who might be will- b.) Organizational spaces and ing and able to help? What changes resources would be needed to get there? What • Where are both meeting spaces kind of support is needed to make and communication spaces this program sustainable? Who are (including websites, newsletters, our key institutional allies to get blogs, outreach) that would work qualified volunteers? better if different languages e.) Leadership and support were interpreted or translated? • Is there support from people in • Where are documents kept that leadership positions for lan- have been translated? guage justice? c.) Interpretation and Translation Skills • Who else supports this work • Who and where are people with throughout the organization? multilingual skills who help or • Who might support this work could help with interpretation? with encouragement? What are • Who and where are people with ways to encourage support? multilingual skills who help or f.) Community Resources and could help with translation? Collaboration • What is their experience and • What other individual, groups or skill level? agencies are integrating inter- • Who has equipment if you pretation and translation? want to do simultaneous • What do you know or need to interpretation? know to talk with them about • Are funds available for paying collaboration or find out about interpreters/translators or rent- resources, such as interpreters, ing equipment? translators, and equipment that may be available locally?

34 CCHE LANGUAGE JUSTICE TOOLKIT ANALYSIS AND PLANNING – The Next Step

After you draw a map based on these considerations, take a little time to analyze where next steps and possibilities exist for furthering the work in a practical way. What are strengths? What are weaknesses? Where is the greatest need? Where are there possibilities to build upon? Who in the organization can help lead and support this work? What can you do to help educate and encourage support from more broadly in the organization?

The mapping can help to guide development of a plan that takes into account an overall look at the organization and an assessment of where you are now. Ideally you will have a working group with representatives from different areas of your organization, which will transform this assessment and map onto a specific and prioritized work-plan, with goals, activities, outcomes and deadlines; otherwise, the vision has the risk of being just a hallucination!

CCHE LANGUAGE JUSTICE TOOLKIT 35 Strategic communications: Initial thoughts about a language justice perspective

Strategic communication from a language justice perspective depends on community involvement. It is crucial to make strategic communications planning a participatory process with the communities where you are working. It must help to support your overall organizational strategies. Strategic communications can greatly enhance outreach, build involvement and move your strategies and campaigns. The communities affected and your issues should define each step of your strategy, to help ensure relevance and involvement and to support your membership recruitment and retention and leadership development process

Strategic communications planning mm How do you define victory from a should also work in conjunction with policy perspective? the other elements of language justice, mm How do you define victory from an including translation, interpretation and organizing (base building/leadership organizational capacity. For example, if development) perspective? you translate press materials, the translation should be relevant to the target mm What actions will you take? audience, and developed with their mm Who must be mobilized to apply unique needs in mind. the necessary pressure? This final question refers to your target Layers of strategy audience. The target audiences for The layers of strategy are key elements your communications are extremely of effective strategic communication, important. Some factors to consider and include: include: Overall strategy • The languages that they speak, including generational languag- Media strategy es. For example, teens may have Message strategy a different way of communicat- ing in English. Access strategy • The best vehicles of communi- We will consider each of the layers cation: for some communities, of strategy from a language justice social media may be the best perspective. mode, but for others Internet- based communications is not the Overall strategy best. For example, what might be a way to mobilize older Spanish- It is critical to identify the overall strat- speaking groups who may be less egy before implementing any other step comfortable with internet-based in your communications plan. Some strategies? Would community questions that may help to develop an meetings be a better alternative? overall strategy include: Media strategy mm What is the problem? After you have developed your overall mm What is the solution? strategy, think about what kind of media mm Who has the power to make that you will use to achieve your goals. For change? many communities, ethnic media outlets may be the most appropriate way to

36 CCHE LANGUAGE JUSTICE TOOLKIT access the communities and decision to appear in the media can change makers relevant to the campaign. Again, depending on your target audience. For this will depend on your target audience. example, if you are talking to a policy- maker, you might get his/her attention If you decide to reach out to ethnic by linking your solution to a timely media outlets, make sure that you have policy discussion. However, if you want spokespeople and staff who can actually to get the attention of the community, it speak in the different languages and that may be more relevant to link your mes- you have materials ready to go in those sage and story to a local event. languages (e.g. press releases, letters to the editors, commentaries, fact sheets, Also consider the tools you use to ac- etc.). as well as spokespeople who are cess the media. These tools and re- trained and ready. For example, if a jour- sources should reflect language justice nalist calls asking to do an interview in principles, including your website, Spanish, who will do the interview? internal communications, and social media sites. Consider which languages Message strategy and communications tools will help you most effectively reach members, new Once you have developed your overall supporters, and community members. strategy, and have considered what media you will use, it’s time to think about Internal Communication the message you want to develop that will support your goals. It is also important to take a look at your internal communications. Your message should also involve the community: this will help ensure that Ensuring internal communications: you are taking a language justice ap- Is there a need to translate materials, proach. To develop an effective mes- provide alternative documents or web- sage, consider questions like: What is vehicles in various languages, or to the problem? Why does it matter? What integrate multiple languages into your is the solution? outgoing communications? Planning how to integrate multiple languages Part of the message strategy is also into internal communications is essen- deciding who the messengers will be. tial for having a democratic organization When considering this question from a and helps to build leadership from vari- language justice perspective, consider ous languages within your community. both the messengers as well as the This may include a newsletter, website, languages they speak. Helping leaders to Face Book, and event announcements. develop skills to deal with the media and to share their own insights and stories Process to organize materials – Make can be a powerful way to build your sure that you have systems to compile organization and to develop support and translated materials for future access. It alliances. can also be helpful to develop a glossary, both for consistency and for your Access strategy organizational vocabulary. This can help to make communications more efficient, Your message and frame should be both for internal and external communi- consistent across all communications, cations. (See Translation section of the but the way you make it “newsworthy” Toolkit, page 17, for more ideas on this.)

CCHE LANGUAGE JUSTICE TOOLKIT 37 Griots to Beats: African Americans and Language Justice

Reflection from Elandria Williams, Highlander Research and Education Center

Culture is at the essence of who African many different dialectics of Ebonics to Americans are, both as a people and name a few. Preserving language, speak- a community. Language is one of the ing in the language of your community, primary ways in which culture is passed and recognizing the multiplicities of ways on from generation to generation. we communicate including through song and beats strike at the core of cultural Language takes place in many forms, racism, which is the power of racism to from griots sharing stories to pass on destroy, distort, discredit and discredit knowledge, body movements either cultures. Language justice is necessary through sign language or dance, fami- if we are going to build a broader move- lies telling stories and history to pass ment for change and is essential for com- down through generations, banners and munities to talk to each other across the signs in protest or song and drum beats world and across the street. marking time and showing the way. While writing this planning for the 3rd At the core of who we are as people Black Immigration Network Gathering and our ability to connect with others is occurring, to strategize how to tackle is language through the spoken and the greatest civil rights and human signed word. Even when our native rights issues of the day - criminalization, tongues were taken from us during the immigration policies, racial profiling, Maafa/Middle Passage we created new suppression of voter rights and more. languages out of many - the Sea Islands The goal is to see how all of this can be Gullah Geechee, New Orleans Creole and done working in Black communities and

38 CCHE LANGUAGE JUSTICE TOOLKIT how black people can work together- is working on a similar issue but African Americans with Immigrants and using another language, and host a Refugees, in order to change the condi- training, community forum or action tions impacting all Black people. doing simultaneous interpretation so that the members of both groups The conversation about language justice could learn from each other as well has barely been brought up because as collectively building a bigger the idea of interpreting beyond two power base. languages in the room is hard to imag- mm In order to transform this country ine. But it is also up to us to push our and this world we are going to need allies in the language justice movement everybody. We also must dismantle to include Spanish that is spoken in the cultural racism prevalent that is countries with large black communities working to strip language from all (Cuba, Panama, Belize, Equatorial New of us, including our own resiliency Guinea, Columbia, etc.) as well as other languages like Ebonics and Haitian languages spoken in South America, Creole. Africa, the Islands and other countries in working to build a language justice space where all can truly be heard. Furthering this conversation and work: We know how language and the written We will continue working on this im- word have been used against us in the portant topic in future versions of this right to vote, in stealing land, and even toolkit and through conversations in in movement work. Creating a space for forums and blogs on our online learning language justice in our organizations community. and in our work creates space for all of us to participate fully and to learn from Some of the questions we will be ex- perspectives and experiences not other- ploring are: wise represented. There are many ways mm What are some strategic questions to make progress: that will help us advance a shared mm It can be as small as mapping out analysis and identify some common your community and seeing what actions to advance an agenda for languages other than English are Language Justice with communities most spoken by people that could of African Descent? be in your member base, and then mm What are the organizing and policy getting key documents translated challenges and opportunities on the into those languages. intersection of Language Justice mm You could send a staff or member and organizing work with and by to a Multilingual Capacity Building/ people of African Descent? Language Justice training to bring mm What are tools and resources that back skills to start incorporating into can help to further this work? your work. mm Who are some of the groups leading mm Or you can partner with a group the way? in your neighborhood or city that

CCHE LANGUAGE JUSTICE TOOLKIT 39 Resources

Written Resources:

“Interpretation and Translation - Strategies download: http://www.mrbf.org/resource. for Sharing our Power:” by Alice Johnson, aspx?catId=1#Interpretation_and_Translation in Bridge: A Popular Education Resource for Immigrant and Refugee Community Organizers What Did They Say? Interpreting for p. 22-35 Eunice Hyunhye Cho, Francisco Social Justice: An introductory Curriculum Arguelles Paz y Puente, Miriam Ching Toon Roberto Tijerina, Highlander Research and Louie, Sash Khokha, National Network for Education Center, 2009, Contact: swilliams@ Immigrant and Refugee Rights , www.nnirr.org highlandercenter.org

Interpretation and Translation: Power Estrategias Multilingues en la Iniciativa Tools for Sharing Power in Grassroots Communidades Creando Ambiente Saludables, Leadership Development Alice Johnson, Colectivo Flatlander http://derechoalasalud. El Centro Hispano, written for Mary org/sites/default/files/estrategias_multilingues_ Reynolds Babcock Foundation, 2002 Free para_cche.pdf

Other Resources/Websites

Carpal Tunnel Syndrome Information, Model Contract for Translators at the American http://familydoctor.org/familydoctor/en/ Translators Association website. (http://www. diseases-conditions/carpal-tunnel-syndrome. atanet.org/careers/model_translation_job_ printerview.all.html contract.php)

Translation: Getting It Right: A Guide to Buying Word Reference, www.wordreference.com Translation, American Translators Association 2011 – On line language dictionaries http://www.atanet.org/docs/Getting_it_right.pdf On-line language justice learning community: Tips for Translators (A blog by Chantal Wilford) www.proyectocual.org website: http://www.tipsfortranslators.com/tips. asp#CONTRACTS)

Organizations

Colectivo Flatlander Communities Creating Healthy Environments (Spanish) www.colectivoflatlander.org/ http://ccheonline.org/home (English) www.colectivoflatlander.org/en Center for Participatory Change Highlander Research and Education Center, www.cpcwnc.org www.highlandercenter.org Wayside Center for Popular Education (Virginia) The Praxis Project http://waysidecenter.org www.thepraxisproject.org Boston Interpreter Collective www.interpretercollective.org

40 CCHE LANGUAGE JUSTICE TOOLKIT Examples of best practices on language justice among CCHE grantees

Asian Pacific Environmental Network Padres y Jóvenes Unidos http://www.apen4ej.org/index.htm http://www.padresunidos.org/

Chinese Progressive Association, POWER, People Organized to Win Employment San Francisco http://cpasf.org/ Rights, San Francisco (English) http://www.peopleorganized.org/ CAAAV – Committee against Anti-Asian (Spanish) http://www.peopleorganized. Violence, New York http://caaav.org/ org/?lang=es

Language Access Coalitions

Language Access Coalition of DC Language Access Coalition of NOLA (Washington, D.C.) (New Orleans, Louisiana) http://www.dclanguageaccess.org/ http://reachnola.org/langpartlac.php about-the-dc-language-access-coalition.html

Interpretation Equipment

Babelbox Williams Sound equipment www.theBabelbox.com www.williamssound.com

Dealers – Interpretation Equipment

Barinas Translation Consultants Lexicon-Global 800 Hope Tree, San Antonio, TX 78260-6814 www.lexiconusa.com www.barinas.com [email protected] [email protected] 1-(800)-792-5020 1-(800)-909-0093

CCHE LANGUAGE JUSTICE TOOLKIT 41 APPENDIX: Language Justice Organizational Continuum

This Continuum provides a way to see how language justice advances within organizations. Different organizations can start in many different places and there is not always a linear line but check out where your work is and some next steps you might take as an organization.

What is “language justice”?

For us, language justice is about build- guage barriers, equalize power dynam- ing and sustaining multilingual spaces ics, and build strong communities for in our organizations and social move- social and racial justice. ments so that everyone’s voice can be heard both as an individual and as part No single or static definition for lan- of a diversity of communities and cul- guage justice exists. We expect that tures. Valuing language justice means our understanding of the concept of recognizing the social and political language justice and its implications dimensions of language and language for movement-building will continue to access, while working to dismantle lan- change and deepen as the movement grows

What is a multilingual space?

“A multilingual space: A constructed da to flow according to other cultural space where all languages in the room norms besides the dominant white US are on equal footing in terms of being cultural ones, allows for other styles of spoken, written on flipcharts, in the facilitation to come up and allows peo- handouts, etc., and no language holds ple to participate with cultural pride in an advantage over another. speaking their own language because a Speakers of all languages share in multilingual space works to break down the “out loud” space and everybody the feeling on non English as handicap” will at some point plug in the discus- This quote was written by Andrea Arias sion through interpreting headphones. and Alice Johnson on butcher paper at Speaking English is not an advantage a training on multilingual spaces dur- over others. ing the NNIRR BRIDGE Trainers Bureau meeting in Los Gatos, California on A ML space creates room for the agen- 6/3/2006.

42 CCHE LANGUAGE JUSTICE TOOLKIT Dominant Language Occasional Language Building Solid Language Justice Only Support Commitment Community Determination to op- Individuals within Organization starts to Language justice be- erate only in domi- organization start to take on a commitment comes part of the over- nant language. raise questions, work to language justice all planning, budgeting, to provide some lan- but support is uneven. and fundraising work. guage support. Staff and volunteers Leadership fully sup- have some knowledge ports this work and all around multilingual staff and volunteers are

Commitment strategies and some invested in the process. share analysis around Language Justice. No interpreters in Multilingual people, of- Resources start being Pool of interpreters and sight. ten volunteers or staff committed to compen- translators available, with other jobs, work sating people, desig- supported and trained, to provide interpreta- nating staff time for from the same com- tion at events, often language justice work. munities we work with. whispering to small Some training and Multilingual events hap- groups. mentoring for inter- pen on a regular basis. Interpretation preters and translators. All written communi- Group scrambles Translation thought Glossary developed, cations in dominant right before or during about ahead of time, smooth translation language. events to translate translators identified, process set up with in reaction to need. glossary developing, timelines, good quality Only materials that are notes taken in the dif- control for translations, considered the most ferent languages pres- materials filed for later important are trans- ent in the room. There review. Documents are lated. is a plan for translation generated in other of organizational and languages besides the

Translation programmatic docu- dominant one. Solid ments. team of staff, volunteers and independent professional translators with resources to pay them when needed. No interpretation Looking for equipment. Buying or sharing Equipment is used equipment. equipment. frequently by organization and shared with others in the community. Groups know how

Equipment to maintain and upkeep equipment. All communications Occasional materials Regular translation Translation becomes are in dominant are translated, often at systems start being set regular for all com-

language. the last minute. up in organization. munications – includ- Sporadic outreach to Regular communi- ing website, outreach, non-dominant lan- cation and training newsletters, etc. guage media. for spokespeople in multiple languages Good Documentation and regular outreach for translations, media to media in non- sources and contacts. Communication dominant language as and Documentation well as smaller media sources.

CCHE LANGUAGE JUSTICE TOOLKIT 43 Dominant Language Occasional Language Building Solid Language Justice Only Support Commitment Community No planning around Right before events, Language planning for Language justice plan- language. people work to find events and organiza- ning is part of strategic, interpreters for event. tion begins, organi- annual planning with Often interpretation zation thinks about staffing and a work is just whispering for needs and plans next plan. Language Justice

Evaluation participants and done steps. Lens used for all event Planning and spontaneously. planning. No resources to Organization finds Organization starts Funding built into support any other money to support to have resources for budget as on-going languages - Annoy- work by scrambling , language justice work expense. If a larger ance at suggestion or has volunteers or bi- more regularly based organization, may hire a of non-dominant lingual staff members upon shared co-re- staff person to provide language being to help. sponsibility of fund- language support. Com- important. raising and recruit- mitment to sustained ment of volunteers. effort to recruit and train

financial support volunteers. Building resources,

“English Only” at- Organization sup- Organization develops Support of language titude by inertia and/ ports efforts to oppose and applies multilin- justice work in the or omission. Hidden, “English Only” poli- gual strategies and broader community, sometimes open, cies. Helps with refer- commits to develop with coalitions and message that the rals to ESL classes and internal capacity, and other organizations. only legitimate way occasionally translates supports efforts by to speak and write in some resources. allies to develop their Local, state and govern- the space is English. Language Justice ment language policies Not speaking English analysis and capacity. addressed, organized is seen as failure Organization engages around a language and deficit. Assump- on policy campaign to justice framework that tion that English is advance language jus- goes beyond access to the “natural way of tice, including access English and promotes a doing things” and to services in different vision of racial justice, that white - middle languages and ESL democratic participation just policies and access class discourse is classes but is open in equality and affirma- the right way to do it to a vision that goes tion of Culture and Lan- and the standard to beyond this. guage as human rights. measure other forms Broadening language justice, fighting for of expression.

- The only way to par- Outreach for events Translated materials Board documents and ticipate is by speak- and services is done and interpretation is meetings are done ing, reading and in different languages provided at events and in multilingual way; writing the dominant but there is very services are offered in leadership represents language. Speaking limited availability of multiple languages. people from all lan- other languages is translated materials or Organizers, service guage groups. Decision not seen as an asset interpretation at events providers and lead- making spaces in the but as a limitation or or services. ers operate, train and organization are multi- deficit. facilitate in different lingual. languages. ship Development Base building and Leader

44 CCHE LANGUAGE JUSTICE TOOLKIT