Language justice is social justice. However, achieving language justice is not a linear but a continual process. One that comprises ongoing education and training of all stakeholders to ensure meaningful access to services for Limited English Proficient (LEP) individuals through translation and interpreting. This research project explores current practices around language access and the provision of translation and interpreting services, in relation to both state and federal language access guidelines in the United States. It does so within the broader framework of language access as a catalyst for achieving greater equity and social justice among minoritized, LEP communities. It builds on existing translation and interpreting research on (in)equities in access to social services for these communities. Accessing information in one\u2019s preferred language and desired modality is critical to their ability to participate fully in all areas of daily life. Despite existing state and federal policies that require health and social services to comply with language access guidelines, the COVID-19 pandemic shined a light on the inconsistencies, and the ad hoc approach to provisioning these services. Thus, this project explores the critical components which are paramount to building language justice and offers a model for increasing interpreter and translator capacity through interprofessional education and training. Lastly, it re-examines existing and considers additional best practices for language access in the U.S.<\/p>\n\n\n\n
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Keywords<\/strong>: language justice, language access, interprofessional collaboration, meaningful access, interpreting, translation<\/p>\n","protected":false},"excerpt":{"rendered":" Indira Sultanic Language justice is social justice. However, achieving language justice is not a linear but a continual process. One that comprises ongoing education and training of all stakeholders to ensure meaningful access to services for Limited English Proficient (LEP) … Continue reading