Author: Clarissa Guiao

All Graduates
All Graduates | 17 Feb 2024

Effective communication that resonates with non-English speaking audiences is essential for businesses and organizations seeking to expand their reach and engage diverse communities. One of the most transformative aspects of modern communication tools is the advent of the Internet and digital communication platforms. In addition to digital communication, traditional forms of communication, such as radio, television, and print media, continue to play a role in disseminating information and shaping public discourse.

For non-English speaking clients, navigating language barriers can present unique challenges. However, with the assistance of skilled translators and interpreters, communication barriers can be overcome. Read on to learn 7 effective communication techniques that translators and interpreters utilize to facilitate meaningful interactions for non-English speaking clients.

The 7 Cs of Communication

The 7 Cs of Communication are principles that can enhance communication effectiveness regardless of language proficiency. These principles are particularly useful for non-English speaking individuals:

All Graduates NZ - Communication Effectiveness And Language Proficiency

  1. Clarity: Ensure that your message is clear and easy to understand. Use simple language, avoid jargon, and provide context to help non-English speakers grasp the meaning of your communication.

  2. Conciseness: Keep your message concise and to the point. Non-English speakers may have limited language proficiency, so it’s important to convey your message straightforwardly without unnecessary complexity or verbosity.

  3. Coherence: Organize your communication logically and coherently. Present information in a structured format with clear transitions between ideas to help non-English speakers follow the flow of your message.

  4. Consistency: Maintain consistency in your communication style, tone, and messaging. Consistent communication helps non-English speakers feel more comfortable and confident in understanding and responding to your message.

  5. Cultural Sensitivity: Be mindful of cultural differences and sensitivities when communicating with non-English speakers. Respect cultural norms, customs, and traditions to avoid misunderstandings or offense.

  6. Courtesy: Show respect and courtesy in your communication with non-English speakers. Use polite language, express appreciation, and acknowledge their efforts to engage in communication, even if there are language barriers.

  7. Confirmation: Seek feedback and confirmation to ensure mutual understanding. Encourage non-English speakers to ask questions, seek clarification, and provide feedback on their understanding of your message to confirm comprehension and address any misunderstandings promptly.

Bridging Language Gaps

Good communication skills enable individuals to express their thoughts, ideas, and intentions clearly and effectively. Whether speaking, writing, or presenting, the ability to articulate thoughts coherently and compellingly enhances understanding and facilitates meaningful dialogue.

All Graduates NZ - Bridging Language Gaps

Translators and interpreters play a crucial role in facilitating communication for non-English speaking clients in various contexts. Their primary responsibilities include:

  1. Language Bridge: Translators and interpreters serve as language bridges between non-English speaking clients and English-speaking individuals or entities. They facilitate communication by accurately translating spoken or written content from one language to another, ensuring that the intended message is conveyed accurately and effectively.

  2. Access to Information: Translators and interpreters enable non-English speaking clients to access important information, resources, and services that may otherwise be inaccessible due to language barriers. They translate documents, forms, contracts, websites, and other materials into the client’s native language, ensuring that information is comprehensible and actionable.

  3. Effective Communication: Translators and interpreters help non-English speaking clients effectively communicate their needs, preferences, and concerns in interactions with English-speaking individuals or organizations. They interpret verbal communication in real time during meetings, appointments, interviews, and other interactions, ensuring clear and accurate communication between parties.

  4. Empowerment and Advocacy: Translators and interpreters empower non-English speaking clients to advocate for themselves, make informed decisions, and exercise their rights. By providing language support and ensuring that clients understand their options and rights, translators and interpreters help level the playing field and promote equity and inclusion.

  5. Cultural Mediation: Translators and interpreters serve as cultural mediators, helping to bridge cultural differences and misunderstandings that may arise in cross-cultural communication. They provide context, clarify cultural nuances, and navigate cultural sensitivities to facilitate effective communication and mutual understanding between parties.

  6. Confidentiality and Professionalism: Translators and interpreters adhere to strict standards of confidentiality and professionalism to protect the privacy and dignity of non-English speaking clients. They maintain confidentiality regarding sensitive information shared during interactions and uphold ethical standards to ensure the integrity of the communication process.

Overall, translators and interpreters play a vital role in empowering non-English speaking clients, facilitating effective communication, and promoting access to information and services. Their expertise and professionalism are essential for breaking down language barriers, fostering inclusion, and ensuring that all individuals can fully participate in society and access the resources they need to thrive.

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All Graduates
All Graduates | 22 Jun 2024

New Zealand is a multicultural society with a rich diversity of languages and cultures. This diversity brings both opportunities and challenges in terms of literacy, as non-native English speakers may face language barriers and varying levels of literacy.

Literacy is a fundamental skill that enables individuals to fully participate in society and access opportunities for personal and professional growth. However, many non-English speakers in New Zealand face significant challenges when it comes to achieving proficient literacy levels. 

According to the 2014-2015 Survey of Adult Skills, approximately one in five New Zealand adults, or 20%, demonstrated low literacy skills. While New Zealand has a generally well-educated population, there are still significant literacy challenges. Approximately one in five New Zealanders is operating at a highly effective level of literacy, while the majority of Māori, Pacific Islands people, and other ethnic minority groups are functioning below the required level of competence.

In New Zealand, literacy is understood as more than just the ability to read and write. It encompasses a broad set of skills including reading, writing, speaking, listening, and critical thinking. The scope of literacy in New Zealand is aligned with the needs of a modern, diverse, and multicultural society.

All Graduates - Scope of Literacy in New Zealand
In this article, we will explore the far-reaching consequences of poor literacy on individuals from non-English speaking backgrounds in New Zealand, shedding light on the challenges they face and the initiatives in place to address this issue.

Importance of Literacy for Non-English Speaking Backgrounds in New Zealand

Literacy holds a vital role for immigrants in New Zealand, as it does for all members of society. The significance of literacy for immigrants in New Zealand becomes evident through various compelling factors:

Importance of Literacy for Non-English Speaking Backgrounds in New Zealand

High Proficiency Among Foreign-Language Immigrants

Immigrants who speak languages other than English tend to excel in literacy and numeracy, surpassing the proficiency levels of native-born New Zealanders. This group stands out as one of the most highly proficient immigrant populations across OECD countries.

Importance of English Proficiency

The Office of Ethnic Affairs underlined the importance of migrants acquiring English proficiency, even if they require interpreters to access services, emphasizing the role of language as a tool for integration.

Established Immigrants’ Proficiency

Established immigrants in New Zealand tend to possess higher literacy and numeracy skills than recent immigrants. Moreover, they constitute a larger segment of the highly skilled population, showcasing their valuable contribution to the country.

Access to Education and Employment

Literacy is a cornerstone for immigrants to access education, secure employment, and utilize various services in New Zealand. It is essential for achieving integration into society and realizing personal goals.

Economic and Career Prospects

Literacy rates significantly influence the economic and career prospects of young individuals leaving school. Fundamental skills such as literacy and numeracy are pivotal for entering the productive economy, and a lack of these skills can pose considerable challenges in career development.

The Challenges Faced by Non-English Speakers

Non-English speakers in New Zealand face a range of specific literacy challenges that impact their ability to fully participate in society. These challenges include:

Language Barriers

Non-English speakers often struggle with understanding and using English, which is the primary language of instruction and communication in New Zealand. This affects their ability to comprehend educational materials, engage in classroom activities, and access essential services.

All Graduates - Case Study - Syrian Family - Language Barrier

Limited Access to Bilingual Resources

There is often a lack of educational resources available in languages other than English, making it difficult for non-English speakers to learn in their native language while acquiring English skills.

Cultural Differences in Educational Practices

Different cultural backgrounds can lead to variations in educational expectations and practices. For example, non-English speaking students may come from educational systems with different teaching methods, classroom behaviours, and parental involvement norms, which can affect their adaptation to New Zealand’s educational environment.

Socioeconomic Disadvantages

Non-English speaking immigrants and refugees often face economic hardships, which can limit access to educational opportunities, quality schooling, and learning resources. Economic pressures may also require children and adults to prioritise work over education.

All Graduates - Case Study - Chinese International Student - Language Barrier

Lack of Support Services

Insufficient language support services, such as English as a Second Language (ESL) programs, tutoring, and translation services, hinder the ability of non-English speakers to improve their literacy skills.

Cultural, Educational, and Social Barriers to Improving Literacy

Cultural Barriers

Cultural differences can create misunderstandings and miscommunications in educational settings. Non-English speaking students may have different learning styles and may not participate actively in class discussions, which can be misinterpreted as a lack of interest or ability.

Additionally, cultural norms regarding the role of education and family involvement can affect how literacy development is supported at home.

Educational Barriers

The New Zealand education system may not always provide adequate support for non-English speakers. There can be a shortage of trained ESL teachers, culturally responsive teaching practices, and inclusive curricula that acknowledge and incorporate students’ diverse backgrounds.

Standardised testing in English can further disadvantage non-English speakers, who may have the knowledge but lack the language skills to demonstrate it.

Social Barriers

Social integration is a significant challenge for non-English speakers, who may face discrimination, isolation, and a lack of community support. These social barriers can affect motivation and mental health, which in turn impact educational outcomes. Access to community programs and support networks is essential but often limited.

All Graduates - Impacts of Low Literacy Levels

Current Initiatives and Programs

In New Zealand, various government and non-profit initiatives are dedicated to improving literacy across different demographic groups. Key initiatives include:

Government Initiatives

Reading Together: A Ministry of Education program designed to help parents support their children’s reading at home. It focuses on building positive reading habits and providing practical strategies for parents.

This community-based program involves parents, teachers, and librarians working together to support children’s reading at home. By providing workshops and resources, Reading Together helps parents develop effective reading practices with their children, leading to improved reading skills and parent-child bonding.

Ka Hikitia – Accelerating Success: This strategy aims to enhance educational outcomes for Māori students, including improving literacy through culturally responsive teaching and increased engagement with whānau (families).

Programs like Ka Hikitia and the Pasifika Education Plan have shown success in raising awareness and improving educational outcomes for Māori and Pasifika students. Literacy Aotearoa has also made significant strides in adult literacy through its accessible and tailored programs.

Pasifika Education Plan: This initiative focuses on improving educational outcomes for Pasifika students, emphasising literacy through community engagement, parental involvement, and culturally relevant teaching practices.

Non-Profit Initiatives

The Tertiary Education Commission (TEC): TEC supports a range of adult literacy and numeracy initiatives, including workplace literacy programs and community-based education.

Literacy Aotearoa: A nationwide organization offering free literacy and numeracy services to adults. Their programs include one-on-one tutoring, group classes, and workplace training.

Storytime Foundation: Focuses on early childhood literacy by distributing free books to families with young children and providing guidance on fostering a love for reading from an early age.

Strategies for Enhancing Literacy

To enhance literacy rates in New Zealand, several policy changes and new initiatives can be considered:

Early Intervention Programs

Implement nationwide early intervention literacy programs in preschools and kindergartens. Focusing on early childhood education can help address literacy issues before children enter formal schooling.

Increased Funding for Literacy Programs

Allocate more government funding to literacy programs, particularly in low-decile schools and underserved communities. This funding should support resources, training, and additional staff for literacy support.

Bilingual Education Support

Expand and support bilingual education programs to help non-English speaking students maintain their native language while acquiring English. This approach can improve overall literacy and cognitive skills.

Parental Involvement Initiatives

Develop initiatives that encourage and support parental involvement in children’s literacy development. Programs like workshops, family literacy nights, and take-home resources can empower parents to contribute to their children’s learning.

Regular Literacy Assessments

Implement regular, formative assessments to monitor students’ literacy progress and identify those needing additional support. These assessments should be used to inform instruction and provide targeted interventions.

Professional Development for Educators

Mandate ongoing professional development for teachers in literacy instruction, focusing on evidence-based practices, culturally responsive teaching, and strategies for supporting bilingual and ESL students.

All Graduates - Strategies for Literacy Development

The Role of Language in Literacy Development

Supporting native language literacy alongside English literacy is crucial for several reasons:

Cognitive Development: Research shows that strong literacy skills in a child’s first language (L1) can enhance cognitive development and facilitate the acquisition of a second language (L2), such as English. When students build a solid foundation in their native language, they develop critical thinking and linguistic skills that transfer to learning a new language.

Cultural Identity and Self-Esteem: Maintaining and developing literacy in one’s native language helps preserve cultural identity and fosters a sense of pride and self-esteem. Students who feel valued and respected for their linguistic background are more likely to be motivated and engaged in their learning.

Family and Community Engagement: Supporting native language literacy encourages communication and bonding within families and communities where English may not be the primary language. This engagement enhances the overall learning environment and provides a support system for students.

Academic Achievement: Students who are literate in their native language often perform better academically. Literacy in L1 supports overall academic success, as students can use their language skills to understand and engage with complex concepts and texts in English.

Multilingual Advantage: In a globalised world, multilingualism is an asset. Students who develop literacy in multiple languages are better prepared for the demands of the international job market and have greater opportunities for cross-cultural communication and understanding.

Bilingual education programs offer numerous benefits that support literacy development and overall academic and personal growth:

Enhanced Cognitive Skills: Bilingual education has been linked to improved cognitive functions, such as problem-solving, multitasking, and memory. Learning in two languages stimulates brain development and enhances cognitive flexibility.

Better Academic Performance: Students in bilingual education programs often outperform their monolingual peers in various academic areas. Bilingual students tend to have stronger literacy skills, better reading comprehension, and higher levels of metalinguistic awareness.

Improved Language Proficiency: Bilingual programs help students achieve high levels of proficiency in both their native language and English. This balanced bilingualism is advantageous for academic success and future career opportunities.

Cultural Awareness and Competence: Bilingual education fosters cultural awareness and competence by integrating cultural content and perspectives into the curriculum. Students learn to appreciate and respect cultural diversity, which is essential in a multicultural society like New Zealand.

Long-Term Economic Benefits: Bilingual individuals have a competitive edge in the job market. Proficiency in multiple languages is highly valued in many professions, including international business, diplomacy, translation, and education. Bilingual education programs, therefore, contribute to long-term economic benefits for individuals and society.

Increased Engagement and Retention: Bilingual education can increase student engagement and reduce dropout rates. When students see their language and culture reflected in the curriculum, they feel more connected to their education, leading to higher retention and graduation rates.

Family and Community Support: Bilingual education programs often involve family and community members, creating a supportive learning environment. This involvement strengthens the home-school connection and encourages a collaborative approach to education.

Call to Action - Literacy in New Zealand

Current levels of literacy in New Zealand

The Analysis of New Zealand Data from the International Adult Literacy survey reveals that 45% of adult New Zealanders are at Levels 1 and 2 for prose literacy, 50% for document literacy, and 49% for quantitative literacy.

New Zealand’s adults outperform the OECD average in literacy, numeracy, and problem-solving in technology-rich environments.From 1996 to 2014-15, New Zealand has seen a significant increase of 14 score points in the average literacy proficiency of its adults. New Zealand stands out in the sense that the 35-44 year age group exhibits the highest literacy proficiency, and older New Zealanders (55-65 year-olds) surpass the OECD average for their age group in literacy proficiency.

Addressing the Literacy Crisis

The challenge of low literacy levels among non-English speakers in New Zealand is a matter of considerable concern, and multiple initiatives are in place to tackle this issue. Here are some of the approaches New Zealand is employing to address low literacy levels in non-English speakers.

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Addressing the Literacy Crisis

The Ministry of Education has commissioned research aimed at examining the demographic factors that predict or correlate with low literacy proficiency.

In 2022, The Education Hub published a research report revealing that 35.4% of teenagers face difficulties in reading and writing by the age of 15. This report underscores the importance of enhancing literacy rates to equip young individuals leaving school with the foundational skills required to participate effectively in the workforce.

The National Party has introduced a “back to basics” plan to combat New Zealand’s literacy challenge. This plan entails primary and intermediate students dedicating at least an hour each day to learning reading, writing, and mathematics, along with undergoing “standardized, robust assessment” in these subjects every six months.

It’s important to note that the problem of low literacy among non-English speakers in New Zealand is often attributed to ineffective instruction rather than developmental disabilities. Criticism has been directed at universities and the education system for their reliance on a whole language, ‘multiple cue’ model of reading instruction, which has proven unsuccessful for many New Zealand children, particularly those who struggle with reading.

The Office of Ethnic Affairs produced a report in 2013, emphasizing the significance of migrants acquiring English proficiency, even if it necessitates the use of interpreters to access services.

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Key Takeaways

Understanding Literacy in New Zealand: We defined literacy in the New Zealand context, considering not only the ability to read and write but also to effectively communicate and engage in society. We examined current literacy rates and noted variations across different communities.

Challenges Faced by Non-English Speakers: We explored the specific literacy challenges encountered by non-English speakers, including language barriers, cultural differences, and social obstacles. Case studies illustrated the personal impacts of these challenges.

Impacts of Low Literacy Levels: We discussed the wide-ranging effects of low literacy, including economic impacts on employment and productivity, social implications for community inclusion and healthcare access, and educational challenges for children of non-English speakers.

Current Initiatives and Programs: We reviewed government and non-profit initiatives aimed at improving literacy, analysed their effectiveness, and highlighted successful community-based literacy programs.

Strategies for Enhancing Literacy: We provided recommendations for policy changes, strategies for educators and community organisations, and emphasised the role of technology in supporting literacy development.

The Role of Language in Literacy Development: We discussed the importance of supporting native language literacy alongside English literacy and the benefits of bilingual education programs.

References:
Skill Matter: Further Results From The Survey of Adult Skills
Adult Literacy in New Zealand: Results from the International Adult Literacy Survey
Language, Ethnicity, and Belonging for the Children of Migrants in New Zealand
Literacy and numeracy in New Zealand: findings from the Adult Literacy and Life Skills Survey
The Front Page revisited: How New Zealand’s low literacy rate impacts the economy
Adult Literacy in New Zealand: Results from the International Adult Literacy Survey
Analysis of New Zealand Data from the International Adult Literacy Survey
Addressing the literacy crisis in Aotearoa New Zealand
Balanced literacy and New Zealand’s opportunity to re-write reading instruction history
Adult Literacy in New Zealand: Results from the International Adult Literacy Survey

 

All Graduates
All Graduates | 2 Nov 2022

All Graduates Interpreting & Translating Services is excited to announce that we have successfully achieved ISO 27001:2013 Information Security Management System (ISMS) Certification!

ISO 27001:2013 is an international security standard that lays out best practices for how organisations should manage their data and cyber security measures.

Achieving ISO 27001:2013 confirms our ISMS is aligned with international information security best practices and we have the right processes and procedures in place to handle a wide range of information assets. It is our highest priority to protect all types of information and data provided by our stakeholders, including clients, investors/shareholders, employees, partners, government (and regulatory agencies), suppliers, and communities via email or the website, from unauthorised access, disclosures, modification, and eradication.

All Graduates is relentless in its effort to provide products and services that meet or exceed the requirements and expectations of customers and this reinforces All Graduates’ focus on providing industry-leading services, while being measured against benchmarks of operational excellence.

 

All Graduates Interpreting & Translating is proud to announce our partnership in the Multilingual Older Persons COVID-19 Support Line.

All Graduates
All Graduates | 12 Feb 2021

The Australia-wide support line was launched on the 10th of February 2021 and will run until the 30th July 2021. The support line will increase access for older people from culturally diverse and linguistically backgrounds to information in their preferred language.

Callers will be able to speak with a phone support worker in Arabic, Cantonese, Greek, Italian, Mandarin or Vietnamese.

The Navigator System was built by the IT Department at All Graduates to manage and support the phone support workers to engage with callers in their own language.

 
Project Partners

The Multilingual Older Persons COVID-19 Support Line is led by the Centre for Cultural Diversity in Ageing (supported by Benetas) in partnership with Spectrum Migrant Resource Centre and All Graduates Interpreting and Translating Services and supported by the PICAC Alliance, OPAN, Dementia Australia, National Seniors Australia, National Ethnic and Multicultural Broadcasters’ Council and COTA Australia.

 

About the Support Line

The support line will provide callers from culturally and linguistically diverse backgrounds across Australia access to information areas about:

  • COVID-19 updates and restrictions that may affect them, their families or friends
  • Information on types of residential and home aged care services
  • Access to aged care and community services that are culturally aligned and speak their language.
  • Information on dementia support or caring for someone living with dementia

The support line will run for six months from 10 February 2021 until 31 July 2021 will be offered in the following six languages:

  • Arabic
  • Cantonese
  • Mandarin
  • Greek
  • Italian
  • Vietnamese

 

 How the Support Line Works

All calls are triaged by trained multilingual personnel and then directed to multilingual guidance from the COVID-19 Support Line for older Australians delivered by COTA Australia, OPAN, National Seniors Australia and Dementia Australia.

Older people, their families and carers who would like information and support are encouraged to contact the Multilingual Older Persons COVID-19 Support Line Monday to Friday between 2pm and 5pm Melbourne time (except public holidays) on:

  • 1800549844 – Italian
  • 1800549845 – Greek
  • 1800549846 – Vietnamese
  • 1800549847 – Mandarin
  • 1800549848 – Cantonese
  • 1800549849 – Arabic

 

 
More Information 

If you have questions about the phone line, please email:
multilingual@culturaldiversity.com.au

If you’d like to share/promote the phone line, please visit:
http://www.picacalliance.org/multilingual-older-persons-covid-19-support-line/

 

Fatih Karakas
Fatih Karakas | 2 Sep 2020

“Conversations”, the Training and Professional Development division of All Graduates Interpreting and Translating Services, is looking to build their team of trainers nationally. The training is delivered predominantly to translation and interpreting practitioners as well as service providers.

“Conversations” provides professional education and flexible training packages tailor made to meet the needs of T&I practitioners and organisations that provide services to CALD communities. Our training packages and PD events are developed by people who are experienced in the education of translators and interpreters and therefore bring a unique perspective. As a result, “Conversations” training is in demand and as such we are looking to build a pool of passionate Trainers that will help us  contribute to the advancement of the Translation and Interpreting Industry.

If this sounds like something you would be interested in, read the below information on how to apply.

We look forward to hearing from you!

 

HOW TO APPLY:

Please respond to these selection criteria, telling us why you would fit this role (maximum 2 pages):

ESSENTIAL

  • Strong understanding of the Translating and Interpreting industry in Australia
  • Experience in delivering training, and/or public speaking experience
  • Excellent communication and interpersonal skills

DESIRABLE

  • Interpreting and/or translating experience
  • Tertiary level education in T&I
  • Experience in training or working within a specialised interpreter setting including but not limited to medical settings, legal settings.

Please send your resume, and response to the above selection criteria to our Training and PD Coordinator Fatih Karakas by email: fatih@allgraduates.com.au

If you have any questions or would like more information, contact Fatih on 9605 3037 or email fatih@allgraduates.com.au.

 

Launching our Professional Development and Training Division...

All Graduates
All Graduates | 13 Jul 2020

All Graduates is committed to ensuring our panel of interpreters and translators are skilled, competent, work ready and are supported in undertaking interpreting and translation jobs for our clients.

To this end, All Graduates is proud to formally announce the launch of our Professional Development and Training Division:

Conversations:
Interpreting and Translating

 

Sessions are delivered live or as online workshops, webinars and on-demand pre-recorded courses. We will also present Q&A panel discussions/interviews facilitated by industry experts. The panel will comprise T&Is, user client representatives (e.g. Hospital language services manager) and All Graduates translations project managers/interpreter coordinators.

Information about our Conversations: Interpreting and Translating is now available at our new training website –  https://allgraduates.arlo.co/w/

 

(A shortcut to this website is also available from the Home Page)

On this website you can view the following menu items:

  1. Upcoming Events – View any upcoming events
  2. Webinars – View any upcoming webinars
  3. On Demand – Paid access to a range of past recorded webinars. Note: Recordings that are exclusively available for All Graduates T&Is can be accessed in the Interpreter Mobile app > Resources > PD Videos
  4. Catalog – View the full list of Upcoming, Past or On-Demand Events
  5. Calendar – See Upcoming Events in a Calendar view
  6. Presenters – Read the Bio of our Professional Learning Facilitators and Consultants
  7. Podcasts – Access quick link to our streaming services

 

IMPORTANT: Please ensure you read the ‘HOW TO REGISTER’ information on any event, as you may be eligible for FREE registration via your individual email invitation or special discounted prices when validating your All Graduates ID.

 

 

Introduction to Fatih Karakas

Whilst he is no stranger to All Graduates, we’d like to formally introduce Fatih Karakas as the Trainer & Professional Development Training Coordinator of All Graduates.

Fatih has facilitated a number of our previous events, and will continue to ensure our PD events are current for the T&I industry as well as addressing interpreting and translation related challenges and strategies.

 

Professional Development Webinars

Since 2018, we have launched a number of Webinars specifically to support and upskill interpreters.

Our past webinars are exclusively available to our panel of interpreter & translators and are available to view in the Interpreter Mobile App > Resources > PD Videos.

New and Upcoming Webinars notifications will be sent via email to All Graduates panel of T&Is where applicable.

Also make sure to check our training website for new events as this will be updated regularly. Webinars registrations will vary from FREE to All Graduates T&Is or a discounted price of $20 with ID Verification.

 

Podcasts – NEW!

As part of this PD initiative, we are delighted to announce we have launched a weekly podcast to complement our webinars and online courses.

Each episode facilitated by Fatih Karakas will have a special guest and conversation about current and hot topics related to the T&I industry as well as interpreting and translation related challenges and strategies.

Guests will vary from T&I practitioners across Australia to key figures in the industry as well as expert names in other fields of practice that are intertwined with interpreting and translating.

Each episode will run for approximately 15-20 minutes and will be available via YouTube, Apple Podcast, Google Podcast and Spotify as well as the All Graduates training website.

Our inaugural episode will host RMIT University Master of Translating and Interpreting Program Manager, Dr Erika Gonzalez Garcia and we will talk about the importance of formal training of T&I practitioners as well as scholarships and their importance to our industry.

 

View and subscribe to our channels to receive notifications for new episodes:

 

YouTube:

https://www.youtube.com/channel/UCyNijEnzNncDctSu5RwHpxA

Spotify:

https://open.spotify.com/show/2dQdWWg4gagpXXeRmDHSRT

Apple Podcasts:

https://podcasts.apple.com/au/podcast/conversations-interpreting-and-translatings-podcast/id1522597260

Google Podcasts:

https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5idXp6c3Byb3V0LmNvbS8xMTg4NzU4LnJzcw==

 

Your interest and support is greatly appreciated and we hope you will join us for our events throughout 2020 and onwards.

If you have any questions, please contact webinars@allgraduates.com.au.

 

All Graduates
All Graduates | 8 Jul 2020

Responding to the needs of the community, we have produced translated Telehealth
instruction sheets for patients of CALD backgrounds for the Video Call platform.

 

The following languages are provided:

Arabic, Burmese, Greek, Indonesian, Italian,
Karen, Macedonian, Persian, Simplified Chinese, Spanish,
Swahili, Traditional Chinese, Turkish, Vietnamese

 

View the translations here

 

 

Client Testimonials:

 

“All Graduates Interpreters and Translators assists Alfred Health Language Services department with the provision of Telehealth video-conference interpreting service in inpatient and outpatient settings. The set-up of the service was stress-free and managed in a timely fashion. The professionalism, reliability and, flexibility of Ismail and Mikaela helps Language Services to provide quality VRI to Alfred Health LEP patients.”

Ida Giaccio, Team Leader, Alfred Health Language Services

“Melbourne Health has a long standing relationship with All Graduates Interpreting and Translating Services. All Graduates take particular care with our portfolio, and we feel our health service is a top priority. All Graduates takes innovative steps to ensure that we are provided with the best outcomes for our health service. One of our biggest achievements is the successful partnership with the Health Direct Telehealth platform which enabled Melbourne Health to provide video interpreters via a secure platform to our patients and staff. As this service was established long before the COVID-19 pandemic hit, there were no delays in providing this service to our staff and patients.”

Christina Leontiou, Interpreter Coordinator, The Royal Melbourne Hospital

“The skilled and highly experienced All Graduates telehealth staff have been instrumental in the success of the virtual remote interpreting service for CaLD patients by liaising with the in-house IT/telehealth team, advising on the workflow coordination of the remote interpreters and assisting with problem solving.”

A major metropolitan health provider

 

Top Honours All Graduates Interpreting and Translating Languages Services Medal awarded to Chamoun Salameh Bechara.

All Graduates
All Graduates | 28 May 2020

An Arabic interpreter who supports interpreting across hospitals in Western Sydney has received top honours from the NSW Government.

The All Graduates Interpreting and Translating Language Services Medal was awarded to Chamoun Salameh Bechara as part of the 2020 Premier’s Multicultural Community Medals.

Mr Bechara leads interpreting services for the Western Sydney Health District. He has also led training with TAFE NSW supporting aspiring interpreters from new and emerging community languages.

Acting Minister for Multiculturalism Geoff Lee said it was outstanding to see a local community member recognised with the prestigious medal.

“Mr Bechara has made an outstanding contribution to our local community and our health system across Western Sydney,” Mr Lee said.

“I wholeheartedly congratulated Mr Bechara on his achievements, particularly in light of the novel coronavirus pandemic (COVID-19).

“Now more than ever, the tireless work of our community leaders promoting social cohesion and community harmony is vital.

“Incredible leaders like Chamoun, and all interpreters, ensure language is not a barrier to accessing healthcare especially during this critical time.”

Mr Bechara said he felt honoured and privileged to have won the Premier’s Language Services medal.

“I dedicate the medal to my fellow interpreters and translators for being true enablers for our culturally and linguistically diverse communities.”

The Premier’s Multicultural Community Medals are traditionally awarded at the annual Premier’s Harmony Dinner gala event. Due to the COVID-19 pandemic, the Premier’s Multicultural Community Medals were awarded virtually.

 

For more information about the Premier’s Multicultural Community Medals and Multicultural Honour Roll see:
 
All Graduates
All Graduates | 29 Nov 2019

All Graduates Interpreting & Translating is the sponsor for the Language Services Medal this year.

As a proud supporter of the NSW Premier’s Multicultural Community Medals, I am pleased to let you know that nominations for 2020 are now open and encourage you to submit nominations.

This is a fantastic opportunity to be able to recognize the achievements of an interpreter or translator for the role they play in ensuring that the community of NSW has access to essential information and services.

The Medals and Honour Roll pay tribute to the many outstanding people who have worked tirelessly behind the scenes to promote social cohesion and harmony in our state of NSW. The medals will be awarded in March at the Premier’s Harmony Dinner.

Nominations close Monday 16 December.

 

Visit the Multicultural NSW website for more information about categories, eligibility and nomination forms: https://multicultural.nsw.gov.au/premiers-multicultural-community-medals

 

When we think of communication problems in the education sector...

Ismail Akinci
Ismail Akinci | 23 Oct 2019

When we think of communication problems in the education sector, we often think of teachers and educators having trouble connecting with their students. What we don’t always think about, is the challenges they face when trying to connect with parents.

 

Understanding the audience

Four years ago, senior staff at Brighton Grammar School received some surprising internal feedback from recently conducted parent-teacher interviews. Maggie Lynch OAM, the school’s International Parents’ Support Group Coordinator, noted a communication gap with families from non-English speaking backgrounds. As a leading independent school with high levels of academic success with a pro-active international marketing effort, Brighton Grammar School is a popular choice among new Australian families seeking excellent educational outcomes for their children, as well as an immersion in Australian culture. However, some of these new community members were not able to fully engage with the school’s practices and highly valuable parent-teacher interactions as non-English speakers.


A lack of awareness of the benefits of using interpreters meant that non-English speaking families were missing out on valuable feedback from parent-teacher and parent-school interactions. The school reached out to All Graduates to find a possible solution to the communication problem.

Enabling communication

All Graduates quickly began working with the school to introduce a pilot program, testing the viability of interpreters for parent-teacher interviews. Brighton Grammar School Director of Advancement, John Phillips said the pilot quickly delivered significant positive outcomes for the school and parents. With John and Maggie’s valuable insights, we were able to spearhead the introduction of regular language services

“All Graduates has provided interpreter services for our parent-teacher interviews over the past four years. The feedback from our international parents regarding this service has been incredibly positive and affirms our decision to keep offering language services in the future.”

John Phillips
Director of Advancement at Brighton Grammar School

 

Meliora Sequamur

In keeping with the school’s motto, Meliora Seuamur (Let us keep pursuing better things), earlier this year we furthered our relationship with the school to expand multilingual communications to students and families. Recognising not every situation requires an interpreter, All Graduates began working with International Student Liaisons on an awareness and engagement program using LiME, our new multilingual audio messaging system.

“When discussing LiME with All Graduates, I was very interested in how we could apply this to enhance student wellbeing. We are now developing a series of messages to engage with both students and parents around the school’s counselling services.”

 

Maggie Lynch OAM,
International Parents’ Support Group Coordinator at Brighton Grammar School

 

How we used LiME

This is something we’re very excited about. Our latest offering, LiME, is a tailored cloud-based audio solutions package. With it, we can create and manage audio content for a huge range of platforms in more than 100 languages, with specific accents and dialects, spoken by native speakers. Brighton Grammar School is keen utilise LiME across WeChat, SMS, email, and various mobile apps as selected by the school. This process means staff won’t need to develop new documents but could instead repurpose existing communications by creating custom audio content.

 

 

NON J QUERY