Immigrant translation service could mirror Portugal’s
He has already visited Portugal to see how a similar scheme operates to help co-ordinate interpretation and intercultural understanding between migrants and state services.
The plan is that public spending on translators for the Courts Service, which is expected to pay €2.5 million for interpreter services this year, local authorities and other agencies could be better organised. “We’re looking at a one-stop shop for state and other service providers. The courts system has been hiring interpreters individually and others do the same, but the extent to which we can save money by not duplicating is enormous,” said Mr Lenihan.
He told the Irish Examiner that such a service could also be used by schools to help interact with parents of newcomer students, or for families to learn about their rights and to understand the education system.
Although the plans are at an early stage, the minister said the Portuguese system works well through local authorities and this idea could be transferred here.
“It not only does translation and interpretation, but it is equipped to help parents or people approaching public services about their rights and entitlements,” he said. The service could also address concerns by teacher unions and school management bodies about the lack of support for schools helping newcomer families to integrate.
Although there are now about 2,000 language support teachers in the country’s schools, up from less than 300 five years ago, schools report difficulties communicating with parents or helping students avail of psychological and other services.
Mr Lenihan acknowledged the enrolment system for schools can be bewildering for parents, which was demonstrated in Balbriggan, Co Dublin, last September when there were no places in local schools for dozens of children from newcomer families who had recently arrived to the community.
Mr Lenihan said a report for the Department of Education by the Economic and Social Research Institute, examining the impact of the increasingly diverse student population on the day-to-day teaching resources of schools system, will be published later this year. Department inspectors are also evaluating the use and effectiveness of language supports in schools.
“That may prompt the department to look at how it is being done and how resources are being used,” said Mr Lenihan. “With the current exchequer situation, we have to look very carefully at value-added aspect of all resources.”
