Embedded Files
Language Access Support
Supporting Students with Translation
This section is in progress.
When to Use Translation Resources
Vision
Vision
The EPS promise for Family and Community states we will engage, listen, and value input from our community. We keep lines of communication open so that we can try to understand one another.
Our vision is that language access enables empowerment for our linguistically diverse families so that we work in partnership in support of student success.
EPS Language Access Services has a host of Resources to Support Families to partner in their children's education.
View the staff resource link above for more information.
Request Interpretation and Translation
Access On-Demand Interpretation
Using the Instant Language Assistant (ILA) device in the front office
Best Practices for Interpretation
Using Translation Resources
Non-Vital Classroom Communication for Students and Families
For Day-to-Day, non-vital classroom communication, Machine Translation may be used to support students in understanding the classroom content. Possible Machine Translation resources include: Google Translate, Immersive Reader in Canvas, and Google Read & Write Toolbar, among other platform-specific tools.
While machine translation has come a long way, it is still possible for errors to be made in misrepresenting the intended message. Including a message, such as the one below, may help alleviate questions or misunderstandings. This communicates transparency about the use of automatic translation and shows that you are aware of the possibility of errors.
"Please note that the translations in this document were generated using an automatic translation tool."
Vital Communication and Documents for Families
"Vital Communication and Documents" refers to content and forms that families need to sign, emergency updates, and enrollment documents. These resources must be translated in person, through our District Translation Team to ensure appropriate and accurate translation to support families in understanding these vital documents.
Translation can be requested through the Linguist Link platform. If logging in for the first time, use the (New) Linguist Link Registration button below to enroll. Then, you can submit requests for interpretation support or translation.
Translation Tools for Students & Staff
Translation works for notes, captions, comments, announcements, and messages.
Available on all platforms (iOS, Android, Web).
Translate with Google only appears if the note/caption/comment/message is written in a language that is different from the language of the viewer's device or computer.
Translate with Google appears for all users (admin, teachers, students, and family members).
Message sender is able to see if a message has been translated by a recipient in the message bubble.
When viewing pages, assignments, course home pages, and the syllabus in a course, click the Immersive Reader button.
The Microsoft Immersive Reader displays a variety of tools and options to enhance your reading experience.
Immersive Reader supports over 60 languages, including three different versions of Spanish. You can also select to turn on By word, which means the page will stay in English and you can click each individual word to translate it into the chosen language.
Translate text and documents into 100+ languages
Single Word Translation
Read&Write for Google Chrome can be used with language localization in a few languages (with more to come!) where you can change the dialogue to be set up in another language.
Google Docs provides the option to make a copy of documents and translate them into the selected language(s).
It also offers the option to change your typing language.
Changing the language of subtitles on a YouTube video:
Step 1: On the video you're watching, click the 'gear icon' on the toolbar at the bottom of the video.
Step 2: Click 'Subtitles/CC' and select the language you want to see.
Translate you design using Canva's AI translator tool into over 100 languages.
Transform up to 500 pages per month for EDU accounts.
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