Language Services

Guidelines

Version 1.2
Community Access
Ageing, Disability and Home Care
Department of Family and Community Services NSW
May 2012
Final

Document approval
The Language Service Guidelines has been endorsed and approved by:

Jim Moore

Lauren Murray

Chief Executive, ADHC

Deputy Director-General, ADHC

Approved: 24 September 2010

Approved: 24 September 2010

Signature on file

Signature on file

Document version control

Distribution:

All ADHC

Document name:

Language Services Guidelines

Version:

Version 1.2

Document status:

Final

File name:

Language Services

Authoring unit:

Community Access

Date:

May 2012

Version 1.2 Updated May 2012

Table of contents
1

Language Services Guidelines .......................................................................1

1.1 Guidelines for Using Interpreters ..............................................................1
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
1.1.8
1.1.9

1.2
1.3

The Role of an Interpreter ...........................................................................1

Styles of Interpreting....................................................................................2
Critical Points when an Interpreter should be used .....................................2
Accredited on-site interpreters.....................................................................3
Procedure for booking an interpreter ...........................................................4
Working with an on-site interpreter ..............................................................6
Accredited telephone interpreting ................................................................7
Procedure for making a complaint about an interpreter ..............................8
Interpreting Services ....................................................................................9

Guidelines for Using Translated Information ...........................................11

Guidelines for Accessing and Using Bilingual Staff ................................14
1.3.1 Community Language Allowance Scheme (CLAS) ADHC Only ............14

1.4 Translated Glossaries .............................................................................17

Appendices .....................................................................................................18
2
Appendix 1 Decision tree 1: using an interpreter..............................................19
Appendix 2 Decision tree 2: when a client refuses to use an interpreter .......20
Appendix 3 Decision tree 3: when an interpreter is not available ...................21
Appendix 4: Explanation of Terms......................................................................22
Appendix 5: Interpreter and Translator Accreditation Levels ..........................24
Appendix 7 CLAS Recipient Worksheet .............................................................27
Appendix 9 Aboriginal languages.......................................................................29
Appendix 10 Community languages by Country...............................................30

Version 1.2 Updated May Error! Reference source not found.

1 Language Services Guidelines

New South Wales is one of the most culturally, linguistically and religiously diverse states
in Australia, and diversity is a defining feature of ADHCs client base. A proportion of
clients will require language assistance in their attempts to access services. To ensure
equitable access to services and programs, ADHC is committed to the development and
implementation of practical communication strategies.
The Language Services Guidelines have been developed as a tool to facilitate the
implementation of the Language Services Policy by ADHC staff. The Guidelines are also
relevant to ADHC funded agencies, who are encouraged to utilise them to guide and
develop their practice and systems for the use of language services.
ADHCs Language Services Policy was developed to support ADHC staff in direct
communication with clients from culturally and linguistically diverse backgrounds, their
families and significant others. The Policy is the foundation for effective and accessible
communication, and the development of a service system which will build staff capacity to
work cross culturally.
Through the Community Relations Commission and Principles of Multiculturalism Act
2000 the NSW Government is committed to ensuring that linguistic needs of all clients are
addressed, and this requirement extends to all contracted and funded services. The
Guidelines will be a useful aid in determining how this responsibility may be met.

1.1 Guidelines for Using Interpreters

The following provides guidelines for working with both:

accredited on-site interpreters in Auslan and community languages

accredited telephone interpreters who can be accessed via the use of telephone,
speaker phones, conference call, video conferencing.

1.1.1 The Role of an Interpreter

Interpreters are used to provide a clear channel of communication, not to provide direct
counselling or advice to the client or to a staff member. They are bound by strict codes of
conduct and ethics known as The Australian Institute of Interpreters and Translators
Code of Ethics to ensure a high level of integrity and professionalism. Common standards
include:

impartiality and confidentiality

disclosure of conflicts of interest

accuracy and competence

honesty, integrity and dignity

reliability and punctuality

In summary, the role of the interpreter can be to:

facilitate communication, not conduct the interview

interpret only, that is, convey messages accurately without addition, omission or
editing (ensure all communication is relayed accurately without being filtered)

interpret as the service provider assists the client to complete a form or take details or
a history

when required read some information out to the client in the clients language (sight
interpreting) as long as it is not of a very complex nature or very long. It remains the
responsibility of the service provider to provide information to the client.

Interpreters do not:

act on the service provider or clients behalf

fill out forms

take information or provide information to the client.

1.1.2 Styles of Interpreting

There are four main styles of interpreting. Knowing the difference will help to determine
which style if best for your situation.

Consecutive Interpreting is the most common style of interpreting where the

speaker and the interpreter speak one after each other. The interpreter listens to a few
sentences or messages and then says this in the other language, while the
speaker/interviewer pauses. The speaker will continue and the process repeats itself.

Simultaneous Interpreting is commonly used in conference proceedings where the

interpreter listens to the first words that the speaker says, then proceeds to interpret
this immediately and continuously as they continue to talk, so that the speaker and the
interpreter are speaking simultaneously.

Chucotage Interpreting (whispered interpreting) is commonly used in court

proceedings where the interpreter keeps the client informed of discussion taking place
within the body of the court, such as legal deliberations between the parties, evidence
of other witnesses etc.

Sight translations occurs when an interpreter is required to provide oral and

instantaneous interpretation of a written text, such as a court order or a form.

1.1.3 Critical Points when an Interpreter should be used

Access to information in a clients preferred language is essential at the following points:

When critical information about the clients circumstances need to be communicated

and understood by them

When the client is required to make significant, informed decisions about their health
care

Initial intake/contact when collecting client information and assessing need

When undertaking assessments

When explaining service and therapy options

When client consent is required

For client and carer feedback

When determining appropriate referral

For early intervention and prevention community education/information health

promotion activities

Participation in implementation and monitoring of individual plans

1.1.4 Accredited on-site interpreters

Assessing if an Interpreter is required

An assessment of a client's level of understanding and ability to express themselves in

English will determine whether an interpreter is needed

The decision tree for using an interpreter (Appendix 1) can be a useful resource for
assisting staff to determine the kinds of communication exchanges that require the
use of interpreters

Ask open questions beginning with 'what', 'why', 'which' and 'how' rather than closed
questions which only need a 'yes' or 'no' answer. For example, 'Tell me about your
family' or 'How did you get here today?'
This is particularly important in the case of new arrivals to Australia such as refugees
and humanitarian entrants who may not be aware of interpreting services and their
right to request one.

When to use an on-site interpreter

An accredited interpreter may be used when:

the client requests an interpreter

the client has no or very limited English conversation

the client shows hesitation or difficulty in understanding or communicating in English

the client can hold one-to-one conversations, but cannot follow group discussions in
English

the client has basic competence in English but may not be able to engage in
conversation adequately in English where there is the use of complicated, technical or
highly emotive English language phrases

the client temporarily loses their English fluency under stress

the service provider cannot understand the client. Service providers have a right to
request an interpreter as well as clients. Interpreters should not just be seen as
providing a service to a client; they are also available to facilitate communication for
the service provider and to enable them to do their job and fulfill their role and
obligations as part of their position description. Staff members should be aware of the
risk they may be exposing themselves, that can include not fulfilling their Duty of Care
to their client to as a result of not using interpreters

topics or concepts at hand are complex and require advanced level of English to be
able to understand them, or the dynamics of the situation impede communication

bilingual staff or CLAS officers (ADHC only) are not available (as a first point of
contact or for simple enquiries)

When a client refuses an interpreter

Clients may initially refuse to have an interpreter even when one may be needed, often for
confidentiality reasons. Staff should:

assure the client and carer of the interpreter's confidentiality, impartiality and accuracy
and explain the importance of the interpreter for effective communication

ask questions to understand the reasons for refusing an interpreter

explain the communication and service risks involved if an interpreter is not used

if appropriate, continue communication with client without interpreter and reassess the
situation. At times, once trust is established with the service provider, the client can
change his/her mind, and

if refusal continues, only as a last resort use family/friends but not children under 18
years of age.

If the client continues to refuse to use an interpreter see Appendix 2.

When an accredited on-site interpreter is not available

An accredited on-site interpreter may not be available for the following reasons:

No accredited interpreter available at your preferred date and time

No accredited interpreter available in a particular language. For example, there are no

accredited interpreters for some of the new and emerging language groups.

In these instances it is important to follow the critical path detailed in Appendix 3. For
example, if an on-site interpreter was required and is not available, would a telephone
interpreter be appropriate?
Appendix 6 provides information on the rights and responsibilities of parties to a
communicative discourse (spoken, written or in sign language) to assist with decision
making when an accredited interpreter is unavailable.
Interpreter not used
In all cases where an accredited interpreter or translating service has not been used,
details of the decision and the circumstances justifying that decision should be specifically
documented on the clients file in the form of a file note signed by your supervisor or
manager.

1.1.5 Procedure for booking an interpreter

To make a booking:

obtain approval from your supervisor/manager to book an interpreter

complete the relevant interpreter request form (depends on the preferred provider).
ADHC is not exempt from fees. An account can be established with the provider by
faxing an authorised request on agency letterhead at the time of the first request

stipulate on the request form that an interpreter with NAATI accreditation is required.
Not all emerging languages in Australia have been accredited by NAATI. However,
some external providers have interpreters in these languages who are undergoing
training and/or have NAATI Recognition.

stipulate the following details on the request form:

preferred language and dialect (many countries have more than one official
language and many immigrants in Australia speak more than one non-English
language). Be as specific as possible, for example Bengali, Hindi, Punjabi,
Tamil or Urdu NOT Indian.

preferred gender and ethnicity of interpreter

your name, position and contact numbers

exact interview location and preferred time (be prepared to negotiate the time and
date). Take into account the value of a short briefing to the interpreter before the
session with the client begins.

any specific requirements

some detail on the topic to be covered so the interpreter can come to the session
prepared. For example The interpreting session will involve an aged care
assessment.

ensure the duration is realistic including time for briefing and debriefing. If you need an
hour, dont accept a half hour appointment and expect the interpreter to stay longer
than the booking. Negotiate a day or time when you can book the full hour you need

forward the form to the appropriate provider and confirm the booking by obtaining a
job/assignment number from the service provider

give as much notice as possible (minimum of 5 days) to ensure an appropriate

interpreter will be available. Be prepared to negotiate a time and date for onsite
bookings as interpreters are in high demand

if possible, send out some information about your agency (or specific information
about the relevant service if this is known) to the interpreter. Provide the interpreter
with a copy of translated disability terms (refer to Section 5.1.9)

record the need for an interpreter and what language the client or carer speaks on the
clients file. This information should also be recorded on the Interpreter Bookings
Monitoring Sheet and in CIS (ADHC only, see Appendix 8). This is important to
ensure accurate data on language services requirements is available for reporting and
planning.

Procedure for booking an interpreter for a Deaf or Hearing Impaired person

When booking an interpreter for a Deaf or Hearing Impaired person, ascertain the
preferred mode of communication, which includes:

Australian Sign Language (Auslan)

Signed English (used by children and adolescents with a hearing impairment)

fingerspelling only (usually only used by elderly Deaf or Hearing Impaired people).

For people who are Deafblind:

hand over hand (Auslan)

visual frame (Auslan)

tactile fingerspelling

For Deaf or Hearing Impaired people who lack fluency in Auslan, Signed English or
fingerspelling, (due to educational or linguistic disadvantage, intellectual, psychiatric or
physical disability, or having recently migrated to Australia), a Deaf relay interpreter may
also be required to work in a team with an Auslan interpreter.

For more information:

Deaf Society NSW www.deafsocietynsw.org.au

Able Australia www.ableaustralia.org.au

Australian Sign Language Interpreters Association www.asliansw.org.au/book.php

National Auslan Interpreter Booking and Payment Services (NABS) www.nabs.org.au

NABS provides interpreters to any person who uses sign language to communicate
and would like an interpreter for private medical appointments

1.1.6 Working with an on-site interpreter

Before the interview

Arrange to meet the interpreter outside the clients home or meeting venue
immediately prior to the interview if possible.

Inform the interpreter about your agency, the service (if known) and the client.

Establish the purpose and goals of the interview.

Establish the mode of interpreting (i.e. consecutive or simultaneous):

-

Consecutive interpreting: the interpreter interprets what is said immediately after

each sentence or section of speech.

Simultaneous interpreting: the interpreter interprets what the speaker says at the
same time and at the same rate as the speaker.

Arrange the seating so that you are sitting opposite the client with the interpreter sitting
beside the client (community language) or with the interpreter sitting beside you (Auslan).
During the interview

Introduce yourself and the interpreter to the client.

Explain roles and set ground rules. Emphasise that the session will be confidential.

Look at the client when speaking, not the interpreter. Maintain eye contact unless this
is deemed culturally inappropriate.

Speak in the first person. For example, "How are you feeling?" not "Please ask the
client how she is feeling."

Speak slowly and clearly, using short sentences and pausing often.

Use plain language, avoid using jargon.

Summarise your discussion regularly throughout the interview and ask the client to
summarise what has been said to ensure you and the client share the same
understanding.

Avoid talking to the interpreter in front of the client unless absolutely necessary. If you
must discuss something, always tell the client what you are discussing and why.

If the ground rules are broken during the interview, stop straight away and restate
them.

Difficulties which may occur

If any of the following happens, stop the interview and resolve the issue.

the interpreter knows the client

there is a confusion of roles

the interpreter takes over

the client and the interpreter ignore the interviewer

the client does not trust the interpreter

the client rejects the interpreter

the interpreter feels distressed through over-identification with the client and/or
circumstance.

After the interview

If possible, assess the effectiveness of the interpreting i.e. ask the interpreter how it
went and if in their opinion the client understood. If you must discuss this in the client's
presence explain what you are discussing.

Give the interpreter the opportunity to express any feelings or issues that may have
come up for them in the interview. This should not be conducted in the presence of the
client.

If subsequent interpreting sessions are needed, contact the service provider and try to
book the same interpreter.

Document in the client information system: the date and time an interpreter was used,
in what language and whether it was on-site or telephone.

1.1.7 Accredited telephone interpreting

Some languages are accessible without notice but some may require pre-booking. Also let
the operator know if it is urgent as interpreters can be accessed from other states.
When to use telephone interpreting

simple enquiries

filling in forms

gathering information from a client to book an interpreter

arranging an appointment

teleconferences (e.g. in rural areas where the use of on-site interpreters is difficult)

Telephone interpreting is not recommended for lengthy interviews, particularly if important

or sensitive issues are being discussed. However, it is an option to be considered if an onsite interpreter is not available.
Booking a telephone interpreter

Obtain approval from your supervisor/manager to book an interpreter.

Call a telephone interpreting service (see pages 17 and 18 for list of providers and
contact details) and provide the following information:
-

the language required

the agency number (this may be a specific number for your branch / business unit)

the time, date and estimated duration of the interpreting assignment

your first and last name

the client's first and last name

the client's gender

1.1.8 Procedure for making a complaint about an interpreter

To ensure that clients are assisted by high calibre interpreters, clients are encouraged to
provide feedback to the agency requesting the service on the standard of interpreting and
translating services provided.
Where a complaint is made concerning the calibre or use of interpreter services, the staff
member should support the client and handle the complaint in accordance with the
requesting agencys complaint handling procedures. In the case of ADHC standard
feedback and complaint handing principles and guidelines apply.
In the first instance, if there are concerns around the accuracy of the interpreting session
or a breach or potential breach of the AUSIT code of ethics, the staff member should raise
these concerns with the interpreter, so that it can be addressed immediately.
If this cannot be resolved at the local level, staff should request for the name of the
interpreter and contact the interpreting agency to lodge a complaint.

1.1.9 Interpreting Services

Providers

Contact Details

Department of Immigration and Citizenship (DIAC) Translation

and Interpreting Service (TIS)
(Provide on-site and telephone interpreting)
TIS provides interpreters for appointments in the following
contexts:

Government

Business

Hospital / Medical

Legal

Counseling

Educational
Community Relations Commission for a Multicultural NSW
(CRC) Language Services Division
(Provide Auslan and on-site interpreters)
The CRC provides interpreters for appointments in the following
contexts:

Police and Court matters (including emergencies)

Government departments / Business organisations

Licence testing

Workshops

General
Health Care Interpreting Service (HCIS)
(Provide Auslan, on-site and telephone interpreters)
HCIS in each area health service provides interpreters for health
or medical appointments in the public health care system. For
example:

Public hospital (including emergencies)

Public dental hospital

Psychiatric hospital

Government Health funded service

Community Health Centre

On-site Interpreter:
Phone: 1300 655 082
Fax: 1300 654 151

Sydney West

Phone: (02) 9840 3456

Fax: (02) 9840 3789

South Eastern Sydney / Illawarra

Sydney South West

Telephone Interpreter:
Phone: 131 450
Fax: 1300 654 151

Phone: 1300 651 500

Fax: (02) 8255 6711
TTY: (02) 8255 6758

Phone: (02) 4274 4211

Fax: (02) 4276 2487
Phone: (02) 9828 6088
Fax: (02) 9828 6090

Northern Sydney

Phone: (02) 9926 7690

Fax: (02) 9926 7979

Hunter New England Area (covers northern and western NSW

rural areas)

Phone: (02) 4924 6285

Fax: (02) 4924 6287

Illawarra Area (covers southern NSW rural areas)

Phone: (02) 4274 4211

Fax: (02) 4924 6287

Providers for a Deaf / Hearing Impaired Person

(in addition to above)

Contact Details

Deaf Society of NSW

(Sign Language Communications NSW)
(Provide Auslan Interpreters. The Interpreting Service also
provides interpreters for people who are Deafblind and for Deaf
people who need a Deaf relay interpreter.)
The Deaf Society of NSW provides interpreters for a range of
contexts. For example:

Private legal

Bank/Financial institution

Funeral

Meeting

Education

Workplace

Public Events
National Auslan Interpreter Booking and Payment Service
(NABS)
(Provide Auslan Interpreters)
NABS is funded by the Department of Family and Community
Services and is an Australia-wide service. The service provides
interpreters for private medical appointments. For example:

Local Doctor (GP) and Specialists

Private Dentist or Optometrist

Private hospital

Other health, e.g. counselling, physiotherapy, mental health,

audiologist, Occupational therapist, podiatrist.

Voice: (02) 8833 3611

Fax: (02) 8212 5836
TTY: (02) 8833 3653
Email:
interpreting@deafsociety
.com

Phone: 1800 246 945

Fax: 1800 246 914
TTY: 1800 246 948
SMS: 0427 671 261
Email:
bookings@nabs.org.au

This service is free to all users for specified private and health
care appointments

10

1.2 Guidelines for Using Translated Information

The Policy recognises the need to produce multilingual information in order to operate
more effectively in a culturally and linguistically diverse society. Translations are another
channel for communicating core information about services and programs and disability
and ageing issues to clients and their carers and families from CALD backgrounds.
The Guidelines aim to inform the practice of translating in order to build the ADHCs and
funded agencies capacity to produce and use information in multilingual formats.
As a guiding principle, translated information and resources should be shared across
agencies to avoid duplication of translations by different regions and business units.
To facilitate this process within ADHC, staff should inform the Cultural Diversity Team in
Community Access so materials can be uploaded to the ADHC website and intranet.
Points to consider when deciding to translate information
Ascertain whether or not translation is required
Translations can be an effective medium for disseminating information to people from
CALD background when appropriate.
Before proceeding with a translation consideration of the following is important:

An understanding of specific needs of different community groups to ensure

information is relevant and meaningful

Does the information content match the needs of specific community groups?

Is the translation generated by a direct response to identified community needs or a

translation of existing or new English materials?

How do we know that translation is the best way to promote programs/information to

the targeted CALD communities?

Can we best promote the program/information alongside other complementary

mediums such as audio/visual material, community education/information programs
through ethnic community networks/leaders, ethno-specific orgs, peak NGOs, bilingual
workers, ethnic community radio programs etc?

What other sources of information are already available to the client?

Has the information been translated by another region, NGO?

Are there other methods of communicating information if literacy levels are low (such
as audio-visual formats)?

Deciding what and how to translate

When deciding what information to translate and how best to undertake the process the
following should be considered:

Always consider the 4 Ws of translation what will be translated, why is translation

the best option for communication, for whom is the information to be translated and
who will provide the translation service?

What process will be used for translations for example

-

do we need to undertake some scoping of need to ascertain relevance of

information to be translated for the intended audience?

11

who will write the material? who will proof-read the material to ensure cultural and
linguistic appropriateness and meaningfulness? Which service provider will you
use and what will be the cost?

Is the information written in plain English to facilitate the translation process?

Is the information in the English version relevant and meaningful to the needs of
people from CALD that are eligible to access these programs?

Information to ascertain prior to a translation

Before proceeding with a translation, staff must consider:

What is the demographic profile of the region and/or intended audience? For example,
if the information relates to ageing issues/services what is the CALD ageing profile?
When choosing your target groups remember to always consider the needs and
demographic profile of new and emerging communities. Priority should not necessarily
be calculated on the basis of numbers. Proportional need must be assessed on the
basis of access issues, specific community needs, level of community supports and
English language proficiency, years of residency in Australia.

The languages your current and potential clients read and write

The level of literacy among clients not proficient in English

Level of literacy of intended audience in their first language

Any alternative preferred means for communicating

Whether the information may already have been translated

How this information will be distributed/promoted in order to reach the intended

audience

Whether standard print is the best format (to ensure information is accessible, it may
be necessary to use means of communication other than standard print such as extra
large print or audio/visual formats)

Types of information to translate

The following may be made available in languages other than English based on identified
priorities and state-wide needs:

publications, pamphlets, brochures, information packages

letters, forms and other documents directed to clients and their families and carers
from culturally and linguistically diverse backgrounds

audio/visual information such as DVDs, community language radio programs

Approval required
Within ADHC Delegated Officers can approve the translation of material from their
operating budget.

12

Translation Services

Providers

Contact Details

Department of Immigration and Citizenship

(DIAC)

Phone: 1300 655 820

Translation and Interpreting Service (TIS)

Translation Services (for new migrants ONLY)

http://www.immi.gov.au/media/f
act-sheets/91tis.htm#f

Community Relations Commission for a

multicultural NSW (CRC)

Phone: 1300 651 500

Fax: 9716 2287

Language Services Division

http://www.crc.nsw.gov.au/servi
ces/emaillink/translation_service
s

NSW Multicultural Health Communication Service

Phone: 9816 0347

Fax: 9816 0302
Email:
mhcs@sesiahs.health.nsw.gov.
au
http://www.mhcs.health.nsw.gov
.au/services/translation/translati
on.asp

There are also private translation services.

Writing information to be translated

When writing materials which will be translated:

use plain English

use simple, short sentences

be direct and to the point

use everyday words not jargon or technical words

consider whether an English speaking person could understand what you wrote.

Testing translated information

It is important to check the accuracy, relevance and appropriateness of translated
material.
For publications and other material (e.g. forms and standard letters) intended for repeated
distribution, staff should:

ensure the use of accredited or recognised translators

organise for the translated material to be checked by a second accredited translator

consider the option of running a small test group with members of the community.
Bilingual staff may also be used in this instance. However, they do need clear
guidance on what they are being asked to do. For example, a bilingual worker may be
asked to check, edit or proofread a document and this does not mean re-writing the
translated text or changing its style.

13

Engaging a translation service

Obtain approval from your supervisor/manager before proceeding with the translation
of material.

Ascertain appropriate translation service, cost and quantity of translations.

Ensure funds are available for translation and for printing costs.

Fax or email document to be translated to the relevant translation service provider.

Allow approximately two days for a quotation of cost. If the cost is acceptable allow a
minimum of seven days for material to be translated (depending on the language and
the length of the document it could take longer).

1.3 Guidelines for Accessing and Using Bilingual Staff

Bilingual staff may be asked to interpret only as a first point of contact and/or for simple
enquiries. These staff should not be used to interpret complex and sensitive interactions
because there is a potential for misinterpretation and conflict of roles. Bilingual staff are
employed in a range of different roles and as interpreters. Therefore, they will only have a
limited amount of time to assist with simple enquiries (see Appendix 1).
Within ADHC Community Language Allowance Scheme (CLAS) Officers are recipients of
the community language allowance and have a basic level of competency in a language
other than English. CLAS Officers work in locations where their language can be used to
assist clients.
To access a CLAS Officer contact your Manager in the first instance, Regional Executive
Manager or Regional Manager.
If a CLAS Officer is not available, an accredited interpreter should be used.

1.3.1 Community Language Allowance Scheme (CLAS) ADHC Only

The Community Language Allowance Scheme (CLAS) provides an allowance, additional
to salary, paid by New South Wales Government agencies to approved employees who
use a language other than English to communicate with clients, as part of their normal
duties (NSW Government C1998-14 Community Language Allowance Scheme).
Further information about the CLAS can be found on the intranet at http://dadhcintranet.nsw.gov.au/documents/about_dadhc/cultural_diversity/CLAS_information_sheet.p
df
The CLAS is one strategy to assist in achieving effective communication in a culturally
diverse society. Like other bilingual staff, CLAS Officers are available to assist only as an
initial point of contact and/or for simple inquiries. This system has been established to
address the need for government agencies to assist at initial point of contact and provide
on-the-spot assistance for simple, uncomplicated matters. Some examples include
answering counter inquiries, providing directions to another office, or making
appointments for a further visit.
For matters that will take a longer time, or require an in-depth or formal interview, staff
should use interpreters. This is necessary for two reasons: CLAS recipients may not have
professional qualifications in interpreting which are highly desirable for more extended
interviews. In addition, as CLAS duties are additional to a normal, full or part-time working
load, it is expected that work through the CLAS scheme will not impact significantly on the
employees other working commitments.

14

Qualifying to receive the allowance under the CLAS

Calls for CLAS nominations are made once a year. Employees must be nominated by
their supervisor/manager to receive an allowance under the CLAS.
Staff must qualify for an allowance in one of three ways:
i.

by passing an examination administered by the Community Relations Commission for

a multicultural NSW (CRC),

ii.

by having NAATI accreditation at interpreter level, or

iii. by having a language recognition award from NAATI.

The allowance is not payable to employees who are employed as interpreters and
translators or who work in positions where particular language skills are part of the
essential requirements of the position.
The allowance is payable to staff who have passed the examination or have NAATI
qualifications and are:

public contact staff, counter staff or other clerical staff who, by possessing language
skills, are required to deal with public inquiries;

identified as possessing another language skill for the purpose of the work of the
organisation;

available to use the language skill as required by the organisation; and

recognised by management as occasional or regular users of their language skills as

an adjunct to their normal duties.

Examination arrangements for CLAS

An examination of language competency is conducted, usually annually, by the

Community Relations Commission . Advertisements are placed in the Public Sector
Notices. ADHC also circulates information to the Regions requesting their assistance
in nominating staff for the CLAS examination.

It is the responsibility of each Region/Directorate to meet the cost of the examination

for their nominated staff.

A number of public sector staff may hold certificates issued by the CRC or the former
Public Service Board of NSW, which have a time limit on their currency (usually ten
years). The CRC can renew these certificates following confirmation of continuous use
of the language and upon payment of a renewal fee. No examination is required to be
undertaken in these circumstances unless requested by the staff member concerned.

Rate of the allowance

The rate of allowance is contained in the CLAS determination issued by the

Department of Premier and Cabinet. There are two levels of allowance - a base level
rate and a higher level rate. Rates effective from 1 July 2010 are set out in C2010-28
Review of Meal, Travelling and Other Allowances
The base level rate is paid to staff who are required to meet occasional demands for
language assistance. Occasional demand mean there is no regular pattern of demand
that necessitates the use of the staff members language skills.

The higher level rate is one and a half times the base allowance. It is paid to staff who
meet any of the following criteria:

15

regularly meet high levels of client demand involving a regular pattern of usage of
the staff members language skills.

have achieved qualifications of NAATI interpreter level and above. This recognises
that staff with higher levels of language skills will communicate with an enhanced
degree of efficiency and effectiveness.

Responsibilities of CLAS recipients

CLAS recipients are responsible for:

providing timely and accurate language assistance

keeping informed about agency services and referral points

determining if a matter is formal or sufficiently complex to warrant using interpreters

and notifying the appropriate person to ensure that this assistance is provided

keeping records of CLAS usage as required by the agency

notifying the manager/supervisor if the CLAS workload is excessive, that is, if the
demand for CLAS assistance is impacting negatively on the employees normal
workload

attending any training and information sessions on CLAS at the instruction of the
agency.

Manager and supervisor responsibilities

Implementing, monitoring and reviewing CLAS
Supervisors/Managers are responsible for implementing, monitoring and reviewing the
CLAS in their Region. The following steps are a good practice guide for CLAS:

survey employees to determine the range of languages available and their locations

survey employees at client contact points to determine the need for language
assistance by clients

analyse the local demographic profile to match potential language demand

analyse the language needs to determine those needs that could be met by a CLAS
recipient and those requiring an interpreter

integrate CLAS functions into a client service plan

call for nominations from staff for CLAS testing from locations where CLAS could be
used effectively or from staff who wish to have NAATI qualifications recognised

determine which employees should be accepted for CLAS testing or should have their
NAATI qualifications recognised

arrange for testing for those employees who do not have NAATI qualifications and
request documentation of NAATI qualifications from those claiming NAATI
accreditation at interpreter level.

monitor the level of demand for CLAS, languages used, and types of matters dealt
with by CLAS recipients. CLAS recipients are required to maintain a log of their CLAS
duties to facilitate the monitoring of the scheme in the agency (see Appendix 5).

review the scheme and make recommendations for the program in the following year
based on the outcomes of monitoring. Recommendations may include changes in
the languages and/or the locations covered by CLAS, changes in interpreter use and
changes in the level of payment. Recommendations may also include the cessation of

16

CLAS payments to recipients where the circumstances are no longer justified.

Agencies should ensure there has been prior consultation with the staff member
concerned so that sufficient time is given to enable the staff member to adjust their
personal circumstances prior to the payment ceasing.

Monitor the scheme yearly, or no less frequently than two yearly.

The CLAS is a tool that aims to increase the quality of client service. In order to ensure
that CLAS operates effectively, managers/supervisors should ensure that the following are
implemented:

the workload of CLAS recipients includes time for CLAS work

that sufficient employees are nominated for the CLAS to enable client demand for
language assistance to be met without excessive impact on the normal work of
particular CLAS employees

that interpreters are used for matters that fall outside the provision of simple language
assistance

that workloads are spread equitably within work groups and that certain employees
are not given responsibility for looking after the clients of particular language groups

that CLAS recipients attend training and or monitoring sessions organised by ADHC.

1.4 Translated Glossaries

Disability Terms in Community Languages
The Multicultural Disability Advocacy Agency (MDAA) was commissioned by ADHC to
produce translations of disability terms in 13 community languages. The purpose of these
translated terms is to prevent inconsistency and misunderstanding and to break down two
main barriers to effective interpretation:

some translations are wrong, unclear or refer to disability in negative ways

some of the words and ideas belong to the Anglo-Australian culture and cannot be
translated easily or simply into other languages or cultures where there are no similar
ideas.

Disability Terms in Community Languages are available on the ADHC website and
intranet. Staff should download a copy of disability terms in the relevant language and
provide a copy to the interpreter before the interview. This resource is very useful for
Interpreters who may not be trained in disability issues and terminology.
Other Resources
The Centre for Cultural Diversity in Ageing has developed a resource for interpreters and
translators to ensure the consistency of translations of aged care terminology. The
Glossary of Aged Care Terminology has been translated into 33 community languages
and is available from their website: www.culturaldiversity.com.au.
The Centre for Culture, Ethnicity and Health has available the BBV/STI Multilingual
Glossary which is a resource for interpreters who work in health settings. It offers an
extensive list of English terms related to sexual health and blood-borne viruses (such as
hepatitis) translated into 10 languages, as well as definitions in simple English.

17

2 Appendices
Appendix 1 Decision tree 1: using an interpreter
Appendix 2 Decision tree 2: when a client refuses to use an interpreter
Appendix 3 Decision tree 3: when an interpreter is not available
Appendix 4 Explanation of Terms
Appendix 5 Interpreter and translator accreditation levels
Appendix 6 Rights and responsibilities of parties to a communicative discourse
Appendix 7 CLAS recipient worksheet
Appendix 8 ADHC interpreter bookings monitoring sheet
Appendix 9 Aboriginal languages
Appendix 10 Community languages by country

18

Appendix 1 Decision tree 1: using an interpreter 1

A client has hesitation or difficulty in

understanding and communicating in
English

Is it a general matter requiring simple communication?

YES

NO

Contact a CLAS officer or a bilingual

worker for telephone or face-to-face
communication

The matter is lengthy,

complex, technical or legal

If a CLAS officer or bilingual

worker is unavailable
Call an accredited interpreter

Contact an accredited Interpreter for

telephone or face-to-face communication

Use an on-site accredited interpreter

If an on-site accredited interpreter is not available, use an

accredited telephone interpreter

If the person is deaf, use an AUSLAN interpreter

Language Services Policy, Department of Human Services, Victoria, March 2005 www.dhs.vic.gov.au/multicultural

19

Appendix 2 Decision tree 2: when a client refuses to use an interpreter 2

Can the client speak some English?

Yes

NO

Try to explore with the client the

reason for their refusal to use an
interpreter. Explain to the client the
disadvantages of not using a
professional interpreter.

Try to explore with the client the

reason for their refusal to use an
interpreter, using a telephone
interpreter or a bilingual staff
member. If these options are
unacceptable to the client, use a
family member or friend of the client
to interpret. Do NOT use a child or
relative under 18 years of age to
interpret. Explain to the client the
advantages of using an accredited
professional and the disadvantages
of not using one.

Can the clients concerns be addressed?

Yes

Use an interpreter

NO

If appropriate, continue interview

without an interpreter. If necessary,
use a family member or friend of the
client to interpret. Do NOT use a
child or relative under 18 years of
age to interpret. Record the reason
for doing so in the clients file.

Language Services Policy, Department of Human Services, Victoria, March 2005 www.dhs.vic.gov.au/multicultural

20

Appendix 3 Decision tree 3: when an interpreter is not available 3

Can the appointment be postponed?

Postpone the appointment until a

time that an interpreter is available

Yes

NO

If an onsite interpreter was required and is not

available, would a telephone interpreter be
appropriate? Remember to make sure you tell
them it is urgent when you call; an interpreter can
usually be located in an emergency.

Use an interpreter

Yes
NO

Is an interpreter available who is accredited at a

lower level?

Use an interpreter

Yes
NO

Is a bilingual worker or CLAS officer available?

Use the staff member

Yes
NO
Use a family member or friend of the client to
interpret. Do NOT use a child or relative under 18
years of age to interpret. Record the reason for
doing so in the clients file.

Language Services Policy, Department of Human Services, Victoria, March 2005 www.dhs.vic.gov.au/multicultural

21

Appendix 4: Explanation of Terms

Accredited interpreters
and translators

Interpreters and translators who have been tested and accredited

by the National Accreditation Authority for Translators and
Interpreters (NAATI). See appendix 4 for details on the different
levels of accreditation.

ASLIA

The Australian Sign Language Interpreters Association is the

professional body representing Australian Sign Language (Auslan)
interpreters.

AUSIT

The Australian Institute of Interpreters and Translators

Incorporated is a professional association for translators and
interpreters.

Auslan

Auslan is the sign language of the Australian Deaf Community and

is a recognised language. There are accredited interpreters for
Auslan users. Auslan is different from signed English which some
younger people with hearing impairments may use. Usually, an
accredited Auslan interpreter will be able to communicate with a
person who uses signed English.

Bilingual Workers
(refers to identified
bilingual positions only)

A bilingual worker refers to any person who has been employed on

the basis of their language and cultural skills and/or uses or could
use their language skills as part of their work. Bilingual workers are
NOT professional interpreters and should not be used to interpret
complex and sensitive interactions because there is a potential for
misinterpretation and conflict of roles.

Community Language
Allowance Scheme
(CLAS)

CLAS is an allowance paid to approved NSW public sector

employees who have a basic level of competency in a language
other than English and who work in locations where their language
can be used to assist clients.

CLAS Officers

CLAS Officers are NSW public sector employees who are paid the
community language allowance and are available to assist with the
initial point of contact and/or for simple inquiries. CLAS Officers
are NOT professional interpreters and should not be used to
interpret complex and sensitive interactions because there is a
potential for misinterpretation and conflict of roles.

Department of
Immigration and
Citizenship (DIAC)

The purpose of DIAC is to manage the entry and settlement of

people to Australia.

Health Care Interpreter

Service (HCIS)

The HCIS provides services in over 120 languages, including

AUSLAN (Australian Sign Language) for Deaf clients. Interpreters
have been specifically trained to understand medical terms and
know how the NSW public health system works.

Interpreters

Interpreters work with the spoken word. Interpreters help people of

different nations, cultures and abilities to communicate by
overcoming the language barriers which separate them. They do
this by transferring information from one language to another.

22

Interpreters with NAATI

Recognition

NAATI Recognition is an award in a totally separate category from

accreditation. It is granted only in languages for which NAATI does
not test and it has no specification of level of proficiency. This is
generally the case for low demand or emerging languages.

Language services

Language services refers to actions taken by agencies to help

people who have difficulty in communicating in English, including
the engagement of interpreters and translators and the use of
planned bilingual information strategies.

Multicultural Disability
Advocacy Association
of NSW (MDAA)

MDAA is the peak organisation for people from non-English

speaking backgrounds (NESB) with disability, their families and
carers in NSW. It aims to promote, protect and secure the rights
and interests of people from NESB with disability, their families
and carers in NSW.

National Accreditation
Authority for Translators
and Interpreters Ltd
(NAATI)

NAATI is the national standards and accreditation body for

translators and interpreters in Australia. It is the only agency that
issues accreditations for practitioners who wish to work in this
profession in Australia.

National Auslan
Interpreter Booking and
Payment Service
(NABS)

NABS is funded by the Department of Families Community

Services and Indigenous Affairs and provides services Australiawide. NABS provides interpreters to any person who uses sign
language to communicate and would like an interpreter for private
medical appointments. It is free of charge to Sign Language users
and medical and health care practitioners. All interpreting services
to Aboriginal and Islander Sign Language users are provided free
of charge for both public and private health appointments. NABS
also provides interpreters for deaf/blind people.

Translating and
Interpreting Service
(TIS) National

The Department of Immigration and Citizenship provides the TIS

National interpreting service for people who do not speak English
and for the English speakers who need to communicate with them.
TIS National has access to over 1,300 contracted interpreters
across Australia, speaking more than 120 languages and dialects.
TIS National is available 24 hours a day, seven days a week for
any person or organisation in Australia requiring interpreting
services.

Translators

Translators work with the written word. They change written

information from one language into another.

23

Appendix 5: Interpreter and Translator Accreditation Levels

Interpreters
Paraprofessional Interpreter (PPI) (formerly known as level 2)
This represents a level of competence in interpreting for the purpose of general
conversations. Paraprofessional Interpreters generally undertake the interpretation of nonspecialist dialogues. Practitioners at this level are encouraged to proceed to the
professional levels of accreditation.
Professional Interpreter (PI) (formerly known as level 3)
This is the first professional level and represents the minimum level of competence for
professional interpreting. Interpreters convey the full meaning of the information from the
source language into the target language in the appropriate style and register. Interpreters
at this level are capable of interpreting across a wide range of subjects involving dialogues
at specialist consultations. They are also capable of interpreting presentations by the
consecutive mode. Their specialisations may include banking, law, health, and social and
community services.
Conference Interpreter (CI) (formerly known as level 4)
This is the advanced professional level and represents the competence to handle
complex, technical and sophisticated interpreting. Conference Interpreters practise both
consecutive and simultaneous interpreting in diverse situations, including at conferences,
high-level negotiations, and court proceedings. Conference Interpreters operate at levels
compatible with recognised international standards, and may choose to specialise in
certain areas.
Conference Interpreter (Senior) (CIS) (formerly known as level 5)
This is the highest level of NAATI accreditation and reflects both competence and
experience. Conference Interpreters (Senior) are Conference Interpreters with a level of
excellence in their field, recognised through demonstrated extensive experience and
leadership.
Recognised Interpreter
NAATI Recognition is an award in a totally separate category from accreditation.
Recognition is only granted in new and emerging languages or in languages of low
community demand for which NAATI has not developed accreditation testing.

Translators
Paraprofessional Translator (PPT) (formerly known as level 2)
This represents a level of competence in translation for the purpose of producing a
translated version of non-specialised information. Practitioners at this level are
encouraged to proceed to the professional levels of accreditation.
Professional Translator (PT) (formerly known as level 3)
This is the first professional level and represents the minimum level of competence for
professional translating. Translators convey the full meaning of the information from the
source language into the target language in the appropriate style and register. Translators
at this level work across a wide range of subjects involving documents with specialised
content. Translators may choose to specialise. They are qualified to translate into one
language only or into both languages, depending upon their accreditation.
Advanced Translator (AT) (formerly known as level 4)
This is the advanced professional level and represents the competence to handle
complex, technical and sophisticated translation. Advanced Translators handle complex,
technical and sophisticated material, compatible with recognised international standards.

24

They may choose to specialise in certain areas. Advanced translators are accredited to
translate either into one language only or into both languages, depending upon their
accreditation.
Advanced Translator (Senior) (ATS) (formerly known as level 5)
This is the highest level of NAATI accreditation and reflects both competence and
experience. Advanced Translators (Senior) are Advanced Translators with a level of
excellence in their field, recognised through demonstrated extensive experience and
leadership.
Source: NAATI website at http://www.naati.com.au/index.asp. Accessed June 2009.

25

Appendix 6 Rights and responsibilities of parties to a communicative discourse

Stakeholder

Rights

Responsibilities

Non-English
speaker or Deaf
/ Hearing
Impaired person

1.

Staff English speaker

Has equitable access to government services

Respect including not being coerced into
communicating in broken English
Request an interpreter or translated information
in preferred language and to request specific
consideration of gender & religious/ cultural/
kinship affiliations
Access to a competent Interpreter
Request the services of a competent interpreter
or translator
Professionalism from interpreter or translator
including compliance with the Australian
Institute of Interpreters and Translators Inc
(AUSIT) Code of Ethics
Has access to a quality service from an
interpreting service provider

2.
3.
4.

Respect the right of the agency to engage a

competent interpreter
Respect the role of an interpreter
Not ask personal details of the interpreter
Be punctual and cooperative

5.

Provide services that are non-discriminatory

and do not result in disadvantage to any
client due to language/ cultural barriers
6. Request the services of a competent
interpreter or translator and provide
adequate job specifications
7. Treat the interpreter or translator with
respect
8. Ensure that the client is aware of the
interpreters role
9. Ensure the interpreter is able to work in a
safe, healthy environment
10. Provide the interpreter with adequate pre
interview briefing and post interview
debriefing
11. Deal with disputes/grievances promptly and
appropriately
12. Maintain professionalism

Accompanying
persons
- family
- friends
- relatives

Attend interview by agreement from all parties

13. Not to interfere with interpreting

14. Provide support and speak only to the
interviewee
15. Not to ask questions of the interpreter after
the interview

Interpreter/
Translator

Respect as a professional
Adequate briefing prior to an interview
Adequate instructions for translations
Safe and healthy working conditions

16. Comply with the principles of impartiality and

confidentiality
17. Provide a quality service, measurable in
terms of both accuracy and faithfulness
18. Wear appropriate interpreter identification or
carry appropriate identification
19. Participate in briefings and debriefings
20. Maintain professionalism including being
punctual and by dealing with complaints
promptly and appropriately
21. Maintain skills by undertaking regular
professional development

Service
provider

Adequate job specifications from agencies

Reliability and professionalism from Interpreters
and Translators

22. Provide a high quality service to agencies

23. Deal with disputes, grievances promptly and
appropriately
24. Provide formal identification badges for
interpreters which include their accreditation
status
25. Treat Interpreters and Translators with
respect
26. Provide support to Interpreters and
Translators safety, constructive feedback,
proactive communication, transparent and
fair job allocation, incentives for professional
development and training
27. Provide professional development and
training opportunities

Source: The Western Australia Language Service Policy 2008, Department of Communities, Office of Multicultural Interests

26

Appendix 7 CLAS Recipient Worksheet

Name:

Language:

Office:

Region:

Month:

Leave Taken:

Date

Assistance
requested by
name and
phone

Endorsed:

From
office/division

Normal
duties

Did you
assist?

yes/no

yes/no

Name:

Position:

Sign:

Date:

Face-to-face
(FF)
Telephone
(TEL)
Translation
(TRA)

Time Taken

27

Appendix 8 ADHC Interpreter Bookings Monitoring Sheet

_______________________________________________________Branch / Business Unit
Date

Language

* T = telephone

O = on-site

Amount

Purpose

Type*

Tr = translation

28

Appendix 9 Aboriginal languages

Arakwal

Djirringany

Malyangapa

Walbanga

Awabakal

Eora

Marawara

Walgalu

Baanbay

Galibal

Minjungbal

Wandandian

Bandjigali

Gamilaraay

Muruwari

Wandjiwalgu

Baraba
Baraba

Garanggaba

Nari Nari

Wangaaybuwan

Barranbinya

Gawambaray

Nawalgu

Wemba Wemba

Bidawal

Geawegal

Ngaku

Wiljali

Bigambul

Githabul

Ngambaa

Wilyagali

Birpai

Gogai

Nganyaywana

Wiradjuri

Bolali

Gujangal

Ngarigo

Wiriyaraay

Bundjalung

Gumbaynggir

Ngiyampaa

Wonnarua

Danggali

Gundungurra

Ngunawal

Worimi

Darkinung

Gunybaray

Nyangbal

Yaygir

Daruk

Gurungada

Paakantyi

Yitha Yitha

Darumbal

Jaitmathang

Thaua

Yu Yu

Dhanggatti

Ku-ring-gai

Wadi Wadi

Yugambal

Dharamba

Kureinji

Wadi Wadi

Yuin

Dharawal

Kurnu

Wadigali

Yuungay

Dhurga

Madhi Madhi

Wailwan

Yuwaalaraay

Source: NSW Government Department of Aboriginal Affairs Aboriginal Language

Research and Resource Centre website

29

Appendix 10 Community languages by Country

When seeking the assistance of an interpreter or translator, the appropriate language
must be identified including dialects.
Afghanistan
Albania
Algeria
Andorra
Angola
Antigua and Barbuda
Argentina
Armenia
Australia

Dari Persian, Pashtu (both official), other Turkic and minor languages
Albanian (Tosk is the official dialect), Greek
Arabic (official), French, Berber dialects
Cataln (official), French, Castilian, Portuguese
Portuguese (official), Bantu and other African languages
English (official), local dialects
Spanish (official), English, Italian, German, French
Armenian 98%, Yezidi, Russian
English 79%, native and other languages
German (official nationwide); Slovene, Croatian, Hungarian (each official in
Austria
one region)
Azerbaijani Turkic 89%, Russian 3%, Armenian 2%, other 6% (1995 est.)
Azerbaijan
Bahamas
English (official), Creole (among Haitian immigrants)
Bahrain
Arabic, English, Farsi, Urdu
Bangladesh
Bangla (official), English
Barbados
English
Belarus
Belorussian (White Russian), Russian, other
Belgium
Dutch (Flemish) 60%, French 40%, German less than 1% (all official)
Belize
English (official), Spanish, Mayan, Garifuna (Carib), Creole
Benin
French (official), Fon, Yoruba, tribal languages
Dzongkha (official), Tibetan dialects (among Bhotes), Nepalese dialects
Bhutan
(among Nepalese)
Spanish, Quechua, Aymara (all official)
Bolivia
Bosnia and Herzegovina Bosnian, Croatian, Serbian
English 2% (official), Setswana 78%, Kalanga 8%, Sekgalagadi 3%, other
Botswana
(2001)
Portuguese (official), Spanish, English, French
Brazil
Brunei
Malay (official), English, Chinese
Bulgaria
Bulgarian 85%, Turkish 10%, Roma 4%
Burkina Faso
French (official); native African (Sudanic) languages 90%
Burundi
Kirundi and French (official), Swahili
Cambodia
Khmer 95% (official), French, English
Cameroon
French, English (both official); 24 major African language groups
Canada
English 59.3%, French 23.2% (both official); other 17.5%
Cape Verde
Portuguese, Criuolo
Central African Republic French (official), Sangho (lingua franca, national), tribal languages
Chad
French, Arabic (both official); Sara; more than 120 languages and dialects
Chile
Spanish
Standard Chinese (Mandarin/Putonghua), Yue (Cantonese), Wu
(Shanghaiese), Minbei (Fuzhou), Minnan (Hokkien-Taiwanese), Xiang, Gan,
China
Hakka dialects, minority languages
Spanish
Colombia
Comoros
Arabic and French (both official), Shikomoro (Swahili/Arabic blend)
Congo, Democratic
French (official), Lingala, Kingwana, Kikongo, Tshiluba
Republic of the

30

Congo, Republic of
Costa Rica
Cte d'Ivoire
Croatia
Cuba
Cyprus
Czech Republic
Denmark
Djibouti
Dominica
Dominican Republic
East Timor
Ecuador
Egypt
El Salvador
Equatorial Guinea
Eritrea
Estonia
Ethiopia
Fiji
Finland
France
Gabon
Gambia
Georgia
Germany
Ghana
Greece
Grenada
Guatemala
Guinea
Guinea-Bissau
Guyana
Haiti
Honduras
Hungary
Iceland
India

French (official), Lingala, Monokutuba, Kikongo, many local languages and

dialects
Spanish (official), English
French (official) and African languages (Dioula esp.)
Croatian 96% (official), other 4% (including Italian, Hungarian, Czech, Slovak,
German)
Spanish
Greek, Turkish (both official); English
Czech
Danish, Faroese, Greenlandic (Inuit dialect), German; English is the
predominant second language
French and Arabic (both official), Somali, Afar
English (official) and French patois
Spanish
Tetum, Portuguese (official); Bahasa Indonesia, English; other indigenous
languages, including Tetum, Galole, Mambae, and Kemak
Spanish (official), Quechua, other Amerindian languages
Arabic (official), English and French widely understood by educated classes
Spanish, Nahua (among some Amerindians)
Spanish, French (both official); pidgin English, Fang, Bubi, Ibo
Afar, Arabic, Tigre and Kunama, Tigrinya, other Cushitic languages
Estonian 67% (official), Russian 30%, other (2000)
Amharic, Tigrigna, Orominga, Guaragigna, Somali, Arabic, English, over 70
others
English (official), Fijian, Hindustani
Finnish 92%, Swedish 6% (both official); small Sami- (Lapp) and Russianspeaking minorities
French 100%, rapidly declining regional dialects (Provenal, Breton, Alsatian,
Corsican, Catalan, Basque, Flemish)
French (official), Fang, Myene, Nzebi, Bapounou/Eschira, Bandjabi
English (official), Mandinka, Wolof, Fula, other indigenous
Georgian 71% (official), Russian 9%, Armenian 7%, Azerbaijani 6%, other 7%
(Abkhaz is the official language in Abkhazia)
German
English (official), African languages (including Akan, Moshi-Dagomba, Ewe,
and Ga)
Greek 99% (official), English, French
English (official), French patois
Spanish 60%, Amerindian languages 40% (23 officially recognized
Amerindian languages, including Quiche, Cakchiquel, Kekchi, Mam, Garifuna,
and Xinca)
French (official), native tongues (Malink, Susu, Fulani)
Portuguese (official), Criolo, African languages
English (official), Amerindian dialects, Creole, Hindi, Urdu
Creole and French (both official)
Spanish (official), Amerindian dialects; English widely spoken in business
Magyar (Hungarian) 94%, other 6%
Icelandic, English, Nordic languages, German widely spoken
Hindi 30%, English, Bengali, Gujarati, Kashmiri, Malayalam, Marathi, Oriya,
Punjabi, Tamil, Telugu, Urdu, Kannada, Assamese, Sanskrit, Sindhi (all

31

Indonesia
Iran
Iraq
Ireland
Israel
Italy
Jamaica
Japan
Jordan
Kazakhstan
Kenya
Kiribati
Korea, North
Korea, South
Kuwait
Kyrgyzstan
Laos
Latvia
Lebanon
Lesotho
Liberia
Libya
Liechtenstein
Lithuania
Luxembourg
Macedonia
Madagascar
Malawi

Malaysia
Maldives
Mali
Malta
Marshall Islands
Mauritania
Mauritius
Mexico
Micronesia
Moldova

official); Hindi/Urdu; 1,600+ dialects

Bahasa Indonesia (official), English, Dutch, Javanese, and more than 580
other languages and dialects
Persian and Persian dialects 58%, Turkic and Turkic dialects 26%, Kurdish
9%, Luri 2%, Balochi 1%, Arabic 1%, Turkish 1%, other 2%
Arabic (official), Kurdish (official in Kurdish regions), Assyrian, Armenian
English, Irish (Gaelic) (both official)
Hebrew (official), Arabic, English
Italian (official); German-, French-, and Slovene-speaking minorities
English, Jamaican Creole
Japanese
Arabic (official), English
Kazak (Qazaq, state language) 64%; Russian (official, used in everyday
business) 95% (2001 est.)
English (official), Swahili (national), and numerous indigenous languages
English (official), I-Kiribati (Gilbertese)
Korean
Korean, English widely taught
Arabic (official), English
Kyrgyz, Russian (both official)
Lao (official), French, English, various ethnic languages
Latvian 58% (official), Russian 38%, Lithuanian, other (2000)
Arabic (official), French, English, Armenian
English, Sesotho (both official); Zulu, Xhosa
English 20% (official), some 20 ethnic-group languages
Arabic, Italian, and English widely understood in major cities
German (official), Alemannic dialect
Lithuanian 82% (official), Russian 8%, Polish 6% (2001)
Luxermbourgish (national) French, German (both administrative)
Macedonian 67%, Albanian 25% (both official); Turkish 4%, Roma 2%,
Serbian 1% (2002)
Malagasy and French (both official)
Chichewa 57.2% (official), Chinyanja 12.8%, Chiyao 10.1%, Chitumbuka
9.5%, Chisena 2.7%, Chilomwe 2.4%, Chitonga 1.7%, other 3.6% (1998)
Bahasa Melayu (Malay, official), English, Chinese dialects (Cantonese,
Mandarin, Hokkien, Hakka, Hainan, Foochow), Tamil, Telugu, Malayalam,
Panjabi, Thai; several indigenous languages (including Iban, Kadazan) in
East Malaysia
Maldivian Dhivehi (official); English spoken by most government officials
French (official), Bambara 80%, numerous African languages
Maltese and English (both official)
Marshallese 98% (two major dialects from the Malayo-Polynesian family),
English widely spoken as a second language (both official); Japanese
Hassaniya Arabic (official), Pulaar, Soninke, French, Wolof
English less than 1% (official), Creole 81%, Bojpoori 12%, French 3% (2000)
Spanish, various Mayan, Nahuatl, and other regional indigenous languages
English (official, common), Chukese, Pohnpeian, Yapase, Kosrean, Ulithian,
Woleaian, Nukuoro, Kapingamarangi
Moldovan (official; virtually the same as Romanian), Russian, Gagauz (a
Turkish dialect)

32

Monaco
Mongolia
Montenegro
Morocco
Mozambique
Myanmar
Namibia
Nauru
Nepal
Netherlands
New Zealand
Nicaragua
Niger
Nigeria
Norway
Oman
Pakistan

Palau
Palestinian State
(proposed)
Panama
Papua New Guinea
Paraguay
Peru
Philippines
Poland
Portugal
Qatar
Romania
Russia
Rwanda
St. Kitts and Nevis
St. Lucia
St. Vincent and the
Grenadines
Samoa

French (official), English, Italian, Mongasque

Mongolian, 90%; also Turkic and Russian (1999)
Serbian/Montenegrin (Ijekavian dialectofficial)
Arabic (official), Berber dialects, French often used for business, government,
and diplomacy
Portuguese 9% (official; second language of 27%), Emakhuwa 26%,
Xichangana 11%, Elomwe 8%, Cisena 7%, Echuwabo 6%, other Mozambican
languages 32% (1997)
Burmese, minority languages
English 7% (official), Afrikaans is common language of most of the population
and of about 60% of the white population, German 32%; indigenous
languages: Oshivambo, Herero, Nama
Nauruan (official), English
Nepali 48% (official), Maithali 12%, Bhojpuri 7%, Tharu 6%, Tamang 5%,
others. English spoken by many in government and business (2001)
Dutch, Frisian (both official)
English, Maori (both official)
Spanish 98% (official); English and indigenous languages on Atlantic coast
(1995)
French (official), Hausa, Djerma
English (official), Hausa, Yoruba, Ibo, Fulani, and more than 200 others
Bokml Norwegian, Nynorsk Norwegian (both official); small Sami- and
Finnish-speaking minorities (Sami is official in six municipalities)
Arabic (official), English, Baluchi, Urdu, Indian dialects
Urdu 8%, English (both official); Punjabi 48%, Sindhi 12%, Siraiki (a Punjabi
variant) 10%, Pashtu 8%, Balochi 3%, Hindko 2%, Brahui 1%, Burushaski,
and others 8%
Palauan 64.7%, English 9.4%, Sonsoralese, Tobi, Angaur (each official on
some islands), Filipino 13.5%, Chinese 5.7%, Carolinian 1.5%, Japanese
1.5%, other Asian 2.3%, other languages 1.5% (2000)
Arabic, Hebrew, English
Spanish (official), English 14%, many bilingual
Tok Pisin (Melanesian Pidgin, the lingua franca), Hiri Motu (in Papua region),
English 1%2%; 715 indigenous languages
Spanish, Guaran (both official)
Spanish, Quchua (both official); Aymara; many minor Amazonian languages
Filipino (based on Tagalog), English (both official); eight major dialects:
Tagalog, Cebuano, Ilocano, Hiligaynon or Ilonggo, Bicol, Waray, Pampango,
and Pangasinense
Polish 98% (2002)
Portuguese (official), Mirandese (official, but locally used)
Arabic (official); English a common second language
Romanian (official), Hungarian, German
Russian, others
Kinyarwanda, French, and English (all official); Kiswahili in commercial
centers
English
English (official), French patois
English, French patois
Samoan, English

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San Marino
So Tom and Prncipe
Saudi Arabia
Senegal
Serbia
Seychelles
Sierra Leone
Singapore
Slovakia
Slovenia
Solomon Islands
Somalia
South Africa
Spain
Sri Lanka
Sudan
Suriname
Swaziland
Sweden
Switzerland
Syria
Taiwan
Tajikistan
Tanzania
Thailand
Togo
Tonga
Trinidad and Tobago
Tunisia
Turkey
Turkmenistan
Tuvalu
Uganda
Ukraine
United Arab Emirates
United Kingdom
United States

Italian
Portuguese (official)
Arabic
French (official); Wolof, Pulaar, Jola, Mandinka
Serbian (official); Romanian, Hungarian, Slovak, and Croatian (all official in
Vojvodina); Albanian (official in Kosovo)
Seselwa Creole 92%, English 5%, French (all official) (2002)
English (official), Mende (southern vernacular), Temne (northern vernacular),
Krio (lingua franca)
Mandarin 35%, English 23%, Malay 14.1%, Hokkien 11.4%, Cantonese 5.7%,
Teochew 4.9%, Tamil 3.2%, other Chinese dialects 1.8%, other 0.9% (2000)
Slovak 84% (official), Hungarian 11%, Roma 2%, Ukrainian 1% (2001)
Slovenian 91%, Serbo-Croatian 5% (2002)
English 1%2% (official), Melanesian pidgin (lingua franca), 120 indigenous
languages
Somali (official), Arabic, English, Italian
IsiZulu 23.8%, IsiXhosa 17.6%, Afrikaans 13.3%, Sepedi 9.4%, English 8.2%,
Setswana 8.2%, Sesotho 7.9%, Xitsonga 4.4%, other 7.2% (2001)
Castilian Spanish 74% (official nationwide); Catalan 17%, Galician 7%,
Basque 2% (each official regionally)
Sinhala 74% (official and national), Tamil 18% (national), other 8%; English is
commonly used in government and spoken competently by about 10%
Arabic (official), Nubian, Ta Bedawie, diverse dialects of Nilotic, Nilo-Hamitic,
Sudanic languages, English
Dutch (official), Surinamese (lingua franca), English widely spoken,
Hindustani, Javanese
English, siSwati (both official)
Swedish, small Sami- and Finnish-speaking minorities
German 64%, French 20%, Italian 7% (all official); Romansch 0.5% (national)
Arabic (official); Kurdish, Armenian, Aramaic, Circassian widely understood;
French, English somewhat understood
Chinese (Mandarin, official), Taiwanese (Min), Hakka dialects
Tajik (official), Russian widely used in government and business
Swahili, English (both official); Arabic; many local languages
Thai (Siamese), English (secondary language of the elite), ethnic and regional
dialects
French (official, commerce); Ew, Mina (south); Kaby, Dagomba (north); and
many dialects
Tongan (an Austronesian language), English
English (official), Hindi, French, Spanish, Chinese
Arabic (official, commerce), French (commerce)
Turkish (official), Kurdish, Dimli, Azeri, Kabardian
Turkmen 72%; Russian 12%; Uzbek 9%, other 7%
Tuvaluan, English, Samoan, Kiribati (on the island of Nui)
English (official), Ganda or Luganda, other Niger-Congo languages, NiloSaharan languages, Swahili, Arabic
Ukrainian 67%, Russian 24%, Romanian, Polish, Hungarian
Arabic (official), Persian, English, Hindi, Urdu
English, Welsh, Scots Gaelic
English 82%, Spanish 11% (2000)

34

Uruguay
Uzbekistan
Vanuatu
Vatican City (HolySee)
Venezuela
Vietnam
Western Sahara
(proposed state)
Yemen
Zambia
Zimbabwe

Spanish, Portunol, or Brazilero

Uzbek 74.3%, Russian 14.2%, Tajik 4.4%, other 7.1%
Bislama 23% (a Melanesian pidgin English), English 2%, French 1% (all 3
official); more than 100 local languages 73%
Italian, Latin, French, various other languages
Spanish (official), numerous indigenous dialects
Vietnamese (official); English (increasingly favored as a second language);
some French, Chinese, Khmer; mountain area languages (Mon-Khmer and
Malayo-Polynesian)
Hassaniya Arabic, Moroccan Arabic
Arabic
English (official); major vernaculars: Bemba, Kaonda, Lozi, Lunda, Luvale,
Nyanja, Tonga; about 70 other indigenous languages
English (official), Shona, Ndebele (Sindebele), numerous minor tribal dialects

Source: Information Please Database, 2007 Pearson Education

The following is a brief list of the correct terminology to be used in official correspondence.
Avoid
Afghan Persian
Cambodian
Chinese
Persian
Indian
Indonesian
Lebanese
Malay
Maori
Siamese
Tagalog or Pilipino

Use Instead
Dari
Khmer
Specify if Cantonese, Mandarin, Hakka,
Farsi
Specify if Hindi or one of 18 regional languages
Bahasa Indonesian
Arabic (Lebanese is not a language)
Bahasa Malaysia
Specify if Cook Island Maori
Thai
Filipino

Avoid
Czechoslovakia
Burma
Byelorussia
USSR or Soviet Union
Yugoslavia

Use Instead
Czech Republic; Slovakia
Myanmar
Belarus
Russian Federation
Bosnia & Herzegovina, Croatia, Former Republic
of Macedonia, Slovenia, Serbia & Montenegro

35