Limited English Proficiency (LEP) 2022 Training

This document serves as an accessible version of this course and is intended only for those individuals who require an accommodation for a disability. If you do not require an accommodation based on a disability, you must complete the web-based training through ESS > My Training to receive credit on your transcript.

Resources

· Policy Guidance on the Prohibition of National Origin Discrimination as it Affects Persons with Limited English Proficiency

· The Workforce Innovation and Opportunity Act of 2014

· Title VI, Civil Rights Act of 1964

1: Introduction Welcome to Limited English Proficiency (LEP) Training 2022

A training course for Office of Unemployment Compensation Service Center and Office of Unemployment Compensation (UC) Benefits Policy employees.

2: Overview

After you have completed this course, you should be able to:

· Identify Unemployment Compensation (UC) customers and contacts who are considered Limited English Proficient or LEP

· Know how to work with interpreters

· Learning Unemployment Compensations operating procedures and identifying compliance policies and guidelines concerning (LEP)

Who

Who is a Limited English individual?

Individuals who do not speak English as their primary language and who have a limited ability to read, write, speak, or understand English, are considered to be Limited English Proficient, or LEP. 

Language Assistance

Individuals with LEP are entitled to language assistance with respect to a particular type of service, benefit, or encounter.

American Sign Language

This includes individuals who are deaf, and their primary language is American Sign Language or ASL.

3: Compliance – Laws, policy, Acts and Guidance

Why LEP services are provided

· Policy Guidance on the Prohibition of National Origin Discrimination as it Affects Persons with Limited English Proficiency (Federal Register Vol. 68, No. 103, dated May 29, 2003)

· The Workforce Innovation and Opportunity Act of 2014

· Title VI, Civil Rights Act of 1964

Free of charge 

We must ensure that language assistance is provided free-of-charge to individuals who have limited English proficiency. Individuals are not required to provide their own interpreters or have documents translated on their own.

Note: Compliance with the law ensures that no Pennsylvanian is excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity on the grounds of race, color, or national origin/English language ability.

Adequate level of competency

Customer needs

The UC Program recognizes the importance of providing services based on the individual needs of our customers.

Service

Customers have the option to use our contracted language service provider, family, or community members to assist them in filing claims or obtaining information and service.

Care

However, care must be taken to ensure that the person providing the service has an adequate level of competency.

Children

Not unusual

It is not unusual for children to be called on to act as an interpreter if their spoken level of English is significantly superior to that of their parents/guardians or family members 

Children as Interpreters

In fact, many parents/guardians and other family members, have found it expedient to have a child act as their interpreter when necessary. 

Danger

However, the dangers and potentially serious outcomes inherent in relying on underage and untrained bilingual children to interpret far outweigh the potential benefits of having them take on the challenge of communicating on behalf of their parents, guardians, and family members. For these reasons children under the age of 18 are not permitted to be interpreters.

4: Manual of Operations and Procedures (MOP)

Note: The Manual of Operations and Procedures (MOP) Chapter 1, Customer Service, has been created to provide details regarding language-related services for claimants who do not speak English or who have Limited English Proficiency (LEP). 

The MOP, Chapter 1, Customer Service can be found following the path below:

T: drive Manual of Operations (MOP) MOP Ch 1 

Language Service Provider

Note: The commonwealth offers contracted language services. See your manager for more information.

Over-the-phone service involves a three-way conversation between:

· UC Representative

· UC Claimant/Customer

· Interpreter

Tips on Working with Interpreters

Note: The interpreter has a copy of the script

Open the call

• Greet the interpreter
• State your name 
• State your organization name
• If asked, provide any identifying information 
• Advise the interpreter that you are connecting the customer 
• Thank the customer for holding
• Introduce the interpreter
• Assist the customer

What’s Next

Step 1 - Interacting with the Interpreter

• Communicate directly to the customer as if the interpreter is not there
• If it is an Initial Claim, follow the script and watch your speed. We often speak quickly when reading a script
• The interpreter may ask you to slow down or repeat, if necessary
• Pause to be sure you give the interpreter time to deliver your message
• Listen as the interpreter relays the information and then communicates the customer’s response directly back to you
• Try to avoid breaking up a thought as the interpreter is trying to understand the meaning of what you’re saying.

Step 2 - Be Sensitive to Culture

Don't assume the customer understands. If the interpreter identifies a cultural issue in your question or statement, you may be asked to rephrase.

In some cultures, customers may say “yes” as you explain something, but it doesn’t necessarily mean they understand. An example of this is when a customer says “yes”. The response “yes” could mean that they want you to keep talking because they are trying to follow the conversation.

Step 3- Provide Clarity

There may be times when we are having difficulty understanding what customers are saying or how they are replying.

• If you do not understand, ask for clarification, don't ask for the interpreter’s opinion, or engage in conversation with the interpreter.
• If customer does not understand, repeat the question again more clearly and concisely using different words.
• Be sure to phrase questions in a manner that requires simple responses and ensure that the customer understands before moving on with the call

Step 4 - Limit Jargon/Industry Terms

• Clarify vocabulary that is unique to the situation and provide examples if needed to explain.
•  Examples of jargon or industry terms can include, but are not limited to: UC, AB, WBA, CWE, EDR, biweekly filing, additional, and reopen.

Step 5 - Be Patient

• It is important to understand that the inability to speak English, to hear or a speech disability does not equate to a lack of education. Because there are multiple individuals on the call conversations may take twice as long as conversations conducted and English and without the use of an interpreter.
• When speaking with the interpreter there may be words that you speak in English that do not translate from English to other languages. If the words do not translate, this could mean the interpreter may have to describe or paraphrase.
• It is also important to remember that we need to avoid interrupting the interpreter, so that the interpreter can complete the information relayed.

Step 6 - Avoid Side Conversations

• Avoid side conversations with your colleagues because the interpreter will relay/interpret everything they hear to the customer.
• If you need to consult a supervisor or colleague; let the customer know that you will need to place them on hold to gather more information. Next, set the customers expectation for the hold (how long the customer can expect to be on hold). Finally place the customer on hold.

End the call 

· The interpreter will wait for you to initiate the closing of the call

· Upon completion of the call, all parties should simply hang up

5: MOP - Equal Employment Opportunity Taglines

"Life's most persistent and urgent question is, What are you doing for others?" - Dr. Martin Luther King

Bureau of Administrative Services adds this statement to all forms and documents:

· Auxiliary aids and services are available upon request to individuals with disabilities.  Equal Opportunity Employer/ Program.

· Version en Espanol -  Ofrecemos asistencia y servicios adicionales a las personas discapacitadas que así lo soliciten. Empleador/Programa de Igualdad de Oportunidad.

MOP Chapter 1, Customer Service includes:

Procedures on providing exceptional service and guidance for LEP customers.

Limited English Proficiency (LEP) - Other Staff Materials

LEP Plan is available for review on the LION homepage by selecting the following:

· LION

· Programs

· Unemployment Compensation 

· Other Unemployment Compensation Resources 

· Limited English Proficiency

Limited English Proficiency (LEP) - More information 

· For more information on LEP services, please contact your manager.

· Managers should contact their LEP coordinator. 

6: Acknowledgement

Acknowledgement

Please acknowledge all statements below to receive credit for this course:

· I understand that when working with an interpreter, I should be patient, watch my communication speed, speak in short sentences, avoid side conversations, and always follow the script during the initial claim process.

· I understand that Individuals who do not speak English as their primary language and who have a limited ability to read, write, speak or understand English can be Limited English Proficient or LEP.

· I understand that the information on LEP is available on the LION, the T: drive and/or by contacting my supervisor or manager.

7: Knowledge check

Which of the following apply when speaking with an interpreter?

a) Communicate with the client not the interpreter

b) Listen to the interpreter

c) Watch your communication speed

d) Speak in short sentences

e) Avoid breaking up your thoughts

f) Make sure the customer understands

g) Be patient

h) Avoid side conversations

i) During an initial claim, I must read the script verbatim

j) All of the above

Over-the-phone service involves a three-way conversation between: Claimant/Customer, Interpreter and .

a) Other family members

b) Unemployment Compensation representative

c) Children under the age of 18

Limited English Proficiency (LEP) includes:

a) Individuals who are deaf and their primary language is ASL

b) Individuals who have a limited ability to read, right, speak or understand English

c) Individuals who do not speak English as their primary language

d) All of the above

Which one of the following is a legal component that mandates we provide LEP services? 

a) Americans with Disability Act

b) The workforce innovation and Opportunity Act of 2014

c) Telecommunications Act

Children under the age of   are not permitted to serve as an interpreter.

a) 18 or Eighteen

8: Thank you!

Thank you for completing this course. This version of the course is intended for individuals who require an accommodation for a disability.

Once you have fully reviewed the information in this training, reach out to your Training Officer to request credit for completing this course. You will not receive credit for completing this course until you do so.

By requesting credit for the course, the learner is acknowledging they have read and understand the policy.