When working on a WSDOT project, you may need to translate project-related materials and provide interpreters. If demographic data indicates that 5% or 1,000 persons or more in a project area speak a language other than English, you should provide translations of:
- Brochures
- Meeting invitations
- Newsletters
At workshops or public meetings, provide interpreters if you meet the 5% threshold. Include notice of their availability in print materials in their language.
Despite lower percentages, you may decide to print materials in other language(s). Ask yourself if you could be excluding anyone who might be affected due to his or her lack of understanding of English. Consider what is needed to allow them to participate equally in the process.
Do I have to print ALL materials in other languages?
No, you do not have to print environmental documentation (EIS, EA, discipline reports etc.) in languages other than English. If it is requested, you will need to decide the best way to provide equal access to the information. If it is only one or two individuals, having an interpreter work with them might be the best solution.
What does limited English proficiency mean?
According to the Federal Highway Administration (FHWA), limited English proficiency means that an individual does not speak English as their primary language and has a limited ability to read, write, speak, or understand English.
What is the Limited English Proficiency (LEP) requirement?
Limited English Proficiency (LEP) comes from the Presidential Executive Order 13166, "Improving Access to Services for Persons with Limited English Proficiency", signed in 2000. It requires federal agencies to:
- Examine services provided
- Identify any need for services for those with limited English proficiency
- Ensure persons have meaningful access to the services.
When you create a public involvement plan, it is important to consider LEP needs.
How do I find the demographic information from the US Census?
The 2000 US Census is the best source of data for identifying those who are limited English proficient. Begin with the category named “age by language spoken at home” instead of “linguistically isolated.” Start with the Summary file 3, P19 at the census block level.
For more help, refer to our guidance (pdf 21 kb) on how to identify these populations using US Census data.
Why am I having trouble getting LEP data at lower than census tract?
Make sure you chose "custom table" after choosing Summary File 3.
Other Demographic Data Sources
Since US Census data can be up to 10 or 12 years old, check with:
- Local social service organizations such as:
- Agencies that serve particular minority groups such as a Filipino center.
- Local libraries. Librarians often have a good understanding of the cultural needs of their patrons.
- Any nearby religious organizations. These organizations may also know of translators and interpreters and agree to distribute information.
- National Center for Education Statistics for current information by individual school
- Modern Language Association which has a map showing languages by geographic region
Demographics show that I should provide translations. What is next?
Since the census data groups all Indo-European languages together, you will need to find out which languages are prevalent in your area. Supplement the census data with information you have obtained from local social service agencies, libraries, churches and schools. You can more accurately identify the most common languages spoken at home in that community using a variety of resources.
If Spanish is the main language, which dialect should I choose?
Investigate which version of Spanish is most commonly used. Latinos from Cuba speak and use a different idiom than someone from Chile. Spanish spoken in Spain is very different from that spoken in Mexico. Most Spanish speakers in Washington state speak a version of Mexican Spanish. Ask your local contacts for help.
Since many transportation terms do not easily translate, consider sharing our English to Spanish Transportation terms glossary (pdf 285 kb) with your interpreters and translators.
What else do I need to consider when communicating with different cultures?
You may need to change your approach to be effective with your outreach. For instance, some cultures are not comfortable attending meetings in government buildings. Other cultures are not comfortable with asking direct questions. For more ideas and tools, read FHWA’s "How to Engage Low Literacy and Limited English Proficiency Populations" (pdf 1.9 mb).
I need to find a translator or interpreter. Can I use anyone who is proficient in that language?
You do not need to use certified translators or interpreters, unless you need a certified one for legal reasons. If you have someone on staff that is proficient in that language, you can ask them to help with interpretation or to check a translation.
Check with these resources for both interpreters and translators:
What are other public agencies doing for LEP?
This varies from one agency to another. Some of the more proactive public agencies include: