Enhancing School-Home Communication Through High-Quality Translations for Somali Parents with LEP

The central research question guiding my capstone project is: How can professional development for school translators be enhanced to improve the quality of translated communications from schools to Somali parents with Limited English Proficiency (LEP)? This study explores how professional development for school translators can be enhanced to improve the quality of translated communications delivered to Somali parents with Limited English Proficiency (LEP). Effective communication between schools and families is essential for fostering student success, yet language barriers often lead to misunderstandings and disengagement. This project draws on best practices in translation training, cultural responsiveness, and meaning-based communication. It develops a specialized professional development workshop designed to strengthen translators’ skills in producing clear, accurate, and culturally appropriate Somali translations. The research also examines the challenges of literal versus communicative translation, the importance of consistent terminology, and the role of human review alongside translation tools. By partnering with teachers, school and district leaders, the project seeks to establish a sustainable professional development model that equips translators to better support Somali families’ engagement in their children's education. Additionally, this project includes a research-based literature review, a professional development presentation tailored for school translators, supporting translation resources, and recommendations for continued training to deepen understanding and practice of the strategies introduced.