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Empowering Bilingual Proficiency through Translation and Interpreting Training – LTI Blog

I am an Assistant Professor in the Department of Modern Languages and Literatures at John Jay College of Criminal Justice in New York City, a proud Hispanic-Serving Institution. I teach courses in interpreting, Spanish, and bilingualism. Most students at our college are bilingual, yet they often enter college unsure of how their language skills relate to their academic and professional goals.

At John Jay, our Translation and Interpreting Certificate program is designed to prepare students for real-world language careers—while also supporting their bilingual development. To evaluate whether this dual goal is being met, my colleague, Dr. Aída Martínez-Gómez, and I conducted a semester-long study using ACTFL’s Oral Proficiency Interview – Computer (OPIc)® in both English and Spanish. This allowed us to measure the functional oral proficiency of our students before and after one semester of coursework.

Bridging the Proficiency Gap

One of the key challenges in bilingual higher education is that students often have uneven language skills across English and Spanish. Many of our heritage Spanish speakers report feeling more confident in English, even though they use Spanish daily at home. At the beginning of our study, most participants were more proficient in English than in Spanish, according to their OPIc scores.

We hypothesized that instruction in Spanish—through the Translation I and Interpreting I courses—would help close this gap. Although the data showed that proficiency increased slightly in both languages after one semester of training, English showed a slightly stronger trend. Interestingly, those with lower starting proficiency (regardless of language) made the greatest gains. For details, you can access the 2025 article I co-authored with Aida Martínez-Gómez, Language Learning Bridge: How Translation and Interpreting Training Impacts Bilingual https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1609736/abstract.

This supports what we have seen in language learning research (Gatti et al., 2024): students grow the most when they start from an intermediate level and are given structured, meaningful opportunities to use both languages. Seeing gains at the advanced level probably requires more than one semester of instruction. As ACTFL’s inverted pyramid demonstrates, it takes a long time and much input to move between sub-levels as one moves up the proficiency scale; see the diagram below.

Click here to access the ACTFL Proficiency Guidelines.

LTI provides additional resources to implement the ACTFL Proficiency Scale. To read more, click here.

ACTFL Proficiency Pyramid — Inverted Pyramid Representing ACTFL Rating Scale with Major Ranges and Sublevels including Distinguished © 2024 ACTFL

From Language Brokering to Academic Skills

Many of our students come into the program with informal interpreting experience—translating for parents at doctor’s appointments or helping family members with legal paperwork. These real-life experiences are invaluable but often unrecognized in traditional academic settings.

In our classes, we aim to affirm and build on these skills. For example, students in our introduction to interpreting course practice bilingual communication in realistic scenarios, often drawing on their personal experiences. One student shared how interpreting for her family helped her feel confident during a mock immigration interview. By linking coursework to students’ lived experiences, we observed increased self-awareness, motivation, and participation.

Unexpected Gains in English

Although the courses are taught primarily in Spanish, we were surprised to see greater gains in English proficiency than in Spanish for some students. This speaks to the power of bilingual transfer. Translation and interpreting require students to think deeply in both languages, switching between them with precision and nuance. This cognitive exercise may reinforce metalinguistic skills that help students improve in both languages simultaneously.

In the U.S., it is commonly believed that improving English proficiency requires more English instruction. However, our findings suggest that English can also improve through formal instruction in the heritage language. This aligns with bilingual education research showing that students in dual language programs often outperform their peers in monolingual or ESL settings on English reading assessments (Thomas & Collier, 2017), reinforcing the value of bilingual coursework for overall language development.

Conclusion and Reflection

Our students gained more than just vocabulary or grammar—they developed real-world skills like critical thinking, adaptability, and confidence using both languages professionally. Some students reported that they now felt comfortable describing complex situations or hypothetical scenarios in Spanish for the first time. These are the kinds of language functions associated with ACTFL’s Superior level of proficiency.

As educators, we have learned that translation and interpreting training is not just about job readiness — it is a powerful context for language development, especially for bilingual students navigating multiple linguistic and cultural worlds. This work has inspired us to further tailor our instruction to heritage learners, integrating their unique linguistic backgrounds more intentionally into the curriculum.

Working with ACTFL’s OPIc has proven to be both a practical and pedagogically sound choice. We selected the OPIc because it allows for flexible, simultaneous administration with a group of students—an essential feature for classroom-based research. Unlike many traditional proficiency assessments, which often rely on metalinguistic knowledge and can disadvantage heritage learners, the OPIc has been validated as an effective tool for assessing both L2 and heritage speakers. Beyond its research utility, the OPIc also offers students a concrete way to track their own language development over time. Several students expressed pride in seeing their scores improve, which helped build confidence and reinforced their sense of progress in the course. This study is part of a broader research initiative supported by CILC, one of the Language Resource Centers funded by the U.S. Department of Education, which aims to advance innovative approaches to language education in higher education.

References

Lozano Argüelles, C., & Martinez-Gomez, A. (2025, June 26). Language learning bridge: How translation and interpreting training impacts bilingual proficiency in heritage and L2 learners. Frontiers. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1609736/abstract

Gatti, A., Graves, S., & Durán Urrea, E. (2024). Writing Proficiency Development of Spanish Heritage Language Learners: Does Starting Proficiency Matter?. Heritage Language Journal, 21(1), 1-29. https://doi.org/10.1163/15507076-bja10032

Collier, Virginia P., and Wayne P. Thomas. “Validating the power of bilingual schooling: Thirty-two years of large-scale, longitudinal research.” Annual review of applied linguistics 37 (2017): 203-217.

A Bilingual Professional’s Journey to Leadership Through Language – LTI Blog

When Gamalier Roche moved to Orlando, Florida, in 2014, he knew he was chasing the American Dream—but what he didn’t realize was that his strongest tool for achieving it would be his willingness to learn and master a second language.

I remember when I first met Gamalier. Fresh from Puerto Rico, with his wife and one-year-old son still back home, he attended one of my Talleres de Bienvenida (Welcome Workshops). His command of English was basic at best. Navigating the cultural and linguistic barriers of his new reality was overwhelming. “Visiting Orlando as a tourist is very different from living here,” he said during an interview with NBC News. He was taken aback by how isolated people seemed, and how much English fluency affects everything, from getting a job to finding a place to live.

At first, he worked at his cousin’s print business, but he knew it was only a stepping stone. That day at the workshop he attended, he absorbed every piece of advice we gave—about housing, jobs, schools, cultural differences—and he made a decision right there and then: he needed to find a job that offered real growth if he wanted to bring his family and build a life here.

A few months later, he landed a job at a Wisconsin-based digital and commercial printing company that was expanding into Orlando. There was just one problem, and it was that no one at the company spoke Spanish. “When I started, I barely understood what my supervisors were saying,” he admitted to me later. “I felt lost in meetings, and it was hard to even ask simple questions.”

But Gamalier didn’t give up. He committed to learning by taking mental notes, writing down unfamiliar words, practicing pronunciation, and forcing himself to engage in English conversations even when it was intimidating. Every day, he pushed a little further out of his comfort zone.

Two years later, a reporter reached out to me asking if I could connect her with someone whose life had been changed by the workshops I gave. I immediately thought of Gamalier. When I called to reconnect, what he told me filled me with pride. Not only had he become proficient in English, but he had also been promoted twice.

Today, he supervises nearly thirty employees as a floor manager. He communicates policies, enforces safety standards, and manages production timelines—all in English.

And it didn’t stop there. Gamalier and his wife achieved another milestone. They purchased their first home in Kissimmee, Florida. The once-distant dream of reuniting his family and securing a future for his children had come true.

The Power of Language in Leadership

Gamalier’s journey is a powerful reminder that language is more than communication—it’s empowerment. Mastering English didn’t just give him a paycheck; it gave him leadership, confidence, and a voice within his company.

His bilingual skills also made him a bridge between Spanish-dominant workers they started to hire and English-speaking management—enhancing communication, boosting team morale, and improving operational efficiency.

This story isn’t just about one man’s determination. It’s a message to every company. When you support bilingual employees, you’re investing in leaders.

So, here are the leadership lessons I’d like to share:

For Employers

Prioritize language training and cultural competency.

Recognize bilingualism as a leadership skill.

Create pathways for advancement for non-native English speakers.

For Bilingual Professionals

Your language skills are a superpower. Sharpen them.

Leadership grows through communication, advocacy, and persistence.

Never underestimate your ability to lead and thrive.

The Broader Impact

When I launched the Talleres de Bienvenida in 2014, I hoped to provide newcomers with the information and encouragement they needed to succeed. Hearing success stories like Gamalier’s affirms that hope. It reminds me—and should remind all of us—that newcomers are here to build, contribute, and thrive if given the right tools.

In a region that continues to welcome families from Puerto Rico, success stories like Gamalier’s are defining the way forward. Watching his journey unfold has been one of the most rewarding experiences of my life. From barely understanding his supervisors to leading a team of thirty, he embodies the transformative power of language and resilience. In a rapidly diversifying America, the companies, communities, and individuals who invest in language skills won’t just survive—they’ll flourish. Just like Gamalier.

If there’s one thing I’ve learned, it’s that language is a powerful bridge—but only when it’s truly strong and vetted. That’s why confirming language proficiency matters. ACTFL® assessments, delivered by Language Testing International® (LTI), help both employers and bilingual professionals know exactly where they stand.

ACTFL’s remotely proctored assessments cover over 120 languages and measure real-world skills in reading, writing, speaking, and listening. It’s not about guessing—it’s about being confident that you or your team can perform at the level today’s world demands. Stronger communication means stronger teams, better service, and bigger opportunities ahead. For more information, visit languagetesting.com.

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The Economic Impact of Multilingual Customer Services on Customer Satisfaction & Revenue Growth – LTI Blog

For businesses that are tapping in the global economy and serving increasingly multilingual populations, one truth stands out: language proficiency makes a huge difference. From healthcare to banking, retail to hospitality, multilingual customer service is no longer a bonus—it’s a business imperative. Organizations that invest in multilingual staff and language proficiency assessments are reaping measurable returns in customer satisfaction, loyalty, and revenue.

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Strengthening the Workforce: Why Multilingualism Matters in CTE

In today’s economy, language proficiency is more than a communication tool, it is a workforce necessity. As industries expand internationally, integrate diverse workforces, and prioritize safety and efficiency, the demand for bilingual and multilingual professionals has never been higher. Yet, language credentialing often remains an untapped opportunity in Career and Technical Education (CTE).

At the Joint National Committee for Languages (JNCL-NCLIS) Language Advocacy Days, I led a breakout session on “Language as the Key to Workforce Development Leadership.” The discussion reinforced what research and workforce trends have long suggested: integrating language proficiency into CTE is key to economic mobility, national security, and industry competitiveness.

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Celebrating the 2025 Seal of Biliteracy Achievement Scholarship Recipients

Language is an Asset—and These Students Prove It

For the third year, Language Testing International® (LTI) has proudly awarded the Seal of Biliteracy Achievement Scholarship to high school students who not only achieved their state Seal of Biliteracy but also demonstrated a clear and compelling understanding of what it means to be multilingual.

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The Financial Industry’s Language Barrier Issue – A Call to Action for More Multilingual Banking

Let’s be honest—money talks, but what happens when your customers don’t fully understand the language your money is speaking? In a country where over 68 million people speak a language other than English at home, the financial industry has a language issue it needs to address. And it’s a big one.

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5 Best Practices for Training and Assessing Medical Staff on Language Proficiency

Clear communication in healthcare isn’t optional—it’s lifesaving. From intake and triage to diagnosis and discharge, every step in a patient’s journey depends on accurate, effective communication. For multilingual patients, language barriers can lead to confusion, delays in care, misdiagnoses, and even fatal outcomes. That’s why healthcare administrators must take proactive steps to ensure their medical staff are not only trained but also assessed for language proficiency.

Whether you’re running a small clinic or a large health system, these best practices can help you enhance patient communication, reduce errors, improve healthcare outcomes and support legal compliance and protection.

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College and Career Readiness: Where Does Language Fit?

Spoiler alert: language education is important for college and career readiness (CCR)! Recently, Education Week (EdWeek) launched an informal poll among K-12 language educators on LinkedIn and found that nearly 75% of the roughly 1,900 respondents listed “adaptability as the most important skill graduates need.” Other skills mentioned were ability to focus, empathy, resilience, critical thinking, self-regulation, and work ethic. As EdWeek explained, “This LinkedIn poll is not a nationally representative, scientific survey, but it does provide a snapshot of what people who work in K-12-related fields are thinking at a time when many are reevaluating what skills students need to function in a labor market where artificial intelligence and economic shifts are already changing many jobs.” See the full article here.

What skills do high school graduates need? Here are a few highlights from educator responses to EdWeek’s informal poll:

“Communication skills: written and oral” – teacher from Tennessee

“Industriousness and the ability to learn from mistakes” -Ohio-based teacher
“Listening, asking clarifying questions, and following directions” – an educator comment on Facebook

“The world of work is being fundamentally changed by AI; however, the top skills required to navigate complexity and change remain uniquely human with emotional intelligence, cognitive flexibility, and communication referenced as top skills leaders believe will be essential for employees in an AI-powered future.” – Paige Johnson, Microsoft’s vice president of education

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It’s a Fact: A Bilingual Workforce Reduces Safety Incidents

Let’s face it, we are living in a world of fast-paced work environment where language proficiency is no longer just part of a business’s “nice to have” capabilities—it’s actually a risk management strategy. This is especially true in industries where safety, quality, and compliance are directly tied to clear communication. Think for a minute how a language gap can impact outcomes, for example, in sectors like construction, logistics, manufacturing, food processing, banking and healthcare, just to name a few.

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Leveling Up Students’ Proficiency With Level Up Village

Why a virtual exchange?

Have you ever considered engaging in a virtual exchange with a classroom across the world? After trying time-consuming pen pal exchanges, I wanted to find a way to connect my middle school language learners with their peers abroad to engage in authentic conversations in the target language. My hope was to expose them to the world and how language is used by students just like them, and to build motivation by providing a relevant, meaningful experience.

I am a mid-career teacher, having taught French and Spanish for the past 20 years in a public school district in the suburbs of Westchester County, 33 miles north of New York City. For the past five years, I have taught French in grades 6-9. Frankly, I love being my learners’ first language experience and sharing my passion for travel and the breadth of the francophone world and its cultures.

In the fall of 2023, I was offered the opportunity to expose my students to another country, culture and language through LTI’s Level Up Village (LUV). Over the course of several months, my 8th grade French students were able to communicate with fellow students from Dakar, Senegal. 

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