When I was invited to deliver a presentation in Spanish at a national student-affairs conference earlier this year, I was excited. My theme was ¡¡¡Latinos Aquí!!! — “Latinos Are Here!!!” I wanted to talk about how I, a Latina immigrant who has successfully navigated the academy, could help others understand the challenges Latino students face in higher education. I knew language was one of those challenges, but my experience delivering my speech in Spanish made me look at language barriers in new ways.
At its national conference, the student-affairs group Naspa — Student Affairs Administrators in Higher Education hosts a forum for short presentations, known as “SA Speaks” (meaning “Student Affairs Speaks”). I have often seen English speeches that use subtitles, but it is rare for a speech to be given in Spanish or another foreign language. When my proposal to give one of these presentations — in Spanish — was accepted, I also wrote an English version of the script, to be distributed to non-Spanish speakers in case there was a problem with the subtitles. A few days before the talk, I received word that I did not need to make copies, since the program’s organizers were managing the translation and subtitling.
I felt your passion and wonder how non-English-speaking parents may feel.
On the day of the presentation, a technical-staff member told me he thought I was giving the talk in English, so the subtitles were in Spanish. I panicked, and told them it was the other way around. He said they would fix it, and I assumed everything would work fine by the time I took the stage as the last presenter, following three powerful speakers. At first everyone seemed engaged. However, within a few minutes, I noticed that people began leaving the room. At one point the distraction caused by people walking out almost made me lose my place.
My speech discussed the fact that the number of Latino professionals in higher education does not reflect the increasing percentage of Latino students enrolled. I also noted that the higher enrollment is not reflected in Latino graduation rates. I said that higher-education administrators often generalize the experiences and needs of Latino students under the broad term “Latino,” rather than focusing on individual student journeys. Finally, I discussed the need for administrators to better understand how they can help Latino students achieve academic success.
By the time I was finished, at least a quarter of the audience had left the room. Several non-Latinos and non-Latinas approached me and told me they were glad the English subtitles didn’t work, because it helped them understand what Latino parents may experience at commencement. One person told me, “I could not understand a word of what you said, but I felt your passion and wonder how non-English-speaking parents may feel.” I also heard from Latino colleagues and students who said they were proud of me, and touched by my words.
Despite the positive comments, I also considered the impact that the absence of English subtitles may have had on the audience. I began to blame myself for something I had no control over. I felt I had let my community down.
My experience prompted some questions that I’d like to share:
• How would you feel if non-English-speaking parents got up and walked out while someone was speaking at your college graduation or lecture?
• How often do you think about your verbal and nonverbal communication and the impact that it may have on others?
• Would the majority of English-speaking college administrators and faculty members take the time to make sure non-English-speaking students and parents understand them, especially during the coming commencements and orientation events for new students and their parents?
I decided to write about this not to place blame, but to encourage discussion. I hope more college administrators and faculty members will consider how to communicate in ways that reach multiple audiences. I hope you will reflect on how individual and institutional practices may or may not be inclusive to students and parents who don’t speak English, as well as to those from low-income and minority families.
You can help Latino students accomplish their dreams of graduating college if you are ready and willing to meet their needs, to communicate with them and their families, and to make them feel welcome at your institutions. ¡Latinos Aquí y Para Quedarnos! Latinos are here, and here to stay!