We know getting certified or renewing your certification can seem complicated, you are not the first one to have a dozen questions. We are happy to tell you that we have built an all-inclusive FAQ to help answer your questions. Use the search bar below to find some answers.
No, translating a document in itself or research in connection with such translation is not considered to be continuing education.
CCHI defines performance based (PB) training as training aimed to improve the healthcare interpreter’s skills in the three interpreting modes – consecutive, simultaneous and sight translation and, also, in translation (maximum 2 hours are allowed). PB courses must include instructor-led practice (in-person or online). Online courses do not need to have a human instructor but must be structured in a way that allows the student to practice the three modes of interpreting or to practice translation and receive some feedback or model translation of assignments. The same applies to the online interpreting courses.
No, interpreting (or translating a document) in itself or preparing for an interpreting assignment is not considered to be continuing education.
CCHI defines performance based (PB) training as training aimed to improve the healthcare interpreter’s skills in the three interpreting modes – consecutive, simultaneous and sight translation. PB courses must include instructor-led practice in those modes of interpreting (in-person or online). Online courses do not need to have a human instructor but must be structured in a way that allows the student to practice the three modes of interpreting and receive some feedback or model interpretation of assignments. The same applies to the online translation courses.
In 2015, CCHI adopted a tradition to administer the Certified Interpreter Oath at conferences and other professional events to affirm our certificants’ adherence to the healthcare interpreter code of ethics. The text of the oath is available at the Certified Interpreters wepbage – here.
Effective May 1, 2019, the minimum duration of a CE activity is 30 minutes for general topics and 60 minutes for performance-based (PB) topics. Courses of lesser duration are not accepted by CCHI.
A CE activity (workshop, webinar, conference session, online module, etc.) may include PB exercises that are less than 60 minutes. For example, a one-hour workshop accredited as 1 PB CE hours, may include 15 minutes of non-performance, introductory content.
For more information about CCHI’s CE requirements, go to http://cchicertification.org/renew-certification/renewal-process/.
Language (linguistic) proficiency is the ability of an individual to communicate or perform (their regular job) in a specific language. Proficient speakers demonstrate both accuracy and fluency, and use a variety of discourse strategies.
For interpreters, language proficiency in two languages is a starting point; they also must possess interpreting skills which enable them to successfully covert the meaning from one language into another.
There exist several reputable language proficiency scales:
ILR scale: The U.S. Interagency Language Roundtable descriptions of proficiency levels 0, 1, 2, 3, 4, and 5 characterize spoken-language use (http://www.govtilr.org/Skills/ILRscale1.htm).
ACTFL scale: Developed from the U.S. Federal Government’s ILR scale by the American Council on the Teaching of Foreign Languages, the ACTFL proficiency scale has four main levels (Novice, Intermediate, Advanced, Superior). The first three levels are each subdivided into three sublevels (Low, Mid, and High) (https://www.languagetesting.com/actfl-proficiency-scale).
CEFR scale: The Common European Framework of Reference for Languages: Learning, Teaching, Assessment is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries. The CEFR distinguishes between four kinds of language activities: reception (listening and reading), production (spoken and written), interaction (spoken and written), and mediation (translating and interpreting). Four broad domains are distinguished: educational, occupational, public, and personal. A language user can develop various degrees of competence in each of these domains and to help describe them the CEFR has provided a set of six Common Reference Levels (A1, A2, B1, B2, C1, C2). (http://ebcl.eu.com/wp-content/uploads/2011/11/CEFR-all-scales-and-all-skills.pdf)
IELTS scale: The International English Language Testing System is an international standardized test of English language proficiency for non-native English language speakers. It is jointly managed by the British Council, IDP: IELTS Australia and Cambridge English Language Assessment. No minimum score is required to pass the test. An IELTS result or Test Report Form is issued to all test takers with a score from “band 1” (“non-user”) to “band 9” (“expert user”) and each institution sets a different threshold. (https://www.ielts.org/en-us/about-the-test/how-ielts-is-scored)
TOEFL scale: Test of English as a Foreign Language is a standardized test to measure the English language ability of non-native speakers wishing to enroll in English-speaking universities. TOEFL is scored on a scale of 0 to 120 points by adding scores from each of the four sections (Reading, Listening, Speaking, and Writing) which each receives a scaled score from 0 to 30. The test is accepted by many English-speaking academic and professional institutions; each institution establishes the minimally accepted score which varies from 61 to 111. (https://www.ets.org/toefl/institutions/scores/interpret/)
Currently, in our profession, there is no standardized inventory of language proficiency exams that has been validated through an evidence-based process. For that reason, CCHI does not have a preference about and does not approve/recommend any specific language proficiency testing services.
In addition to the testing entities like LTI (https://www.languagetesting.com) and TOEFL (English proficiency, https://www.ets.org/toefl), such testing can be provided by a college, a language company or an employer utilizing their specific vendor. Any language proficiency test that you submit to us needs to have an oral component – speaking and listening (both). The actual selection of a testing entity is up to you.
Because various exams have different scales, we do not have specific guidelines about what score on such exams is required. Keep in mind that you may submit an interpreting test result instead of a language proficiency test. The language proficiency or interpreting test score should reflect the applicant’s ability to be fluent to perform the duties of a healthcare interpreter. We review each application with all other documentation submitted in its totality to determine applicant’s eligibility.
Please review these screenshots of the CCHI’s online application system at Your Profile.
Yes, if you have taught 40 hours of courses related to healthcare interpreter training and can document this. If you have developed a healthcare interpreter training program that has been administered, you may also count the number of hours the course runs (you may not count number of hours you spent developing the course). The application requires you to upload the necessary documentation (as one pdf file for 1 course):
1. Proof of training delivery – any publicity material (flyer, ad, brochure, conference schedule, etc.) about their training which lists the following information:
2. Proof of training experience (e.g., Curriculum Vitae, personal or advisor’s attestation) specifying delivery of any combination of academic and non-academic (conferences, workshops, in-service).
If the number of hours of the curriculum is less than 40, only the amount that has been taught will be applied toward the 40-hour requirement. Likewise, if the applicant created a healthcare interpreter training program less than 40 hours he/she will only be awarded the exact amount of the training program.
Yes, we publish an electronic newsletter to our subscribers. To see the previous issues, please go to the CCHI Stakeholders webpage at http://cchicertification.org/our-community/ and click on the blue bar “CCHI Newsletters”.
To subscribe, enter your email in the subscription field at the bottom of on any page.
Whenever possible, CCHI is committed to providing reasonable accommodation in its examination processes to individuals with disabilities, in accordance with the Americans with Disabilities Act (ADA).
Appropriate accommodations will be provided to qualified individuals with disabilities to the extent that such accommodation does not fundamentally alter the examination, or cause an undue burden to CCHI or the agency administering the examination.
It is the responsibility of individuals with disabilities to notify CCHI in writing of the applicant’s need for an accommodation and submit the pertinent supporting documentation in electronic format at the time of submitting a request for scheduling an exam via our online application system no later than 45 days before the examination date.
There are two ways to notify CCHI of the ADA accommodation request:
Regardless of how the ADA accommodation request is submitted – via the online application system or via email – an applicant/candidate must state the type of accommodation(s) needed, in addition to providing current and appropriate documentation of the disability. The applicant’s/candidate’s request will not be considered complete and reviewed without the CCHI’s ADA Accommodation Request Form.
The documentation provided in CCHI’s ADA Accommodation Request Form must not be more than three years old from the date of the application. It should include correspondence from a healthcare provider who has first-hand knowledge of the disability, describing the nature of the disability and specific recommendations regarding the type of accommodation required to address the disability. The letter should be on the letterhead stationery of the healthcare provider in question, and include his or her title, address, phone number, and original signature.
The applicant/candidate grants CCHI permission to contact the professionals who submitted documentation in support of a request for accommodation in order to obtain further clarification concerning a request.
Examples of requests for special testing accommodations that may be granted include: modification of seating or other physical arrangements in the examination facility; providing for the examination to be taken in an accessible location; or providing for a reasonable extension of testing time.
Examples of requests for special testing accommodations that may be denied include: modification of the content of an objective multiple-choice examination; providing for unlimited testing time; permitting a reader to paraphrase test material or translate the material into another language.
All accommodation determinations will be made by CCHI at its discretion. Failure to notify CCHI of needed accommodation(s) in one’s application or no later than 45 days before scheduling an exam may result in the accommodations not being available at the time of the examination.
Applicants/candidates shall not hold CCHI accountable for any lack of appropriate accommodation deriving from the applicant’s/candidate’s own failure to notify CCHI of their needs on a timely basis. Once special accommodations have been granted, they may not be altered during the examination.
For more information visit our Policies page and click on the blue bar “ADA Accommodation Procedures.”