We know getting certified or renewing your certification can seem complicated, you are not the first one to have a dozen questions. Please, first, use the all-inclusive FAQ section on this page to find an answer to your questions. Just type some keywords or your question in the search bar below. We have four main customer service divisions; please state your question(s) clearly and contact us via the respective email:
general questions – firstname.lastname@example.org
initial application and CCHI account – email@example.com
scheduling and testing – firstname.lastname@example.org
certification renewal – email@example.com
Only CCHI staff can change the name on your account after verifying the information. Please email a valid document confirming your correct spelling of the name or name change to our Registrar at firstname.lastname@example.org. The attached file must be either in a jpg, png or pdf formats; other formats are not accepted.
Some examples of accepted name verification or name change documents:
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 4 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”.
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