Campus shouldn't lose students in translation

The silent struggles that get lost in translation and the case for a peer translation program.

By Milan Rafaelov, Staff Writer

A cluster of students patiently watch me as I enter the Unity Center and watch as students approach the front desk—it’s 9 a.m., and I can finally open the doors.

As they shuffle in, some know where to go while others hesitate to approach me. A woman who reminds me of my mom waits for the moment I can devote my full attention. I recognize the shaky English, and as she pauses to search for the right words, I interrupt: “Do you prefer to speak Russian?” A look of relief washes over her face, and she begins to explain.

Although bilingual student workers like myself are not certified translators and are therefore limited in our ability to provide official translation services, we are frequently called on to bridge the language gap for the growing number of foreign national students. We make outreach calls, help students navigate resources and forms, schedule appointments, and step in when counselors struggle to communicate. Without us, many of these students might not find the resources they need to stay enrolled and succeed.

Most of the students I assist at the Unity Center now require translation support. Whether they speak Russian, Ukrainian, Armenian, Farsi, or Spanish, many are still in the early stages of learning English and struggle to navigate the bureaucracy of higher education—just like my mother when she attended Valley 20 years before me.

Immigrant-origin students are not only the fastest-growing demographic in higher education but have also driven over 90 percent of the nationwide enrollment growth at colleges and universities since 2002.

Starting over in a foreign country comes with unique challenges. Without adequate support, Valley risks a downward-sloping student completion rate.

“As a person who is an immigrant, first-generation, and also has a parent here on campus who is learning English as a second language, I think that a lack of translation services can be an obstacle for students,” ASU Commissioner of Political Affairs, Sofia Orellana Rivas, said.

Rivas told me that her mom had to retake an ESL class because she did not feel confident enough in her English proficiency to move on. She believes the lack of support available played a role.

After witnessing these struggles firsthand, I brought my concerns to ASU and asked them to support the creation of a student peer mentorship program for ESL and immigrant-origin students. We are now working on an initiative that would provide participating bilingual students and staff with a stipend at the end of each semester to help ESL students access resources, communicate with faculty, and advocate for their needs.

Our student union exists to represent students. As Valley opens its doors to everyone seeking a better life through education, ESL students deserve not only representation but also real, tangible support. A peer mentorship program offers a direct, student-led solution while also putting money back into the pockets of bilingual student workers who currently provide this help without compensation.

This is an opportunity to create a practical solution to an undeniable need, and it’s up to students to push for meaningful, lasting change.