United States
Environmental Protection
ASgefccy
Office of Enforcement
and Complianbe,
Assistance
EPA 305-K-07-002
December 2007
Breaking Barriers:
A Pesticide Inspectors9Manual
for Interviewing Spanish Speaking
Agricultural Workers on the
Worker Protection Standard
-------
Updated:
28 June 2007
KEEP OUT
N01MTRE
-------
i note of isoniems
Introduction
Part I: Introduction to Hispanic Culture
Culture and Communication
Cultural Values and Norms
Understanding Hispanic Names
6
9
10
11
13
Hand Signals and Their Meanings 14
Cultural Values/Beliefs
Hispanic Farmworkers in the U.S.
Part II: Interviewing
Breaking Through Barriers
Does "Yes" Always Mean Yes?
Notes on Introducing Yourself
Interviewing Techniques
Working with a Third Party Interpreter
Steps in a Bilingual Interview
Dos and Don'ts of Working with
Interpreters
Common Interview Mistakes
Part III: Spanish
Introduction
The Greetings and Stuff
More Phrases Importantes...
Review
3
15
16
19
20
23
24
25
27
28
29
30
37
38
41
42
43
-------
iWhoa! 44
Los Numeros (The Numbers) 45
Los Numeros Crossword Puzzle 47
IEI Calendario! (The Calendar!) 48
Los Meses del Ano (The Months of the 49
Year)
Review 50
Question Words 51
Work that Vocabulariol 52
What do you wear when you work with 54
pesticides?
Review 55
Sintornas of Pesticide Exposure 56
The WPS Worker Handler Interview 57
Review 64
For Prdctica 65
Spanglish 69
WPS Inspector Quick Pick Spanish 71
Reference
Part IV: The Written Stuff 74
Introduction Letter 75
Written Questionnaire 79
Authors and Contributors 81
-------
"The federal government has a
responsibility to celebrate our
differences, while at the same time
addressing the issues and concerns
unique to our respective heritages."
Christine Todd Whitman
-------
Introduction
The Hispanic community is the fastest growing population in the United States. The federal
government defines Hispanic or Latino as a person of Mexican, Puerto Rican, Cuban, South or
Central American, or other Spanish culture or origin regardless of race (Ramirez, 2004). In
2003, the U.S. Census Bureau estimated that the Hispanic population in the United States
represented 39.9 million, making people of Hispanic origin the largest ethnic minority
constituting 13.7 percent of the nation's total population. Among Spanish speaking
populations in the US, Mexicans were the largest group with 20.9 million individuals or 59.3
percent of the total Hispanic population (Ramirez, 2004). According to the 2000 Census, 18
percent of the country's population aged 5 and over spoke a language other than English at
home (Shin and Bruno, 2003). The majority of the people that spoke another language at
home (60 percent) spoke Spanish (Ramirez, 2004).
EPA's Worker Protection Standard (WPS) is a regulation designed to reduce the risk of
I pesticide poisonings and injuries among agricultural
workers and pesticide handlers. The WPS offers
protection to approximately 2.5 million
agricultural workers (people involved in the
production of agricultural plants) and pesticide
handlers (people who mix, load, or apply pesticides) that
work at over 600,000 agricultural establishments. The
WPS contains requirements for pesticide safety training,
notification of pesticide applications, use of personal
protective equipment, restricted-entry intervals after
pesticide application, decontamination supplies, and emergency medical assistance.
According to the National Agricultural Workers Survey (NAWS—United States Department of
Labor) released in 2005, Spanish is the predominant native language of crop workers
(78%) in the U.S. Among all crop workers, 72 percent are born in Mexico and four percent
are from Central American countries. As a part of the survey, NAWS respondents were asked
"How well do you speak English?" Among workers born in Mexico who were
interviewed, 51 percent responded that they could not speak English "at all," 37
percent said that they could speak it "a little," and seven percent said "some."
6
-------
This interviewing guide is designed as a tool to assist the pesticide inspector in reaching out to
Spanish speaking workers with limited English speaking skills. Expanding the channels of
communication will facilitate the interview process. This guidance is divided into four
sections. The first section discusses some aspects of Hispanic culture which can affect the
communication and interview process, the second section gives specific guidance on how to
approach and interview workers including how to work with interpreters, the third section
contains Spanish language including specific WPS interview questions spelled out phonetically
in Spanish. The final section includes a written interview questionnaire in Spanish and
English.
• U.S. Department of Labor. Findings from the National Agricultural Workers Survey
(NAWS) 2001 - 2002. A Demographic and Employment Profile of United States Farm
Workers. U.S. Department of Labor, Office of the Assistant Secretary for Policy, Office of
Programmatic Policy, Research Report No. 9. March 2005.
• Ramirez, Roberto R. 2004. We the People: Hispanics in the United States. Census 2000.
Special Reports. Downloaded from http://www.census.gov/prod/2OO4pubs/censr-l8.pdf
on March 7, 2005.
Shin, H.B. and R. Bruno, 2003. Language Use and English-Speaking Ability:2OOO. Census
2000 Brief.
-------
Page Intentionally Blank
-------
PARTI
Introduction to
Hispanic Culture
Effective communication with individuals from different cultures can
be challenging, with or without a language barrier. Every culture has
its own set of rules about behavior which affect verbal and nonverbal
communication. Simple things like when to make eye contact and
when not to, how close people stand to each other when in
conversation, the meanings of different gestures, methods of greeting
one another—all of these and many more are rules of politeness which
may vary from culture to culture. These differences often lead to
communication problems. Often, miscommunications or cultural
misunderstandings stem from differences in these cultural rules,
rather than language issues. If the individuals involved are not aware
of the potential for these types of problems, they are even more likely
to fall victim to them. Being aware of these differences is the first
step in the cross-cultural communication process.
In this section we will:
1. Determine how culture affects
communication.
2. Learn about some differences in
Hispanic and mainstream U.S.
culture that can affect the ^^^^__^^^_^^^^_
communication process.
Folkloric Dancers m Menda, Mexico
-------
Culture and Communication:
Cultural Values and Norms
Most cultural miscommunication stems from differences in cultural norms
and values. A person acts according to the values and norms of his or her
culture; another person will interpret his or her behavior through the lens
of his or her own cultural norms and values.
Cultural Norms
Definition: Unspoken, unwritten
rules of day to day behavior and
interaction among people of a
given culture
Examples of cultural norms:
Norms influence the way we
communicate and interact, both
verbally and non-verbally.
Norms are behaviors that we
rarely think about consciously,
including how much personal
space we need in different
situations, when to make eye
contact, and basic manners.
Cultural Values
Definition: Common set of ideas,
beliefs, attitudes, opinions,
principles, etc. within a given
culture
Examples of cultural values:
Cultural values influence how we
view and react to certain things.
For instance, punctuality is highly
valued in mainstream U.S.
culture. In other cultures, it may
not be given a high value at all.
Thus time is valued differently in
different cultures.
10
-------
Cultural Values and Norms:
Mainstream U.S. Compared with Hispanic Mainstream
Remember: "Hispanic culture" encompasses around 30 countries and a large number of
ethnic groups; thus it is extremely diverse, as is U.S. culture. All of these are broad
generalizations and thus will not apply to everyone.
Category
U.S. Mainstream
Cultural Value or Norm
Hispanic Mainstream
Cultural Value or Norm
Family
Focus on nuclear family.
Children usually leave home
at 18. Families may be
spread out geographically.
Focus on extended family.
Children leave home when
they marry (even if not until
later in life). Families stay
close geographically.
Time
Punctuality valued. Time
seen as linear and strict.
8:00 means 8:00. Common
saying: "time is money"
Time spent in enjoyment of
relationships more
important. Time seen as
relative, not strict. 8:00
means around 8:00.
Common saying: "there is
more time than life."
Individualism
Individual orientation, each
individual responsible for
self, self-realization / self-
fulfillment important.
Individual should get out and
"make it" on their own in the
world, be independent.
Group orientation, group
more important than
individual. Personal
sacrifice for group welfare
common. Individual should
stay with family, being on
your own is unusual.
Greetings
Firm handshake, hugs
common between family/
friends, pats on back/
shoulder common between
men who are friends/family.
Kiss on cheek (except
between men) or handshake
(often loose grip, not firm),
touching the shoulder or arm
common. Greeting styles
vary some from country to
country.
Eye contact
Lack of eye contact in
conversation seen as
disrespect or deceitfulness.
Authority figures expect eye
contact from subordinates as
sign of respect.
11
Direct eye contact is often
not made with authority
figures as a sign of respect.
Person may look down or to
the side. In casual
conversation with friends eye
contact is usually made as it
is in the U.S.
-------
Category
U.S. Mainstream
Cultural Value or Norm
Hispanic Mainstream
Cultural Value or Norm
Body image
Beauty associated with
thinness, larger body size
associated with
unhealthiness.
Larger body size associated
with happiness and health.
Not as much stigma attached
to being overweight, even
considered endearing.
Personal space needed in
conversation
2-4 feet; may be closer with
good friends and family
members.
Around i 1/2 feet; may be
even closer with friends, and
family. Withdrawing is
considered rude.
Privacy
Privacy is seen as the right of
an individual, and having
some time to one's self is
valued.
Privacy not as important,
little value associated with
time spent alone.
Meals
Biggest meal at the end of
the day: dinner.
Biggest meal at mid-day:
lunch (this is the main
reason for the mid-day
siesta, along with the fact
that the intense heat during
the afternoon makes it hard
to do business).
Conversation
To the point, linear and
direct.
Fluid, indirect, tend to dance
around topics, don't always
get to the point right away, if
at all.
Conflict Resolution
Prefer direct confrontation of
conflict.
Preference for harmony,
avoid direct confrontation
except in extreme
circumstance.
Age
Age may be seen as a
handicap, elderly often live
in group homes.
12
Age given higher status and
respect. Elderly generally
live with extended family.
-------
Understanding Hispanic Names
Hispanics have two last names: a paternal name from their father and a
maternal last name from their mother. Hispanics generally use their paternal
last name as their primary last name, and the maternal last name is never
used by itself. Americans often address Hispanics using the incorrect last
name (which would be somewhat like someone calling you by your middle
name instead of your first name). It is important to understand how to
address Spanish speaking workers:
Juan Carlos Villanueva Gonzalez
paternal maternal
He is Mr. Villanueva OR Mr. Villanueva Gonzalez, but NOT Mr.
Gonzalez!
Rosa Mariana Gomez Gutierrez
She is Miss Gomez OR Miss Gomez Gutierrez NOT Miss Gutierrez
What happens when Juan & Rosa marry??
His name remains the same, she keeps her paternal last name and adds his
paternal last name, and thus becomes:
Rosa Mariana Gomez de Villanueva (the "de" means "of or "belonging to")
OR
Rosa Mariana Gomez Gutierrez de Villanueva
OR
Rosa Mariana Gomez Villanueva
She is Mrs. Gomez or Mrs. Gomez de Villanueva, NOT Mrs.
Villanueva.
_ What happens when Juan & Rosa have a
child?
&
Lets say it's a boy. He take the paternal last names
of each of his parents and would thus be called:
Juan Carlos Villanueva Gomez
13
-------
Hand Signals and Their Meanings
Hand signals and gestures can have different meanings in different cultures.
Some gestures which are commonplace in one culture can mean something
different, be offensive, or not mean anything at all in another culture. Here we
present some of the common hand signals that are used in Latin America and
what they mean.
"Come Here" Sign
"No, No, No" Sign
Pointing with whole hand
o
I
Pointing with lips
"Watch Yourself or "Beware"
"Cheap" Sign
The height of something may be indicated in the following ways:
Animals are this tall
(palm down)
Crops are this tall (palm to
the side)
People are this tall (palm up)
IMPORTANT: Signs to Avoid
i. Do not make the "okay" sign; It can be very offensive (more or less equivalent to the middle
finger). Use a "thumbs up" instead.
2. Do not motion for someone to "come here" with the index finger. In some countries, that is
how prostitutes are beckoned. Pointing with the index finger is generally not done either.
14
-------
Cultural Values / Beliefs Which May Affect
Attitudes Toward Health and Pesticide Exposure
Machismo
Machismo is the notion that men
must have a "macho" attitude.
This attitude can effect his health
in several ways. First, the macho
attitude tends to make men think
they are invincible (i.e. that they
are too strong for pesticides to hurt
them). In addition, the machismo
attitude will often prevent men
from
seeking
help when
they are
sick, as
many men
will feel
that they
need to
"tough it
out" to be
macho.
Humoral Medicine
Humoral medicine is the belief that
hot and cold must never be mixed
or illness will occur. Water is
classified as "cold" in the humoral
medicine system (even
if the water is hot - its
true nature is cold).
i This leads to the notion
that if you have been
working in the hot sun,
[you should not take a
shower right away
because you should not
expose yourself to the
"cold" water if you are
hot. Obviously this is a problem if
someone has been exposed to
pesticides and needs to wash
immediately. This notion can also
cause people to avoid drinking
water until they have cooled down.
Susto
"Susto" literally means fright in Spanish. This is the belief that a
frightening or startling experience—or any
experience that elicits a strong emotional
response—can cause illness. The type of illness
associated with susto includes symptoms such as
listlessness, depression, and weight loss. Note''f<
that these symptoms mimic organophosphate ^ v ^
exposure (Cholinesterase inhibition).
15
-------
Hispanic Farmworkers in the U.S.
Other Potential Communication Barriers
It is important to realize that the population of Hispanics who work in the
agricultural industry in the United States often come to the U. S. with
specific disadvantages. For the most part, Hispanic agricultural workers
come from rural and impoverished areas of Mexico and Central America
where opportunities for education are extremely limited. They may be
very intelligent but still unable to read or write due to the lack of
educational opportunity. The chart below, based on Department of Labor
data from 2005, shows that only 10% of farmworkers educated outside the
U.S. have at least a high school education, as opposed to 63% of
farmworkers who are educated in the U.S. The vast majority of
farmworkers from outside the U.S. (69%) have less than 7 years of
education. (Note that this does not reflect the general population of
70%
60%
| 50%
I
8. 40%
15 30%
20%
10%
0%
Q All Workers
D U.S.-born
• Foreign-born
63%
45%
37%
5%
6%
28%
25%
24%
12%
22%
10%
1-3 4-7 8-11
Highest Grade Completed
12
-------
Hispanics in the United States, many of whom are highly educated and
speak English very well, but refers to farmworkers specifically.)
Furthermore, some farmworkers may actually speak Spanish as their
second language, or even not speak Spanish at all in some cases. There are
actually 62 languages spoken in Mexico. Many of the lesser known
indigenous languages are spoken only in the remote rural areas of Mexico,
which is where many farmworkers come from. Though the majority of
workers you meet will speak Spanish very well, keep in mind there may be
a minority who do not.
Despite these obstacles, communication is possible. In the next chapters
we outline more specifically ways you can overcome some of these cultural
and linguistic barriers.
-------
Page Intentionally Blank
-------
PART II
INTERVIEWING
In this section we will outline some culturally sensitive
techniques for opening communication channels with
Hispanic farmworkers, as well as look at some
interview techniques and guidelines for working with
an interpreter.
19
-------
Breaking Through the Barriers:
A Guide to Opening the Channels of
Communication With Hispanic Farmworkers
Here are 10 keys to opening the channels of communication
with Hispanic farmworkers in a way that will be culturally
sensitive and less intimidating for the workers. Some of these
are based on the assumption that you have found a worker with
some knowledge of English.
1. Don't interview the worker in front of his/her boss
(or crew leader): Imagine yourself in the same situation,
how would feel if you had to answer an inspector's
questions when your boss was standing next to you?
2. Be sensitive to the fact that most workers will be
made very nervous by government officials: Be polite and
pleasant. Avoid aggressive or assertive behavior. If appropriate,
mention that the inspection concerns the employer's compliance with
the Worker Protection Standard or how the employer provides a safe
work place for the workers. The inspection does not concern the
worker's performance or anything he/she may have or not have done.
3. Attempt the language: This is the first thing you can do when you
approach a worker. Attempt to say hola (hello) or buenos dias (good
morning). This will help get their attention, make them realize that you
want to open channels of communication,
anc^ ma^e them feel better about trying to
communicate with you (using their
language shows you are willing to try, which
many people are not). It may also help
influence them to
use their limited English. If they see you are
willing to try their language, they may be more
willing to try yours.
4. Smile: This will serve to put the worker at ease
and increase their level of comfort about talking
with you.
20
I I
L**\ (^\ Q TY"\
T |^^ ^ ' *-**
^ IT\ £\ f\
1
-------
5. Offer a handshake: In Hispanic culture,
offering a handshake is considered a respectful
and friendly gesture and goes a long way in
helping open communication channels.
Generally, the person with a perceived higher
authority is expected to initiate a handshake.
(Psst, as the inspector, that would be YOU.) If
you skip this step and go right to asking
questions, that can be seen as rude and
unfriendly. Note that the worker's handshake may not be as firm as
what you are used to, but this is just a cultural difference and nothing
should be read into it. See "Notes on Introducing Yourself on the next
page.
6. Relax, make small talk if possible: The more relaxed you are, the
more relaxed your subject will be. Sit down with him/her for the
interview, and try to make the interview as relaxed and informal as
possible. Remember also that in Hispanic culture it is common to make
small talk before getting down to business. Hispanics are often put off
by our direct rapid fire question approach. If you are able, making
small talk will help relax your subject a great deal.
7. Speak slow - NOT loud: Assuming you have found someone who
speaks a little English, speak slowly and enunciate each
word clearly. When you speak at a normal pace it may
be hard for them to follow what you are saying. Many
words are similar in Spanish and English (for example:
pesticides in English is pesticidas in Spanish) and if you
are speaking slowly and clearly, it will be easier for
them to catch these words. Do not speak louder. If
your voice reaches a shouting level it is considered
offensive.
8. Re-phrase if they do not understand the first time: If you say
something slowly and they still do not understand, re-phrase your
question or statement. They may understand better if you use different
words. For instance, if you ask, "was there pesticide drift into the field
where you were working?" they may not understand the word "drift," so
you could try asking, "did pesticides come from another field into the
field where you were working?" or "did the wind blow pesticides to the
place where you were working
21
-------
9. Use sign language: Using simple gestures and sign language can
help aid communication. For instance, point to your watch if you are
asking them what time something happened, mimic the action of
spraying a pesticide, mimic the action of putting on gloves or goggles
if asking about PPE, make a square in the air when asking about the
safety poster, make simple gestures that illustrate what you are trying
to say. This can increase their level of understanding. Please see the
"hand signals" section for signs commonly used in Hispanic culture
and signs which are offensive and should be avoided.
10. Patience Pays: If you get impatient with the language barrier, they
will sense it and communication will shut down very quickly.
Remember how difficult it is for them to talk with you. Don't
expect the conversation to go smoothly, expect it to be
rough and have patience with it.
22
-------
C Does "yes" always mean yes?
This seems to be a ridiculous question,
however in Hispanic culture,
oftentimes people respond to
questions in a way that is meant to
please rather than inform. We have
discussed in the cultural chapter that
often there is a preference for
harmony and avoidance of conflict.
Hispanics consider relationships with
others and peaceful co-existence to be
of utmost importance, and will
generally do what is necessary to avoid
hurt feelings, conflict or negativity.
This may mean giving you an answer you want to hear rather
than the truth, if they feel the truth might cause conflict or
negativity. This is a tough issue to get around in an interview,
and the best you can do is keep this in mind and make the
worker feel as comfortable as possible using the techniques
outlined above. The less he/she perceives you as a threat, the
more likely you will get good answers. If you can, ask follow up
questions (see the WPS Worker/Handler Interview section of
this manual for suggested questions). Also see the
"interviewing techniques" section of this chapter for more
suggestions on how to get good answers to your questions.
C
23
-------
Notes on Introducing Yourself
The initial approach and introductions are an extremely
important part of the interview process. In Hispanic culture a
greeting and introduction are extremely important and skipping
this step will be seen as rude at best and downright insulting at
worst. A positive approach and introduction is a sign of respect
to the worker and will thus help create rapport and open the
doorway for communication. An introduction should involve the
following elements at a minimum:
1. Extend a handshake (remember the handshake may not be as
firm as you are used to),
2. Say a general greeting such as hello (hold) or good morning
(buenos dias\
3. State your name (Me Homo .)
4. Ask the worker his/her name (iComo se llama listed?)
5. Finally, tell him/her that it is nice to meet him/her (mucho
gusto].
You will be amazed at how
far these five simple steps
will get you in opening the
doorway to communication
with a Hispanic worker. (See
the "Greetings and Stuff'
section in Part III for more
introductory language in
Spanish).
24
-------
Interviewing Techniques
Whether or not you get a good and honest answer to a question
can depend on how the question is asked. Most farmworkers will
not want to get their boss into trouble and will be inclined to give
you the answers they think you want to hear. Here are some keys
to asking good questions:
i. When possible, begin questions with how, where,
when, why, what. Questions that begin with these words
require a full sentence to answer. You are thus more likely
to get an honest answer than with a yes/no question.
2. Avoid yes/no questions if
possible. A yes/no question does not
allow for elaboration. (Note that a
language barrier makes this difficult,
since you may not be able to
understand the answer beyond "yes" or
"no." However, if you find someone
who speaks even a little English,
avoiding "yes"/"no" questions is
preferable)
3. Avoid leading questions. Leading questions are
questions in which the desired answer is stated in the
question - i.e. "You have seen the training video right?"
4. Avoid using acronyms (PPE, REI, etc.). Even English
speakers often don't know what these mean. Use simple
language and avoid jargon.
5. Keep questions short. Keep to one point, don't use too
many words, and ask only one question at a time.
25
-------
Examples
Bad question:
-Does your boss provide PPE as required?
Problems with this question: It is a yes/no question, uses jargon
workers may not understand (i.e., PPE), not neutral, and
sets the worker up against his/her boss.
Better question:
-What kind of protective clothing is used when you apply/enter
treated fields?
Bad question:
-Does your boss enforce the REI?
Better question:
-When do you re-enter the field after the application of x
pesticide?
-------
Working With a Third Party Interpreter
Having an interpreter will make communication easier, but there are some
important rules to follow when working with an interpreter. These rules
are outlined in the next few pages. Remember that just because you are
working with an interpreter does not mean you are off the hook from
trying to open communication channels as we have described on pages 21-
23. It is still important to greet them in their language, smile, offer a
handshake, etc. Do not just rely on the interpreter to establish a
connection with the interviewee. You need to establish rapport with your
subject since you are the one asking the questions.
Types of interpreting used in interviewing:
i) Consecutive Interpretation
One person speaks at a time then pauses for the interpreter to interpret.
Only brief spoken passages are used.
A complete, word-for-word interpretation takes place.
2) Paraphrasing=
Several sentences or ideas are spoken by one person.
After a pause, the interpreter simplifies and summarizes the message.
Not word-for-word.
In an investigation, consecutive interpreting is the best option. It
takes longer, but it is a more thorough process for getting answers. There
is less of a chance for misunderstanding or information being left out.
For an informal discussion, paraphrasing is the best option because it is
faster. This type of interpreting, however, does not convey the details in a
conversation, so it is best not to use it in an investigation interview.
! Remember!
The interview is taking place between the
inspector and the interviewee; the interpreter is
there to facilitate the communication. The
interpreter is the VOICE of the
individuals communicating. So look at the
interviewee directly and ask your question. The
interviewee will answer back directly to you, the
inspector.
27
-------
Steps in a Bilingual Interview
l) Before the interview, go over the questions and topics that will be
discussed with the interpreter. Make a list of words or phrases that may
need special interpreting (for example, Personal Protective Equipment,
Restricted Entry Interval, etc.).
2) Choose a site where all will be comfortable; give consideration to noise
level if the interview will be recorded.
3) Allow the interpreter to speak to the interviewee beforehand. This will
give the interpreter a chance to explain who you are, the purpose of the
interview, and how the interview will be carried out.
4) The inspector can begin with a handshake and greeting in Spanish.
5) Ask a specific question or make a statement about one topic. Look at
and direct your question to the interviewee. Pause to allow for the
interpretation.
6) If you are unsure of the
interviewee's understanding of your
question/comment, ask the question
again or ask the interviewee to
explain what you just said.
7) Allow for an open discussion at
the end of the interview if needed.
8) Make closing comments to the
interviewee. Thank him/her in
Spanish. End with a handshake.
9) Make any personal remarks or
observations to the interpreter after
the interview, but not in the
presence of anyone being
interviewed for the inspection/
investigation.
28
-------
Dos and Don'ts of Working With Interpreters
DO
Use short sentences
Allow time for the interpretation
Keep questions to the point; phrasing them in the positive [e.g. Correct =
Did you use the gloves? Incorrect = Did you not use the gloves?]
Look at and speak directly to the interviewee and not the interpreter
Address the subject directly as if the interpreter is not there. Avoid "Tell
him/her," or "He said/she said." Interpretation should always be in first
person. If the worker says, "My stomach hurts," it will be interpreted as
"My stomach hurts," instead of "Her stomach hurts."
Pause and have patience
DO NOT
Use professional jargon, slang, technical terms, etc.
Talk directly to the interpreter
Make inappropriate remarks about the interviewee or his culture [Refrain
from all personal remarks to the interpreter until after the interview is
over]
Ask more than one question at a time
Talk for a long stretch
-------
Common Interview Mistakes
i) Incorrect;
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
Farmworker
Interpreter
Ask him how long he has been working here.
He wants to know how long you have been working here.
I have been here for 6 months.
He says he has been here for 6 months.
Ask him if the farmer allows them to take breaks.
He wants to know if the farmer allows breaks.
Only once in a while.
He says only once in a while.
Ask him if he has asked him to wear gloves.
He wants to know if he has asked you to wear gloves.
[Pointing to INSPECTOR] He hasn't asked me.
No, he means has the farmer asked you.
Oh, no he hasn't asked me.
He says that he hasn't been asked to wear gloves.
What is the problem in the above interview?
There is a he said/she said problem. This not only causes confusion
(the farmworker loses track of who "he" refers to), but it is less
professional overall and more impersonal than the example on the
next page:
-------
i) Correct:
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
How long have you been working here?
How long have you been working here?
I have been here for 6 months.
I have been here for 6 months.
Does the farmer allow you to take breaks.
Does the farmer allow you to take breaks.
Only once in a while.
Only once in a while.
Has he asked you to wear gloves?
Has he asked you to wear gloves?
No he hasn't.
No he hasn't.
31
-------
2) Incorrect:
Inspector What do you think of the work conditions here,
especially the problems that may exist with pesticides
which could be harmful to your health if you don't use
precautions. You do use precautions, such as PPE,
before you apply pesticides, correct? And what types of
pesticides do you apply, any of which can be considered
restricted use?
Interpreter tconfiised]What types of pesticides do you apply and do you
protect yourself?
Farmworker I don't know.
Interpreter I don't know.
Inspector Do you follow EPA recommendations when applying
pesticides, 'cause if you don't you're doing your job
wrong.
Interpreter Do you follow EPA recommendations?
Farmworker No, but what's EPA?
Interpreter No I don't, but what is EPA?
Inspector It's a government agency, but don't worry about that.
You don't enter a field after it has been sprayed, do you?
Interpreter You don't enter a field after spraying do you?
Farmworker Yes.
Interpreter Yes you do or yes you don't.
Farmworker Yes.
Interpreter I think he enters the field.
What are the problems above?
There are several problems with this interview! The first question is
too long and is a compound question. The result is that the
interpreter got lost and didn't interpret all of the information. The
farmworker was confused by the questions that were asked, and the
information relayed to the inspector didn't reflect the answers of the
questions that were asked. There are numerous leading questions.
Most of the questions are not neutral, the inspector makes it seem
like there will be consequences for "wrong" answers ("you're doing
your job wrong"). There is also a negatively phrased question ("You
don't enter the field..., do you?") which confuses the farmworker.
32
-------
2) Correct;
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
What kind of protection do you wear when you handle
pesticides?
What kind of protection do you wear when you handle
pesticides?
I wear gloves and a mask.
I wear gloves and a mask.
What types of pesticides do you use?
What types of pesticides do you use?
Pesticides for tomatoes.
Pesticides for tomatoes.
How well do you read English?
How well do you read English?
Not very well.
Not very well.
How do you know what the pesticide label says?
How do you know what the pesticide label says?
My friend knows English, and he explains it to me.
My friend knows English, and he explains it to me.
Is there a time when you are not allowed to enter the
field?
Is there a time when you are not allowed to enter the
field?
Yes, after it has been sprayed.
Yes, after it has been sprayed.
Before we end, do you have
any concerns about
pesticide use here?
Before we end, do you have
any concerns about
pesticide use here?
No, nothing.
No, nothing.
33
-------
a) Incorrect;
Inspector Do you like working for the farmer?
Interpreter Do you like working for the farmer?
Farmworker Yes he is a very good person.
Interpreter Yes he is a very good person.
Inspector CTO interpreter) He's probably a crew leader so I wonder how honest
he's being?
Interpreter cto inspector) Should I interpret that?
Inspector No, no.
Inspector Let's leave him some pesticide brochures just in case he
can read. O.K. we better wrap this up. It's about lunch
time and he's probably ready for some tortillas."
Farmworker [to inspector-in English] I am from Puerto Rico. I don't eat tortillas. I
understand what you say.
Inspector "Ha! Ha! Okay!" '
What are the problems above?
NEVER assume that workers can't understand any English! Most
can understand at least some English, even if they don't necessarily
admit to it (they may just be uncomfortable using it and thus they
don't bring it up). Even if the worker can't understand anything,
conversing with the interpreter as if the worker is not standing right
there this is extremely rude - in any culture. Think about how you
would feel if two people start speaking a foreign language right in
front of you and don't clue you in to what they're saying.
-------
3) Correct;
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
Inspector
Interpreter
Farmworker
Interpreter
What is it like working for (name') ?
What is it like working for (namel ?
Good. He is a very good person.
Good. He is a very good person.
Are you a crew leader?
Are you a crew leader?
Yes I am.
Yes I am.
Would you like some pamphlets on pesticide safety
Would you like some pamphlets on pesticide safety?
Yes, but in Spanish. I can only understand a little
English.
Yes, but in Spanish. I can only understand a little
English.
Inspector (Hands some pamphlets to FARMWORKER) Let's end now because we are all
probably ready for lunch. Muchas gracias.
Interpreter Let's end now because we are all probably ready for
lunch. Muchas gracias.
Farmworker De nada.
-------
Page Intentionally Blank
-------
PART III
SPANISH
ffU
-------
Introduction to Spanish
Understanding cultural barriers and ways to
overcome them is important for establishing an
initial rapport with a farmworker. However, even
after you have done so, the language barrier can still
be an issue. Although many Spanish-speakers in
the United States speak a considerable amount of
English, Spanish speaking farmworkers may have
limited English language skills. Many of the
workers originate from rural areas
in Latin America where they have
had little or no opportunity to
study English, and they may have
spent very little time in the United
States. Thus, a lack of English
skills is not due to a lack of interest
or desire to learn, but rather a lack|
of opportunity to do so.
This section is designed to help inspectors open
channels of communication with farmworkers who
have limited or no English. Knowing even just a few
key phrases can make the difference between
getting no information, and getting enough
information to know that something needs to be
38
-------
investigated further, which could mean
returning with an interpreter. This is not intended
to instantly turn English speakers into Spanish
speakers, but will provide enough information for
an inspector to obtain basic information from a
worker. Remember also that farmworkers may
know a bit of English, or even a substantial amount
of English, but might be shy about using it with you
(just as you may be shy about trying your Spanish!).
If they see that you are willing to try their language,
they may be more willing to try yours.
I* is advised that an interviewer
become familiar with the layout of
the material so that if/when the need
arises he or she can refer to the
material while interviewing. Interviewers are also
encouraged to "break the ice" with Spanish speaking
workers by starting the conversation with phrases
such as Hold, me llarno , (Hello, my name
is .) or dComo estd listed? (How are
you?). These and other key phrases are included in
the material. IProvecho! (Enjoy!)
While you are reading through the following text you will notice that
the information is presented in three formats—English, Spanish, and
the Spanish pronunciation. Syllables that are in bold print should be
stressed.
39
-------
ESPANOL...
It's easier than you think!
Spanish is vital to your work as a pesticide
inspector. Fortunately, it's easy to learn. There are
several reasons for this:
• The majority of English and Spanish is
Latin-based, therefore many words sound
similar in both languages.
. You can communicate even if you only know
key phrases and basic grammar.
. The 2000 U.S. census reports that over 14% of
the population speaks Spanish, so it shouldn't
be difficult to find someone to practice with!
. If you hit a mental block, it's okay to mix both
languages. Spanglish, a blend of Spanish and
English, is spoken nationwide, so what's
holding you back?!?
Bet you know
these already!
uno
dos
tres
amigo
dinero
rancho
sombrero
grande
loco
burrito
chile
enchilada
salsa
taco
tortilla
fiesta
Feliz Navidad
Cinco de Mayo
cerveza
margarita
tequila
si
no
por favor
adios
iHasta la vista!
-------
The Greetings and Stuff
"Break the ice" with Spanish speakers by using
some of the phrases below. Don't forget to smile
and have fun! iBuena suerte! (Good luck!)
Hello
Good morning
Good afternoon
Good evening/Good
night
My name is
What is your name?
Good to meet you.
Hola
Buenos dias
Buenas tardes
Buenas noches
Me llamo
iComo se llama
usted?
Mucho gusto.
Oh-la
Bueh-nohs dee-ahz
Bueh-nahs
tahr-dehz
Bueh-nahs
noh-chez
Meh yahm-oh
6Koh-moh seh
yahm-ah
oo-sted?
Moo-cho
goohs-toh.
Aueno*
41
-------
More Phrases Importantes.
How are you?
dComo esta usted? dKoh-moh
ehs-tah
oo-sted?
I am fine.
And you?
Please
Thank you.
You're welcome
I'm sorry
That's okay.
Estoy bien.
6Y usted?
Por favor
Gracias.
De nada.
Lo siento.
Esta bien.
Ehs-toi bee-ehn.
dE oo-sted?
Pohrfah-vohr
Grah-see'ahs.
Dae nah-thuh.
Loh see-ehn-toh.
Ehs-tah bee-ehn.
42
-------
REVIEW
Fill in the word bubbles with the appropriate Spanish responses to the
phrases provided. If you need help, look at "The Greetings and Stuff' and
"More Phrases Importantes".
iBuenas tardes!
-------
iWhoa!
Slowdownldonotunderstandwhatyouaresaying!
Sometimeswhenpeopletalkreallyfastit'shardtounderstandwhat-
theyaresaying. And if it's in a different language, it can be even
more difficult. Never fear! Just use these phrases whenever
you're in a bind...
I don't understand.
No entiendo.
Noh ehn-tee-ehn-doh.
Slower, please.
Mas despacio, por favor.
Mahs deh-spah-see-oh,
pohrfah-vohr.
Repeat, please.
Repita, por favor.
Reh-pee-tah,
pohrfah-vohr.
Again, please.
Otra vez, por favor.
Oh-trah vehs,
pohrfah-vohr.
I only speak a little Spanish.
Solo hablo un poquito de espanol.
Soh-loh ah-bloh oon poh-kee-toh dae ehs-pah-nyohl.
44
-------
Los Numeros
Lohs Nue-meh-rohs
one
uno
oo-noh
two
dos
dohs
three
tres
trehs
four
cuatro
kwah-troh
five
cinco
seen-koh
six
seis
saes
seven
siete
s'yae-tae
eight
ocho
oh-cho
nine
nueve
n'wae-vae
ten
diez
d'ehs
eleven
once
ohn-sae
twelve
doce
doh-sae
thirteen
trece
treh-sae
fourteen
catorce
kah-tohr-sae
fifteen
quince
keen-sae
sixteen
dieciseis
d'ehs-ee-saes
seventeen
diecisiete
d'ehs-ee-s'yae-tae
eighteen
dieciocho
d'ehs-ee-oh-cho
nineteen
diecinueve
d'ehs-ee-n 'ivae-vae
twenty
veinte
vehn-tae
/&
45
-------
twenty-one
veintiuno*
vehn-tee-oo-noh
twenty-two
veintidos
vehn-tee-dohs
twenty-three
veintitres
vehn-tee-trehs
twenty-four
veinticuatro
vehn-tee-kwah-troh
twenty-five
veinticinco
vehn-tee-seen-koh
twenty-six
veintiseis
vehn-tee-saes
twenty-seven
veintisiete
vehn-tee-s'yae-tae
twenty-eight
veintiocho
vehn-tee-oh-cho
fifty
cincuenta
seen-kiven-tah
twenty-nine sixty
veintinueve sesenta
vehn-tee-n'way-vae sae-sehn-tah
thirty
treinta
trehn-tah
thirty-one
treintaiuno
trehn-tah-ee-oo-noh
seventy
setenta
seh-tehn-tah
eighty
ochenta
oh-chen-tah
thirty-two ninety
treintaidos noventa
trehn-tah-ee-dohs noh-vehn-tah
etc...
etcetera...
et-sae-teh-rah.
forty
cuarenta
kwa-rehn-tah
one hundred
cien
s'yehn
* veintiuno— "twenty-one" is really veinte y uno written as one word.
46
-------
Los Numeros
Crossword Puzzle
12
14
16
20
Put the equivalent Spanish word in the crossword
puzzle for each of the English number words below.
Across
1. eighteen
2. fourteen
4. twenty-seven
8. sixteen
10. four
13. one
15. twenty-four
17. nine
18. twenty
19. twenty-three
20. thirty
Down
l. seventeen
3. seven
4. twenty-
nine
5. six
6. twelve
7. ten
9. five
11. eleven
12. fifteen
14. eight
16. thirteen
47
-------
i El Calendario!
iEl Cah-lehn-dah-ree'oh!
date
fecha
feh-cha
day
dia
dee-ah
week year
semana ano
seh-mah-nah ahn-yoh
month
mes
mehs
this year
este ano
ehs-teh
ahn-yoh
The Seasons
Las Estaciones
Lahs
Ess-ta-s'yo-nehs
spring
primavera
pree-mah-ve-rah
summer
verano
veh-rah-noh
fall
otofio
oh-toh-nyo
winter
invierno
en-vee'eir-noh
last year
el ano pasado
ehl ahn-yoh
pah-sah-doh
two years ago
hace dos afios
ah-sae dohs
ahn-yohs
The Days of the Week
Los Dias de la Semana
Lohs Dee-ahs dae lah Seh-mah-nah
Sunday Wednesday Saturday
domingo miercoles sabado
doh-meen-goh meir-coh-lehz sah-bah-doh
Monday
lunes
loon-ehz
Tuesday
martes
mahr-tehz
Thursday
jueves
ivheh-vehz
Friday
viernes
vee-eir-nehz
48
-------
The Months of the Year
Los Meses del Ano
Lohs Mehs-ehs delAhn-yoh
HOT TIPS!
When talking about days of the
month in Spanish, don't use
ordinal numbers (fifth,
fourteenth, etc.). Instead, use
cardinal numbers (two, seven,
twenty-two, etc.). The only
exception is the first, which is
"primero " (pree-meh-roh). So
"the first of June" would be "el
primero de junio." (El pree-
meh-roh dae hoon-yoh.)
"The nineteenth of February"
would be "el diecinueve de
febrero." (El d'yess-ee-n'way
-vay dae feh-breh-roh.) As
you may have noticed, when
you give the date in
Spanish, the day always
precedes the month. You
may have also noticed that
neither days nor months are
capitalized when written in
Spanish.
January
enero
eh-neh-roh
February
febrero
feh-breh-roh
March
marzo
mahr-soh
April
abril
ah-breel
May
mayo
mah-yoh
June
junio
hoon-yoh
49
July
julio
hool-yoh
August
agosto
ah-goh-stoh
September
septiembre
sep-t'yem-brae
October
octubre
ok-too-brae
November
noviembre
nohv-yem-brae
December
diciembre
dee-s 9y em-brae
-------
REVIEW
Translate the words below into English. If you need help,
refer to IEI Calendario! and Los Meses delAno.
jumo
domingo
semana
anos
octubre
mes
martes
dia
agosto
primavera
invierno
hace cinco anos
enero
sabado
miercoles
el ano pasado
hace cuatro dias
Write the date in English for the following Spanish dates.
confused, look at the "Tips" section of Los Meses delAnol
12-2-05
8-9-05
31-12-05
23-11-05
If you're
50
-------
Question Words
Got a question? These key words will help you along. Sometimes just the
words alone will suffice for a question. Huh? Who? What?...
c
Who?
dQuien?
tKee'yehn?
What?
dKae?
When?
dCuando?
tKwahn-doh ?
Where?
iDonde?
tDohn-dae?
How?
dComo?*
tKoh-moh?
Which?
dCual?
iKwahl?
Why?
6 For que?
dPohr kae?
How many? (or) How much?
dCuanto?
dKwahn-toh?
*£C6mo? is used when you want to ask "What did you say?" It's like
the English "How's that again?"
51
-------
Work that Vocabulariol
These are important words for WPS inspectors to know. We'll put them
into questions that you can practice later. For right now, just get
comfortable with the way they rrrroll off your Spanish-speaking tongue!
agriculture
agricultura
ah-gree-cuhl-too-rah
to apply
aplicar
ah-plee-cahr
boss
jefe (or) patron
heh-fae (or) pah-trohn
crop
cultivo
cuhl-tee-voh
department of
departamento de
deh-part-ahh-ment-oh dae
doctor
doctor
dok-tohr
English
ingles
een-glehs
eyes
ojos
oh-hos
farm
finca
feen-kah
field
campo
kahm-poh
greenhouse
invernadero
ehn-vehr-nah-dare-oh
hands
manos
mah-nohs
to harvest
cosechar
coh-seh-char
information
information
ehn-fohr-mah-see'yon
irrigation
riego
re'ae-goh
--
52
-------
medical clinic
clinica medica
clee-nee-kah
meh-dee-kah
to mix
mezclar
mehz-klahr
paper towels
toallas de papel
toh-ivhy-yahs daepah-pehl
pesticide
pesticida
pehs-teh-see-dah
to plant / to sow
sembrar
sehm-brahr
poster
cartel (or poster)
cahr-tehl (or poh-stehr)
safety
seguridad
seh-guh-ree-dad
sick
enfermo
en-fehr-moh
sign
serial
seh'nyal
DANCER PELIGRO
P£SI!ClDe5
KEEP OUT
NOENTRE
soap
jabon
hah-bohn
soil
tierra
tee'eh-rah
to spray
rociar
roh-see'ahr
tractor
tractor
trak-tohr
to understand
entender
ehn-tehn-dehr
video
video
vee-dae-oh
to wash
lavar
lah-vahr
water
agua
ah-gwah
work
trabajo
trah-bah-ho
7
53
-------
What do you wear when you work with pesticides?
-------
REVIEW
Draw a line from the Spanish questions words to the
corresponding answers. For help, refer to "Question Words,"
"What do You Wear When You Work with Pesticides?" and "Los
Meses delAfio"
i. (LQuien?
2. dCuando?
3. dDonde?
4. iCual?
a. mangas largas o mangas
cortas
b. Tifton, Georgia
c. el primero de enero
d. Jose Luis
Match the picture with the corresponding Spanish word. Refer to
"Work that Vocabulariol"
c. d.
b.
e.
f.
i. agua
2. video
3-ojo
4. cartel
5. j abort
6. doctor
7. clinica medica
55
-------
Sintomas of Pesticide Exposure
Have you ever felt sick while working around pesticides?
iSe ha sentido enfermo cuando estaba trabajando cerca de
pesticidas?
dSeh ah sehn-tee-doh en-fehr-moh kwan-doh ehs-tah-bah
trah-bah-hahn-doh ser-kah dae pehs-teh-see-dahs?
Which part of your body was affected?
iCual parte de su cuerpo fue afectado?
tKwalpar-tae dae sue kwer-pohfwae ah-fek-tah-doh?
What did you do about it?
iQue hizo usted?
dKae hee-soh oo-sted?
These can be symptoms of pesticide exposure:
Estos pueden ser sintomas de la exposition a pesticidas:
Ehs-tohs piveh-dehn sehr seen-toh-mahs dae lah
ex-poh-see-see'yon ah pehs-teh-see-dahs:
Dizziness.
Mareos.
Mah-reh-ohs.
Nausea.
Nausea.
Nau-see-ah
Vomiting.
Vomito.
Boh-mee-toh.
Blurred Vision.
Vision borrosa.
Vee-see'yon bohr-roh-sah.
Tightness in chest.
Opresion en el pecho.
Oh-prehs-see'yon ehn ehlpeh-cho.
Headache.
Dolor de cabeza.
Doh-lohr dae cah-beh-sah.
Skin rash
Irritation en la piel.
Eir-ee-tah-see'yon ehn lah
pee'ehl.
Excessive sweating.
Sudando mucho.
Sue-dahn-doh moo-cho.
56
-------
The WPS Worker/Handler Interview
A simple, easy-to-follow WPS interviewing
flipchart with illustrations has been
developed to help you interview workers
with little or no English speaking skills. (If
you do not have this flipchart, please contact
the authors - see the last page of this
document). Below, numbered 1-13, are each
of the key questions that you will find in the
flipchart, some of which are followed by
additional questions in the event that you
wish to conduct a more in-depth interview.
l. May I ask you some things about your work?
iPodria hacerle algunas preguntas sobre su trabajo?
iPoh-dree-ah ah-sehr-lae ahl-goo-nahs prae-goon-tahs soh-brae sue
trah-bah-ho?
2. When did you begin working here?
iCuando empezo a trabajar aqui?
dKivan-doh ehm-peh-zoh ah trah-bah-har ah-kee?
3. Do you work in the field or greenhouse?
dTrabaja usted en el campo o invernadero?
dTrah-bah-hah oo-sted ehn ehl cahm-poh oh ehn-vehr-nah-dare-oh?
4. Do you mix or apply pesticides?
iUsted mezcla o aplica pesticidas?
dOo-stedmez-klah oh ah-plee-kah pehs-teh-see-dahs?
5. Have you seen a video about pesticide safety?
£Ha visto un video sobre seguridad de pesticidas?
vee-stoh oon vee-dae-oh soh-brae seh-guh-ree-dahd dae
pehs-teh-see-dahs?
57
-------
5.a. Who showed you the video?
-------
6.a. Where is the pesticide safety poster?
iDonde esta el cartel sobre seguridad de pesticidas?
dDohn-dae ehs-tah ehl cahr-tel soh-brae seh-guh-ree-dahd
dae pehs-tee-see-dahs?
6.b. Do you understand the information?
-------
8.a. Have you ever seen a list of pesticide applications at this
location?
-------
IF THE WORKER ANSWERS "NO
lO.a. If you were sick, who would take you to the
doctor?
Si estuviera enfermo, iquien le llevaria al
doctor?
See ehs-too-vee-eh-rah ehn-fehr-moh, ikyehn
lae yeh-vahr-ee-ah ahl dok-tohr?
IF THE WORKER ANSWERS "YES" ("
lO.b. Point to the part of your body that was affected.
Sefiale la parte de su cuerpo que fue afectada.
Seen-yah-lae lah par-tae dae sue kwer-poh kaefwae
ah-fehk-tah-dah.
lo.c. What did you do about it?
iQue hizo usted?
dKae hee-soh oo-sted?
lo.d. What were your symptoms?
iCuales fueron sus sintomas?
tKwal-ehsJwehr-ohn soohs seen-toh-mahs?
REFER TO THE VOCABULARY ON THE FOLLOWING PAGE AS NECESSARY
61
-------
dizziness
mareos
mah-reh-ohs
blurred vision.
vision borrosa.
vee-see'yon bohr-roh-sah.
vomiting
vomito
boh-mee-toh
skin rash
irritation en la piel
eir-ee-tah-see'yon ehn lahpee'ehl
nausea
nausea
nau-see-ah
tightness in chest
opresion en el pecho
oh-prehs-see'yon ehn ehl
peh-cho
headache
dolor de cabeza
doh-lohr dae cah-beh-sah
excessive sweating
sudando mucho
sue-dahn-doh moo-cho
11. Are soap, water, and paper towels available near your worksite?
-------
HAVE WORKERS POINT TO THE PPE ITEMS ON THE FLIP
CHART THAT THEY USE. THE SPANISH WORD FOR "POINT
TO" IS SENALE (SEEN-YAH-LAE).
13. Thank you for your time.
Gracias por su tiempo.
Grah-see'uhs pohr sue tee'm-poh.
OTHER QUESTIONS THAT YOU MAY NEED
Where is the boss?
iDonde esta el jefe?
iDohn-dae es-tah ehl heh-fae?
Is there someone here that speaks English?
iHay alguien aqui que hable ingles?
II ahl-ge'yehn ah-kee kae ah-blae een-glehs?
-------
REVIEW
This one's a toughie. See if you can translate the
following Spanish questions into English. Refer to The
WPS Worker/Handler Interview for assistance.
i. iHa visto un video sobre seguridad de pesticidas?
2. £Ha visto las senales de "no entre"?
3. dUsted mezcla o aplica pesticidas?
4. £Hay jabon, agua, y toallas de papel cerca de su lugar de
trabajo?
5.
-------
Forprdctica...
The following is an example of an interview with a Hispanic worker. Both
English and Spanish are shown, as the language used may change several
times through out the conservation. Find a partner and act out the scene
using only espanol. Please note that this example is not to be used as a
template for all interviews.
Inspector: Good morning. How are you?
Buenos dias. iComo esta usted?
Bueh-nohs dee-az. tKoh-moh ehs-tah oo-sted?
Worker: Fine, thank you.
Bien, gracias.
Bee-ehn, grah-see'ahs.
Inspector: My name is . What is your name?
Mellamo . iComo se llama
usted?
Mehyahm-oh . dKoh-mohseh
yahm-ah oo-sted?
Worker: My name is .
Me llamo .
Meh yahm-oh
Inspector: Good to meet you.
Mucho gusto.
Moo-cho goohs-toh.
Worker: Good to meet you.
Mucho gusto.
Moo-cho goohs-toh.
Inspector: May I ask you some things about your work?
-------
Worker: Yes, that's fine.
Si, esta bien.
See, ehs-tah bee-ehn.
Inspector: When did you begin working here?
iCuando empezo a trabajar aqui?
tKiuan-doh ehm-peh-zoh ah trah-bah-har ah-kee?
Worker: April i8th of this year.
El dieciocho de abril de este ano.
Ehl d'ehs-ee-oh-cho dae ah-breel dae ehs-teh ahn-yoh.
Inspector: Do you work in the field or greenhouse?
iTrabaja usted en el campo o invernadero?
tTrah-bah-hah oo-sted ehn ehl cahm-poh oh
ehn-vehr-nah-dare-oh ?
Worker:
Yes.
Si.
See.
Inspector: Do you mix or apply pesticides?
iUsted mezcla o aplica pesticidas?
i Oo-sted mez-klah oh ah-plee-
kah pehs-teh-see-dahs?
Worker:
Not here.
Aqui, no.
Ah-kee noh.
Inspector: Have you seen a video about pesticide safety?
£Ha visto un video sobre seguridad de pesticidas?
iHa vee-stoh oon vee-dae-oh soh-brae seh-guh-ree-dahd
dae pehs-teh-see-dahs?
Worker: Yes, I saw it my first day here.
Si. Lo vi mi primer dia aqui.
See. Loh vee me pree-mehr dee-ah ah-kee.
66
-------
Inspector: Have you seen this pesticide safety poster?
£Ha visto este cartel sobre seguridad de pesticidas?
dHa vee-stoh eh-steh cahr-tel soh-brae seh-guh-ree-dahd
dae pehs-tee-see-dahs?
Worker: Yes, it is in the office.
Si, esta en la oficina.
See, eh-stah ehn lah o-feh-see-nah.
Inspector: Have you seen the "keep out" signs?
£Ha visto las senales de "no entre"?
iHa vee-stoh lahs sehn-yahl-es dae "noh ehn-trae"?
Worker: Yes.
Si.
See.
Inspector: Whe tells you that somoene is going to apply pesticides?
dQuien le dice que alguien va a aplicar pesticidas?
tKehn lae dee-sae kae ahl-gyehn vah ah ah-plee-cahr
pehs-teh-see-dahs ?
Worker: Mr. Carlos. He is the boss.
Don Carlos. Eleseljefe.
Dohn Carlos. Ehl ehs ehl heh-fae.
Inspector: Do you enter the area while people are applying pesticides?
iUsted entra al area mientras aplican pesticidas?
iOo-sted en-trah ahl ah-ee-uh mien-trahs ah-plee-kahn
pehs-teh-see-dahs?
Worker: No, never.
No, nunca.
Noh, noon-kah
67
-------
Inspector: Have you ever felt sick while working around pesticides?
iSe ha sentido enfermo cuando estaba trabajando cerca de
pesticidas?
LSeh ah sehn-tee-doh en-fehr-moh kwan-doh ehs-tah-bah
trah-bah-hahn-doh ser-kah dae pehs-teh-see-dahs?
Worker: No, never.
No, nunca.
Noh, noon-kah
Inspector: Are soap, water, and paper towels available near your
worksite?
iHay jabon, agua, y toallas de papel cerca de su lugar de
trabajo?
il hah-bohn, ah-gwah, e toh-why-yahs dae pah-pehl
ser-kah dae sue loo-gahr dae trah-bah-hoh?
Worker:
Yes.
Si.
See.
Inspector: Thank you for your time
Gracias por su tiempo.
Grah-see'uhs pohr sue tee'm-poh.
Worker:
You're welcome
De nada.
Dae nah-thuh.
68
-------
c
c
Spanglish
The first page of the Spanish section
mentioned "Spanglish." Spanglish is
the combination of Spanish and
English. In some cases, it can mean
simply saying the English word with
a Spanish pronunciation. Here are a
few examples for you if you're out in
the field, and need to improvise...
to break
breikiar
brae-kee-ahr
to dig
digiar
dee-gee-ahr
ditch
diche
dee-chae
the field
el fil (or) filde
ehlfee'ehl (or^fee'ehl-dae
lunch
lonche
lohn-chae
to mix
mixiar
meeks-ee-ahr
mulch
mulche
muhl-chae
to lock
lokiar
loh-kee-ahr
69
-------
to park
parquear
pahr-kae-ahr
pesticides
liquidos
lee-kee-dohs
to pick
pizcar
pees-cahr
pipe
paipa
pie-pah
to push
puchar
pooh-char
the pick-up (as in truck)
el pik-up
ehlpeek-uhp
to rake
raikier
rae-kee-ahr
rake (noun)
raika
rae-kah
to spray
esprayar
ehs-prae-ahr
to trim
trimiar
tree-mee-ahr
truck
troca
troh-kah
to wash
washear
wah-she-ahr
to weed
wiediar
wee-dee-ahr
to work in or cut the yard
yardiar
yahr-dee-ahr
yard (noun)
yarda
yahr-dah
70
-------
WPS Inspector
Quick Pick Spanish Reference
above
arriba
ah-ree-bah
affidavit
declaration
deh-clah-rah-see'yon
after
despues
dehs-pways
agriculture
agricultura
ahh-gree-cul-too-rah
animal
animal
ah-nee-mahl
apply
aplicar
ah-plee-car
April
abril
ah-breel
August
agosto
ah-goh-stoh
bathroom
bafio
bahn-yoh
before
antes
ahn-tehs
behind
atras
ah-trahs
below
abajo
ah-bah-hoe
beside
al lado de
ahl lah-doh dae
boots
botas
boh-tahs
boss
jefe
j
heh-fae
•/
bottle
botella
boh-teh-yah
chemical
quimico
keem-ee-coh
clean (verb)
limpiar
leem-pee-ahr
clothes
ropa
roh-pah
crop
cultivo
kull-tee-voh
day
i/
dia
dee-ah
December
diciembre
dee-s'yem-brae
decontaminate (verb)
descontaminar
dehs-cohn-tah-me-nahr
Department of
Departamento de
Deh-pahr-tah-mehn-toh deh
doctor
doctor
dok-tohr
English
ingles
een-glehs
enter
entrar
ehn-trahr
everyday
todos los dias
toh-dohs lohs
dee-ahs
eyes
ojos
oh-hos
farm
finca
feen-kah
fall (the season)
otono
oh-toh-n'yo
February
febrero
feh-breh-roh
/S^ rtSwrjl
^•^v^r*"^ '
TjP/
^X^^ //
_^p
71
-------
fertilizar
abono
ah-boh-noh
to harvest
eosechar
coh-seh-char
left pants
izquierda pantalones
ees-kee-y'ehr-dah pahn-tah-lohne-ehs
field
campo
kahm-poh
flower
flor
flohr
hat
sombi
sohm-
in/on
en
ehn
Friday
viernes
vee-eir-nehz
insect
insecto
ehn-sect-oh
greenhouse June
invernadero junio
ehn-vern-ah-dare-oh hoon-yoh
hands
manos
mah-nohs
March (the month)
marzo
mahr-soh
May (the month)
mayo
mah-yoh
mix (verb)
mezclar
mehz-klahr
(in) front
enfrente
ehn-frehn-tae
gloves
guantes
gwahn-tehs
goggles
gafas
gah-fahs
grass
cesped
sehs-ped
to irrigate
regar
rae-gahr
irrigation
riego
re'ae-goh
January
enero
eh-neh-roh
July
julio
hool-yoh
Monday
lunes
loon-ehz
month
nies
mehs
October
octubre
ok-tue-brae
office
oficina
oh-fee-see-nah
label
etiqueta
eh-tee-kae-tah
outside
afuera
ah-fweh-rah
November
noviembre
nohv-y 'em-brae
paper towels
toallas de papel
toh-why-yas dae
pah-pehl
personal protective
equipment
equipo de
protection
personal
eh-kee-poh dae
proh-tehx-see 'yon
pehr-sohn-ahl
pesticide
pesticida
pehs-teh-see-dah
to pick (as in harvest)
eosechar
coh-seh-char
plant (noun)
planta
plahn-tah
to plant (verb)
sembrar
sehm-brahr
poster
cartel
cahr-tel
pump (noun)
bomba
bohm-bah
72
-------
resistant sign
resistente serial
rehs-ehz-tehn-tae sehn'yal
respirador sleeves (of a shirt)
respirador mangas
rehs-pee-rah-dohr mahn-gahs
right (opposite of left) soap
derecha jabon
deh-rae-chah hah.bohn
row (noun) goil
nilefra. L tierra
ee-lei-rah tee-air-ah
safety spray (verb)
segundad rodar
seh-guh-ree-dad roh.see.ahr
Saturday spring (the season)
sabado primavera
sah-bah-doh pree-mah-vei-rah
September suit
septiembre traje
sep-t'yem-brae try-hae
shower (noun) summer
regadera verano
reh-gah-deh-rah veh-rah-noh
shirt Sunday
camisa domingo
kah-mee-sah doh-meen-goh
sick table
enfermo mesa
ehn-fehr-moh meh-sah
telephone
telefono
teh-lae-fohn-oh
Thursday
jueves
wheh-vehz
tool
herramienta
air-ah-mee'ehn-tah
tractor
tractor
trak-tohr
tree
arbol
ahr-bohl
truck
camion
cah-mee'yohn
Tuesday
martes
mahr-tehz
understand (verb)
entender
ehn-tehn-dehr
wash
lavar
lah-vahr
water
agua
ah-gwah
Wednesday
miercoles
mee-eir-coh-lez
week
semana
seh-mah-nah
where
donde
dohn-dae
who
quien
kee'yehn
workshop
taller
tie-yehr
wind
viento
vee'in-toe
winter
invierno
een-vee'eir-noh
work (verb)
trabajar
trah-bah-hahr
video
video
vee-dae-oh
year
afio
ahn-yo
73
-------
PART IV
The Written Stuff
In this section we will provide you with an introduction
letter and information on how and when to use a
written questionnaire in lieu of an interview. We will
also provide you with an example of an appropriate
questionnaire.
74
-------
Introduction Letter
With a language barrier, it may be difficult to explain your
presence to a farmworker. The introduction letter on the
following page was designed to do that for you. It was written in
very basic terms for workers that may not be well educated. It
includes pictures, and is designed to be as least intimidating as
possible. It can be photocopied and taken into the field with you.
Please fill out a name and phone number of a bilingual contact in
your State Lead Agency that the worker can call if he or she has
questions or violations to report. If there is no bilingual contact
in your State Lead Agency, identify a bilingual contact in your
regional EPA office, and list that person. Remember, this letter
should never take the place of an audio introduction. (If you
need tips on how to do an introduction, please see "Notes on
Introducing Yourself in the interviewing section of this manual.)
75
-------
IHola!
Hola, me llamo .
Trabajo para ,
y es mi responsabilidad ver como se
usan los pesticidas en esta localidad.
Quisiera preguntarle del trabajo, lo
que hace usted, y de sus
conocimientos de La Norma de
Protection al Trabajador, la cual se creo para proteger a
los trabaj adores agricolas contra los efectos del contacto
con pesticidas. El proposito de esta entrevista es para
aprender acerca de la seguridad que se emplea al trabaj ar
con pesticidas en su lugar de trabajo. Tambien tengo un
cuestionario que voy a dejarle para que usted mismo
puede llenarlo. Si tiene
preguntas, por favor llame a
(nombre) de
(agencia) al
(telefono) .
IGracias!
76
-------
Hello!
Hello, my name is
I work for
and it is my responsibility to see how
pesticides are used at this location. I
would like to ask you some questions
about the work that you do and your
knowledge of the Worker Protection
Standard, which is a law that was created to protect
agricultural workers from the effects of contact with
pesticides. The purpose of this interview is to learn how
pesticide safety is implemented in your workplace. I also
have a questionnaire that I am going to leave that you can
fill out. If you have any questions, please call (name)
from
(agency)
at (phone)_
Thank you!
77
-------
When an interview is getting you nowhere...
Sometimes, no matter how hard you try, an interview just may
not be possible. For these instances, we have included a written
questionnaire that you can give to farmworkers. You can have
the worker fill this out and give it back to you while you are on-
site. Because it is not nearly as comprehensive as an interview,
the questionnaire is to be used only as a last resort. There are
several reasons for this:
• Questionnaires are impersonal, and you may not receive any
response if you leave it with a worker.
• It is not uncommon for farmworkers to be illiterate, even in
their own language.
• "Good" questionnaires are generally short and to the point.
This means that they contain yes/no type questions. As you
know from the section on interviewing, these questions are
less than ideal for getting the "real story."
So use the questionnaire with caution. And again, we stress that
you should always, always, ALWAYS, attempt an interview before
resorting to the questionnaire.
-------
Marque si o no con una X para cada pregunta. Deje en bianco cualquier pregunta que no pueda contestar. Al
final del cuestionario hay espacio para sus comentarios.
Pregunta
iHace usted cualquiera de las siguientes tareas: deshierbar, quitar retofios,
cosechar, o mover sistemas de riego?
dHace usted cualquiera de las siguientes tareas: aplicar pesticidas, ayudar con
las aplicaciones de pesticidas, o limpiar los envases de pesticidas?
£E1 cartel de abajo (A) "Protejase de los pesticidas" y la information sobre el
hospital o clinica mas cercana, estan colocados en su sitio de trabajo?
iHa visto usted un registro de las aplicaciones de pesticidas en el lugar donde
trabaja?
dLe permiten descansar y tomar bastante agua durante el trabajo?
dRecuerda haber recibido algiin tipo de entrenamiento sobre pesticidas (por
ejemplo un video o una presentation) en los ultimos 5 anos?
dHay agua, jabon y toallas desechables a su alcance cuando trabaja en el campo
i.
2.
3-
4-
5-
6.
7-
8. Cuando usted tiene que aplicar un pesticida, die da su patron equipo de
protection personal limpio?
9. En caso de ser expuesto a pesticidas, die proporcionaria su patron transporte al
hospital o clinica?
10. dAlguna vez se le ha pedido que deje pasar un tractor rociando pesticidas en el
campo (fil) y que despues usted siga trabajando detras del tractor?
11. dHa entrado usted a un area en donde se aplicaron pesticidas antes de que
pasaran cuatro horas despues de la aplicacion?
12. dHa usted sido rociado con cualquier pesticida durante el tiempo que ha
trabajado con su patron?
13. dSe le avisa de los sitios donde se aplicaron pesticidas oralmente y con el letrero
de abajo (B) ?
Comentarios:
Si No
O O
O O
o
o o
o
o
o
o
o o
o o
o o
o
o o
79
DANGER PELIGRO
PESTICIDES PESTICIDAS
KEEP OUT
NOENTRE
B.
-------
Mark yes or no with an X for each question. Leave any question blank that you cannot answer. At
the end of the questionnaire, there is space for your comments.
Question
1. Do you perform any of the following tasks—weeding, suckering, harvesting, or
moving irrigation pipes?
2. Do you perform any of the following tasks—pesticides application, assistance
with pesticide application, or rinsing pesticide containers?
3. Is this pesticide safety poster below (A) and information about the nearest
hospital or clinic posted at your place of work?
4. Have you ever seen a list of pesticides applied in your workplace?
5. Are you allowed to take breaks and drink plenty of water while working?
6. Do you remember having received any pesticide safety training (e.g. video or
oral presentation) in the last 5 years?
7. Are water, soap, and single use towels available close by when you work?
8. Does your employer give you clean personal protective equipment if you have
to apply pesticides?
9. If exposed to pesticides would the grower provide you transportation to the
hospital or clinic?
10. Have you ever been working and had to step to the side so a tractor could
continue spraying and then had to start working behind it?
11. Have you entered an area before the completion of four hours after it has been
sprayed?
12. Have you ever been sprayed with any pesticides on this farm while working?
13. Are you told orally and with the sign below (B) about where pesticides have
been applied?
Comments:
Yes No
O O
O O
O O
O O
O O
O O
O O
O O
O O
O O
O O
O O
O O
DANGER PELIGRO
PESTICIDES PESTICIDAS
80
KEEP OUT
NOENTRE
B.
-------
This guide was developed in 2004-05 by Amber Davis and Christine
Fortuin of EPA Region 4. We welcome your comments, suggestions,
and corrections. All correspondence should be directed to:
Amber Davis and/or Christine Fortuin
USEPA4APT-PTSB
61 Forsyth Street SW
Atlanta, GA 30303
Amber may be reached by phone at 404.562.9014 and by e-mail at
davis.amber@epa.gov.
Christine may be reached by phone at 404.562.9003 and by e-mail at
fortuin.christine@epa.gov.
We are thankful to the numerous contributors who have provided
input and guidance along the way. They include:
Dr. Thomas Arcury - Wake Forest University School of Medicine
Carolyn Bernota - EPA Region 3
Terence Bonace - EPA Region 5
Sonia Cotto-Febo - Florida Department of Agriculture
Fabiola Estrada - EPA Region 9
Elizabeth Evans - EPA HQ Certification and Worker Protection
Branch
Linda Falk - EPA Region 6
Carmina Hanson - formerly of North Carolina Department of
Agriculture and Consumer Services
Kayla Labra - formerly of Southeast Georgia Communities Project
Edward Master - EPA Region 5
Rafael Paonessa - Texas Department of Agriculture
Kristie Raymond - EPA Region 7
Carolyn Schroeder - EPA Certification and Worker Protection Branch
Amar Singh - EPA Office of Enforcement and Compliance
Luis Urias Rodriguez - Idaho State Department of Agriculture
Judith Schutter - ECO intern, EPA HQ Communication Services
Branch
81
-------
Page Intentionally Blank
-------
United States Office of Enforcement EPA 305-E-07-002
Environmental Protection and Compliance December 2007
Agency Assistance
Breaking Barriers:
A Pesticide Inspectors' Manual for
Interviewing Spanish Speaking
Agricultural Workers on the
Worker Protection Standard
Screening Interview Flipchart
-------
Worker Protection Standard (WPS)
Screening Interview Flipchart
This flipchart is designed to assist WPS inspectors interview Spanish
speaking farmworkers with limited English skills. This is designed as a
screening interview tool, meaning you are not expected to get detailed
information from the workers using this flipchart, but you should be
able to get enough information to know if something needs to be
investigated further (which may mean returning with an interpreter).
The questions are simple and generally require a yes or no response.
Remember also that farmworkers may know a bit of English, or even a
substantial amount of English, but might be shy about using it with you
(just as you may be shy about trying your Spanish!). If workers see that
you are willing to try their language, they may be more willing to try
yours.
-------
WPS Screening Interview Flipchart Instructions
The WPS Screening Interview Flipchart contains 12 key WPS questions. Each question is divided
into two pages — one page for the worker and one for the inspector. Pages may be laminated to
make them durable for field use and put into a spiral bound folder.
The worker pages have a question written in Spanish, followed by the English translation. A
large picture illustrates the corresponding question. The inspector pages have the same
questions—first in English, then in Spanish, and finally in phonetic Spanish (syllables in bold
print should be stressed). The inspector pages have a place for inspectors to make notes about
the interview. Assuming the fllpchart is laminated, the inspector should make notes with a dry
erase marker that can be erased after the inspectors' report is written and allow re-use of the
flipchart for future interviewing. The inspector may also wish to make use of the optional
checklists provided with this flipchart to create records of each of their interviews. The checklists
are designed to be paper records of each interview. It is recommended that the inspector make
multiple photocopies of these for future use.
The flipchart may be used either standing in the field or sitting at a table. The inspector should
begin the interview by introducing him/herself. (For tips on how to do an introduction, please
see "Notes on Introducing Yourself in the interviewing section of the Breaking Barriers: A
Pesticide Inspectors' Manual for Interviewing Spanish Speaking Agricultural Workers on the
Worker Protection Standard.) The introduction should give you a hint as to whether the
interview should be conducted in Spanish or English. When the WPS questions begin, the
inspector should position him/herself so that he/she can read the inspector questions and the
worker can see the worker pages. Remember to take it slow and have fun!
-------
tPodria hacerle algunaspreguntas sobre su trabajo?
May I ask you some questions about your work?
-------
May I ask you some questions about your work?
dPodria hacerle algunas preguntas sobre su trabajo?
dPoh-dree-ah ah-sehr-lae ahl-goo-nahs
prae-goon-tahs soh-brae sue trah-bah-ho?
-------
fecha
date
i
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4 5
11 12
18 19
25 26
6 7
13 14
2O 21
27 28
mes
month
enero
January
febrero
February
marzo
March
abril
April
mayo
May
junio
June
julio
July
agosto
August
septiembre
September
octubre
October
noviembre
November
diciembre
December
ano
year
1988 1997 2006
1989 1998 2007
1990 1999 2008
1991 2OOO 2OO9
1992 2OO1 2O1O
1993 2002 2011
1994 2OO3 2O12
1995 2OO4 2O13
1996 2OO5 2O14
^Cudndo empezo a trabajar aqui?
When did you begin working here?
-------
1
8
15
22
29
date
fecha
feh-cha
234567
9 10 11 12 13 14
16 17 18 19 2O 21
23 24 25 26 27 28
30 31
month
mes
mehs
enero Julio
January July
febrero agosto
February August
marzo septiembre
March September
abril octubre
April October
mayo noviembre
•/
May November
•/
junio diciembre
«/
June December
year
ano
ahn-yoh
1988 1997 2OO6
1989 1998 2OO7
1990 1999 2OO8
1991 2OOO 20O9
1992 2OO1 2O1O
1993 2OO2 2O11
1994 2OO3 2O12
1995 2OO4 2O13
op
1996 2005 2014
Enseneme.
When did you begin working here?
Ehn-seyn-yeh-meh. •/^* ' j ' i T\
tCuando empezo a trabajar aqui?
£Kivan-doh ehm-peh-zoh ah trah-bah-har ah-kee?
-------
dTrabaja usted en el campo?
Do you work in the field?
-------
Do you work in the field?
dTrabaja usted en el campo?
tTrah-bah-ha oo-sted ehn ehl kam-poh?
-------
tUsted mezcla o aplica pesticidas?
Do you mix or apply pesticides?
-------
Do you mix or apply pesticides?
^listed mezcla o aplica pesticidas?
tOo-sted mez-klah oh ah-plee-kah
pehs-teh-see-dahs?
-------
visto un video sobre seguridad de pesticidas?
Have you seen a video about pesticide safety?
-------
Have you seen a video about pesticide safety?
dHa visto un video sobre seguridad de pesticidas?
vee-stoh oon vee-dae-oh soh-brae
seh-guh-ree-dahd dae pehs-teh-see-dahs?
-------
PROTECT
YOURSELF
FROM
PESTICIDES
PROTEJAS
DELOS
PESTICIDAS
» •—• l^crtldilesmaybcoiipluilAitud
> 10 sail, ui irrigation water, or drifting
_ &f, "'--'k -*4 froiilncaTbyappHoitiiinv,
' »i i. V-SU iSfeiiJi.
Los pcsUclda; pu«J«fl «mr en Inv
plannn a
-------
Have you seen this pesticide safety poster?
uisto este cartel sobre seguridad de pesticidas?
vee-stoh eh-steh cahr-tel soh-brae
seh-guh-ree-dahd dae pehs-tee-see-dahs?
-------
DANGER PELIGRO
PESTICIDES PESTICIDAS
KEEP OUT
NO ENTRE
1101
visto las senales de "no entre"?
Have you seen the "keep out" signs?
-------
DANGER PELIGRO
PBUCIDES PESTCIDAS
KEEP OUT
NO ENTRE
Have you seen the "keep out" signs?
dHa visto las senales de "no entre"?
6Ah vee-stoh lahs sehn-yahl-es dae
"noh ehn-trae"?
-------
dQuien le dice que alguien va a aplicar pesticidas?
Who tells you that someone is going to apply pesticides?
-------
Note to inspector - you may hear these
answers:
"Jefe" (heh-fae) = boss
"Patron" (pah-trohri) = owner / boss
Who tells you that someone is going to apply pesticides?
tQuien le dice que alguien va a aplicarpesticidas?
dKehn lae dee-sae kae ahl-gyehn
vah ah ah-plee-cahr pehs-teh-see-dahs?
-------
tUsted entra al area mientras aplicanpesticidas?
Do you enter the area while people are applying pesticides?
-------
Do you enter the area while people are applying pesticides?
dUsted entra al area mientras aplican pesticidas?
dOo-sted en-trah ahl ah-ree-uh
mien-trahs ah-plee-kahn pehs-teh-see-dahs?
-------
dSe ha sentido enfermo cuando estaba trabajando cerca de pesticidas?
Have you ever felt sick while working around pesticides?
-------
Have you ever felt sick while working around pesticides?
iSe ha sentido enfermo cuando estaba trabajando cerca de pesticidas?
ah sehn-tee-doh en-fehr-moh kwan-doh
ehs-tah-bah trah-bah-hahn-doh ser-kah dae pehs-teh-see-dahs?
-------
dHayjabon, agua, y toallas depapel cerca de su lugar de trabajo?
Are soap, water, and paper towels available near your worksite?
-------
Are soap, water, and paper towels available near your worksite?
dHayjabon, agua, y toallas depapel cerca de su lugar de trabajo?
il hah-bohn, ah-gwah, e toh-why-yahs dae
pah-pehl ser-kah dae sue loo-gahr dae trah-bah-hoh?
-------
r
dQue sepone cuando trabaja con pesticidas?
What do you wear when you work with pesticides?
-------
mangas largas
traje resistente a
quimicos
mascara
para polvo
sombrero
gafas
guantes
respirador
botas
pantalones
What do you wear when you work with pesticides?
e sepone cuando trabaja con pesticidas?
tKae sae poh-nae kwan-doh
trah-bah-hah kohn pehs-teh-see-dahs?
-------
racms
Gracias por su tiempo.
Thank you for your time.
-------
racms
Thank you for your time.
Gracias por su tiempo.
Grah-see'uhs pohr sue tee'em-poh,
-------
Optional Interview Checklist
Name of interviewee
Date of beginning work on this establishment
Works in field YD NO
Works with pesticides Y O N D
Has seen video YD N D
Has seen safety poster YD NO
Has seen do not enter signs YD NO
Person who gives notice of pesticide application _
Enters field during pesticide application YD NO
Has felt sick during work Y O NO
Decontamination site near work area YD NO
(For handlers)
PPE he/she indicated: Other Notes:
Hat O
Gloves O
Pants O
Short sleeve shirt O
Long sleeve shirt Q
Boots O
Apron O
Goggles O • —
Respirator O
Dust mask O
Protective suit O
Other:
-------
Optional Interview Checklist
Name of interviewee
Date of beginning work on this establishment
Works in field YD N D
Works with pesticides YD N D
Has seen video YD N D
Has seen safety poster YD NO
Has seen do not enter signs YD N D
Person who gives notice of pesticide application _
Enters field during pesticide application YD N D
Has felt sick during work YD N D
Decontamination site near work area YD NO
(For handlers)
PPE he/she indicated: Other Notes:
Hat O
Gloves O
Pants O
Short sleeve shirt O
Long sleeve shirt O
Boots O
Apron O
Goggles O
Respirator D
Dust mask D
Protective suit O
Other:
-------
Optional Interview Checklist
Name of interviewee
Date of beginning work on this establishment
Works in field Y O NO
Works with pesticides Y O NO
Has seen video Y Q NO
Has seen safety poster Yd N O
Has seen do not enter signs Y O NO
Person who gives notice of pesticide application _
Enters field during pesticide application YD NO
Has felt sick during work Y O NO
Decontamination site near work area YD NO
(For handlers)
PPE he/she indicated: Other Notes:
Hat O
Gloves O
Pants O
Short sleeve shirt O
Long sleeve shirt O
Boots O
Apron O
Goggles D
Respirator O
Dust mask O
Protective suit O
Other:
------- |