Cultural competence requires that organizations:
- have a defined set of values and principles, and demonstrate behaviors, attitudes, policies and structures that enable them to work effectively cross-culturally.
- have the capacity to (1) value diversity, (2) conduct self-assessment, (3) manage the dynamics of difference, (4) acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they serve.
- incorporate the above in all aspects of policy making, administration, practice, service delivery and involve systematically consumers, key stakeholders and communities.
Cultural competence is a developmental process that evolves over an extended period. Both individuals and organizations are at various levels of awareness, knowledge and skills along the cultural competence continuum. (adapted from Cross et al., 1989)
Linguistic Competence: Definition
The capacity of an organization and its personnel to communicate effectively, and convey information in a manner that is easily understood by diverse audiences including persons of limited English proficiency, those who have low literacy skills or are not literate, and individuals with disabilities. Linguistic competency requires organizational and provider capacity to respond effectively to the health literacy needs of populations served. The organization must have policy, structures, practices, procedures, and dedicated resources to support this capacity. This may include, but is not limited to, the use of:
- Bilingual/bicultural or multilingual/multicultural staff
- Cultural brokers
- Foreign language interpretation services including distance technologies
- Sign language interpretation services
- Multilingual telecommunication systems
- TTY
- Assistive technology devices
- Computer assisted real time translation (CART) or viable real time transcriptions (VRT)
- Print materials in easy to read, low literacy, picture and symbol formats
- Materials in alternative formats (e.g., audiotape, Braille, enlarged print )
- Varied approaches to share information with individuals who experience cognitive disabilities
- Materials developed and tested for specific cultural, ethnic and linguistic groups
- Translation services including those of:
- Legally binding documents (e.g., consent forms, confidentiality and patient rights statements, release of information, applications)
- Signage
- Health education materials
- Public awareness materials and campaigns
- Ethnic media in languages other than English (e.g., television, radio, Internet, newspapers, periodicals)
The organization must have policy, structures, practices, procedures, and dedicated resources to support this capacity.
Cultural and linguistic competence are inextricably linked. There are federal statutes and guidelines governing language access for individuals with limited English proficiency and those with disabilities
For additional Information, see:
- Policy Brief 2by the NCCC
- The National Health Law ProgramWeb site
- The Office of Civil RightsWeb site concerning persons with limited English proficiency
- The Department of Justice on the Americans with Disabilities Act
Goode & Jones (modified 2004). National Center for Cultural Competence, Georgetown University Center for Child & Human Development.
