Translators communicate more than words

Dallas ISD interpreter Fernando Gomez did not plan on starting a second career after retirement.

He had already spent decades in classrooms and front offices in other school districts, moving from teacher to administrator to superintendent. But when he discovered educational interpreting, he felt something click.

“I decided to come back to something that would keep me active and at the service of others,” said Gomez, who recently became an interpreter with the district’s Translation Services department. “Interpretation and translation really caught my attention. I liked it a lot. It keeps me alert and it keeps me mentally sharp.”

On Sept. 30, Dallas ISD celebrates International Translation Day to honor the people who every day connect families and schools across languages.

Gomez grew up in Mexico and studied there before moving to the United States to attend university. He built his professional life in Texas schools, often serving in communities along the border where English and Spanish flow naturally in daily conversations. In those roles, he translated for parents, interpreted in meetings, and helped families navigate a system that could feel intimidating.

“In south Texas almost everyone can communicate in both languages,” he said. “Outside that area, families still need formal support. Parents may understand a little, but it is hard for them. They prefer someone who really knows both languages.”

After retiring from his work as a teacher and administrator, Gomez earned certifications in interpretation and began working in Wisconsin as an educational interpreter before joining Dallas ISD. The move allowed him to be closer to home and to return to the Texas school environment he knew so well.

Dallas, Gomez said, reminds him of Mexico City. The size of the city, the variety of neighborhoods, and the mix of cultures, food, and languages all make his work feel energizing rather than routine. At this stage in his life, he values that sense of discovery.

“At my retirement age, what I look for is to stay active and mentally sharp,” he said. “Living in a big city, getting to know different areas, different people, different cultures, that motivates me every day. It does not feel like work. It is satisfactory.”

For Gomez, good interpretation goes far beyond replacing one word with another. He describes written translation as more technical, with time to revise and choose precise terms. Interpretation in meetings is immediate and demanding. That pressure is increased in special education settings, where psychologists and specialists use highly specific medical and educational terms.

“In special education meetings the terms are very specialized,” he explained. “You have to understand the concepts. Sometimes four or five technical words come all together. That is the most difficult part.”

When he receives reports or glossaries ahead of time, he uses them to study acronyms and phrases so families can hear clear, accurate information about their children.

The emotional weight of the job can be just as challenging as the technical side. On multiple occasions, Gomez has had to interpret emotionally charged conversations.

“There have been very tense, very emotional situations,” he said. “I consider myself emotionally strong and very stable, and still I had to ask for a moment to calm myself so I could interpret the message. You have to keep the seriousness of the situation in your voice so the message does not lose its weight.”

More than anything, Gomez wants families and staff to see interpreting as a true profession, not a side task.

“Our work is as serious and as professional as that of a psychologist or a teacher or a nurse,” he said. “We are an integral part of education because we help keep the information flowing and help build trust between the school system and the community.