SNAP Language Access Study

State agencies and territories that receive federal financial assistance to administer SNAP are required to comply with Title VI of the Civil Rights Act of 1964 (Title VI) and its implementing regulations for the USDA (at 7 CFR 15), including language access provisions. Thus, SNAP agencies must have policies and procedures in place to ensure that vital information and materials such as applications, recipient notices, and information on digital platforms are available in languages that individuals with limited English proficiency (LEP) can understand. Additionally, agencies must ensure that program staff are trained on procedures, including the use of qualified interpreters, to provide meaningful access to program information for individuals with LEP. These requirements extend to nutrition education (SNAP-Ed), employment and training supports (SNAP E&T), SNAP outreach and disaster assistance SNAP (D-SNAP).

Despite these requirements, there is very little existing research on how SNAP state agencies are implementing these requirements and providing language access services to individuals with LEP. The purpose of this study was to help fill this knowledge gap and understand the steps state agencies take to ensure that individuals with LEP have meaningful access to SNAP, determine whether state agencies understand existing guidance on the language access requirements, understand state agencies’ perceptions of the resources available to properly implement LEP plans, policies, and procedures to meet federal regulations and guidance, and finally understand how language access policies, plans, procedures, and operations function at the local level.

Key Findings

• Many state agencies conducted a four-factor analysis¹ to determine language assistance service needs and resources available to serve people with limited English proficiency (LEP) and have a language access plan (LAP).
• Spanish is the most common language among low income LEP individuals followed by Chinese, Arabic, Vietnamese, Korean, and Russian.
• Almost all state agencies translated multiple documents into languages other than English. Only one state agency did not translate any document.
• All state agencies provided at least one type of oral language assistance service.
• The types of training for frontline staff on how to work with LEP participants varied among state agencies.
• The most common challenges reported by state agencies in providing language assistance services are not having enough bilingual or multilingual staff and lack of funding.

¹ The four factors for assessing LEP needs are: (1) The number or proportion of individuals with LEP eligible to be served or likely to be encountered within the area serviced by the recipient; (2) The frequency with which individuals with LEP come in contact with the program or activity; (3) The nature and importance of the program, activity, or service to people's lives; and (4) Resources available to the SNAP dtate agency and the costs of language services.