Like many children of foreign-born parents, 11-year-old Yemni Lizeth Gonzalez often finds herself working as an interpreter for her mother and father, who are from Mexico.

"I help them out a lot," said Yemni, a sixth grader at Chewning Middle School. Just last week, she found herself translating medical information in the hospital, she said.

But at a recent parent workshop hosted by Durham Public Schools, Yemni was able to sit back and nibble on a piece of pizza while someone else -- an actual interpreter -- helped get her Spanish-speaking parents up to speed.

A little more than two years ago, the school district had only two full-time interpreters to run parent conferences, translate documents, register non-English speakers for school and help host at district-wide events.

As the number of non-English speaking students in the district approaches about 5,000, demand for interpreters has grown rapidly. In just the past two years, Durham has created five additional full-time positions for interpreters, including the addition of two this month.

"It's understanding where the need is, and covering those areas in a more efficient way," said Mercedes McCurley, an interpreter who spends much of her time at schools.

The staffers fulfill different needs. Some work in a student-registration office, explaining district policies and testing students for their English proficiency. Others, such as McCurley, spend most of their time working at schools. Their work is separate from that of ESL teachers, who work with students in class. They all work together to translate hundreds of documents, from field-trip forms to magnet applications, and help at big events. All speak Spanish, the most demanded language here. When the district needs help with Chinese, Arabic or other languages, they use contractors and volunteers.

"We try to build good relationships," said Madeline Felekos, an interpreter who works with new students registering for school. "We want them to feel like they can come back or call us if they need anything."

The addition of the two new interpreters has allowed the district to assign them to high-need areas. This year, one native Spanish-speaking staffer is working with the district to reach Hispanic high-schoolers who have dropped out. Of the 222 Hispanic high-schoolers scheduled to graduate last year, only 37 percent earned their diplomas, according to a report from the N.C. Department of Public Instruction. Two other workers are also using their expertise working with mentally and physically disabled students to guide non English-speaking families through special education.

Last year, more than 4,600 students in Durham were enrolled in the English as a Second Language program. That number is expected to rise this year. In addition to all the families with ESL students, there are also plenty of students who speak fluent English, but have parents who are foreign-born and still require help.

Though Yemni is fluent in English after several years of ESL, her parents Eladio and Guadalupe Gonzalez feel more comfortable speaking in Spanish.

"I do know a few words here and there, but in a conversation, knowing a few words is not enough," Guadalupe Gonzalez said through an interpreter. "When it comes to education, you need the whole picture."

District officials were not always certain they were going to be able to fund two new interpreter positions this year, though school employees have cited great demand. Last spring, as the school board reviewed the district budget to send to county commissioners for approval, they tacked on a last-minute item allowing for the two positions. County commissioners ended up cutting the $104,000 item from the schools budget. But right before the school year began, the school district found a federal grant that would cover the cost, said Jennifer Bennett, who works in the schools' finance department.

The service doesn't just help parents who speak foreign languages navigate what can be a confusing system, McCurley said. It gives them a fair chance to become involved in their child's education, she said.

"Parents need to be empowered and be a strong supporter for their kids," she said.