Go into almost any school where a large number of pupils do not have a good grasp of English and you will find translation/interpretation services available, paid for from the school's budget (i.e. met by the taxpayer). This is most usually in the form of "classroom assistants".
As I have said before I have witnessed this at first hand and in one extreme case seven assistants were employed. Their sole purpose was to translate for those pupils who "did not have English as their first language". The progress in that classroom was, as you might expect, abysmally slow and somewhat chaotic and this was caused, not in small part, because even some of the classroom assistants did not seem particularly fluent in English. another downside is, of course, that progress for children who are fluent in English is dragged down to the level of progress maintained by the non-English speakers.
If anyone can explain to me how this is a good use of scarce resources I'd be interested to listen. The situation in some schools where this problem is prevalent is absolutely scandalous and those who think it does the UK good to "embrace diversity" in this way should go and have a look for themselves and then perhaps reconsider.