Much of MA can be taught with demonstration and gesture - while I've never had a student with a different oral language, I did have one who was deaf and used ASL and a notepad - she was quite good at copying movements, and we created signals for various patterns, exercises and drills. I also know of a deaf man who earned, I think (it's been some years) either his II or III Dan BB - he had a friend in class who was fluent in ASL, and was constantly looking at her for instructions. Given my choice, I would rather work out signals such as I did with my student (she had other health problems and was unable to continue - the oxygen tank kept getting in the way) than have to rely on another student; what would you do on the one night that the deaf student came and the translator didn't?
Also, since we use Korean terms in class that everyone has to learn, I think that would help non-English speakers; it would just mean that all directions would have to be demonstrated until they learned the Korean terms, rather than giving the Korean and English terms together until new students learn the Korean, which is what generally happens.