This document discusses translation in language learning from key stage 2 through 5. It addresses translating into both the first language (L1) and second language (L2), exploring issues of literacy, vocabulary and grammar development, and cultural understanding. A range of tools and approaches for translation are presented, including the use of online resources, literature, news articles, social media posts and songs. Benefits and challenges of different translation activities are considered.
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Teaching Arabic Speakers: Linguistic and Cultural Considerations, Shira Packerspacke
Teaching English to Arabic Speakers: Cultural and Linguistic Considerations
In the past few years, more Arabic speakers have come to Canada to learn English than ever before. The workshop aims to present cultural and linguistic information that is useful to English teachers of native Arabic-speaking learners. Participants will learn how to anticipate challenges with regards to teaching grammar, pronunciation, literacy, and critical thinking skills to native Arabic speakers.
Motivate all your language learners 23 nov13Isabelle Jones
Copy of the slides for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Teaching Arabic Speakers: Linguistic and Cultural Considerations, Shira Packerspacke
Teaching English to Arabic Speakers: Cultural and Linguistic Considerations
In the past few years, more Arabic speakers have come to Canada to learn English than ever before. The workshop aims to present cultural and linguistic information that is useful to English teachers of native Arabic-speaking learners. Participants will learn how to anticipate challenges with regards to teaching grammar, pronunciation, literacy, and critical thinking skills to native Arabic speakers.
Penerjemah Bahasaalat penerjemah bahasa inggris, aplikasi penerjemah bahasa inggris, interpreter, jasa penerjemah bahasa inggris, kamus penerjemah bahasa inggris, kamus penerjemah bahasa inggris ke indonesia, lowongan penerjemah bahasa inggris, Penerjemah bahasa, penerjemah bahasa indonesia inggris, penerjemah bahasa indonesia ke bahasa inggris, penerjemah bahasa indonesia ke inggris, penerjemah bahasa inggris, penerjemah bahasa inggris indonesia, penerjemah bahasa inggris ke bahasa indonesia, penerjemah bahasa inggris ke indonesia, penerjemah bahasa inggris online, situs penerjemah bahasa inggris, software penerjemah bahasa inggrisJasa Translate
Jasatranslate.net
Listening comprehension development in EFL LearnersLarry Lynch
techniques used in developing listening comprehension skills in English as a foreign language students at the Santiago de Cali University in Cali, Colombia
Handout for the "Motivate ALL your language learners!-Differentiation revisited" session at Manchester Grammar School (for ALL), Saturday 23rd November 2013
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Digital Artifact 2 - Investigating Pavilion Designs
Isabelle jones-lost in translation
1. Isabelle Jones, Alderley Edge School for GirlsIsabelle Jones, Alderley Edge School for Girls
http://isabellejones.blogspot.comhttp://isabellejones.blogspot.com
icpjones@yahoo.co.ukicpjones@yahoo.co.uk Twitter:Twitter: @icpjones@icpjones
2. • What is translation? What is the point?What is translation? What is the point?
• Translation into L1: literacy and access issues, tools andTranslation into L1: literacy and access issues, tools and
approaches (ks2-ks5)approaches (ks2-ks5)
• Translation into L2: development of sentence building andTranslation into L2: development of sentence building and
productive skills, tools and approaches (ks2-ks5)productive skills, tools and approaches (ks2-ks5)
• Translation and grammarTranslation and grammar
• Translation and cultural understanding: towards creativity…Translation and cultural understanding: towards creativity…
3. The English word "translation" derives from the LatinThe English word "translation" derives from the Latin trans- andtrans- and
from fero,from fero, together meaning "a carrying across" or "a bringingtogether meaning "a carrying across" or "a bringing
across".across".
The Ancient Greek term for translation, metaphrasis, "a
speaking across", has supplied English with “metaphrase”,
a "literal," or "word-for-word," translation, compared with
paraphrasis or "paraphrase“, "a saying in other words“.
Translation can be viewed as a sprectrum between metaphraseTranslation can be viewed as a sprectrum between metaphrase
and paraphrase, with the meaning of the original text to beand paraphrase, with the meaning of the original text to be
carried across to a written translation, remaining as close to thecarried across to a written translation, remaining as close to the
original as possible in terms of syntax.original as possible in terms of syntax.
4. Interpretation or interpreting is the facilitating of oral or sign-
language communication, either simultaneously or
consecutively, between users of different languages.
An inte rpre te r is a person who converts a thought or expression
in a source language into an expression with a comparable
meaning in a target language either simultaneously in "real time"
or consecutively when the speaker pauses after completing one
or two sentences.
The interpreter's function is to convey every semantic element as
well as tone and register and every intention and feeling of the
message.
5. At A Level:
•Consolidates assimilation of syntax by constructing and
deconstructing text in the foreign language: looking at use
of nouns, adjectives, specific tenses and moods…
•Provides a focus on topic-specific vocabulary
•Encourages reflection on style in yourmothertongue
6. At GCSE:
•Explicit teaching of grammar and vocabulary from
syllabus
•Can provide a focus on sentence-building and accuracy
when developing productive skills
•Support vocabulary-building and the development of
listening and reading
7. KS2-KS3:
•Ensures that grammar and vocabulary are taught
explicitly
•Helps unpackspecific grammatical items
•Can provide a focus on accuracy and logical approach to
language learning
•When into L1, it can appear as a real life activity e.g. sign
translation
8.
9. L2 to L1 (translating into English)L2 to L1 (translating into English)
+ Enjoyable challenge especially for more able+ Enjoyable challenge especially for more able
studentsstudents
+ The extension of a natural skill?+ The extension of a natural skill?
-Not encouraging use of TL in class-an EnglishNot encouraging use of TL in class-an English
lesson in disguise?lesson in disguise?
-Access issues (EAL and other SN)Access issues (EAL and other SN)
=>Currently the worse skill at A2-impact of marking=>Currently the worse skill at A2-impact of marking
scheme?scheme?
10. L1 to L2 (translating into foreign language)L1 to L2 (translating into foreign language)
+ Intellectual challenge+ Intellectual challenge
+ Focus on grammar, vocabulary and accuracy+ Focus on grammar, vocabulary and accuracy
+ Real life combination when trying to speak or write the language+ Real life combination when trying to speak or write the language
-Logical puzzle rather than real communication-demotivating?Logical puzzle rather than real communication-demotivating?
-Focus on accuracy can be a hindrance for speaking and writingFocus on accuracy can be a hindrance for speaking and writing
-Feels like a test and does not lead to more language acquisition forFeels like a test and does not lead to more language acquisition for
pupils who find it hard to apply rules across different contexts.pupils who find it hard to apply rules across different contexts.
11.
12. • Understanding new vocabulary: word familiesUnderstanding new vocabulary: word families
and etymologyand etymology
• Noun => verbNoun => verb
• Noun => adjective => verbNoun => adjective => verb
• Prefixes/ suffixes (Greek/Latin)Prefixes/ suffixes (Greek/Latin)
• ““Awkward English”Awkward English”
• http://blogs.transparent.com/language-news/2014http://blogs.transparent.com/language-news/2014
• Original or stolen?Original or stolen?
• httphttp://www.etymonline.com/index.php://www.etymonline.com/index.php
13. • Idioms and translationIdioms and translation
• http://http://
enseigner.tv5monde.com/fle/les-expressions-francaises-le-corpsenseigner.tv5monde.com/fle/les-expressions-francaises-le-corps
• http://http://
enseigner.tv5monde.com/fle/les-expressions-francaises-les-alimentsenseigner.tv5monde.com/fle/les-expressions-francaises-les-aliments
• Use of resourcesUse of resources
Free Collins online dictionaryFree Collins online dictionary
http://www.collinsdictionary.com/dictionary/english?showCookiePolicy=truhttp://www.collinsdictionary.com/dictionary/english?showCookiePolicy=tru
Text-to-speech:Text-to-speech:
http://text-to-speech.imtranslator.net/http://text-to-speech.imtranslator.net/
Reading support:Reading support:
http://lingro.com/http://lingro.com/
14. • short storiesshort stories
new articlesnew articles
songssongs
adverts, postersadverts, posters
magazine articlesmagazine articles
publicationspublications
scenes from playsscenes from plays
poetry/song lyricspoetry/song lyrics
poem forms such as haikupoem forms such as haiku
fairy talesfairy tales
rhymesrhymes
tongue twisterstongue twisters
lettersletters
Cartoon strips, comicsCartoon strips, comics
proverbsproverbs
jokesjokes
http://all-literature.wikidot.com/
Using literature
18. Writing frames?Writing frames?
• Unsatisfying?
• Not encouraging independent writing?
• Use of model texts and reference materials to
• Pupils identify which structures will be kept from the
model (word/ printing + highlighting)
• Pupils are given prompt and they have to suggest how the
sentences could be completed => literal / proper
translation
19. • Vocabulary testVocabulary test
• Oral /written dominoesOral /written dominoes
(words or phrases)(words or phrases)
• Gap-fill exerciseGap-fill exercise
• Translation of sentencesTranslation of sentences
illustrating a specificillustrating a specific
grammatical pointgrammatical point
• Find the EnglishFind the English
phrases in the T L textphrases in the T L text
• Redraft someone else’sRedraft someone else’s
translationtranslation
English => TL TL => English
• Vocabulary test
• Oral /written dominoes (words or
phrases)
• Redraft someone else’s
translation
• Add titles (in English) to text in T
L
• Paraphrase or summarise
• Question and answer in English
• True / false or multiple choice
• Subtitles
20. • Quickfire ball gameQuickfire ball game
• ““running translation”running translation”
• Jigsaw translation of sameJigsaw translation of same
text + peer assessment/text + peer assessment/
evaluationevaluation
• Fill in the gap exercises in TLFill in the gap exercises in TL
with words provided in Englishwith words provided in English
• Menus and recipesMenus and recipes
• Dictation-translationDictation-translation
• Spot the mistake translationsSpot the mistake translations
English => TL TL => English
• Group translation/
comparisons/ evaluation
• “running translation”
• Choose the best translation
(multiple choice)
• Questions in English
• Leaflets and instructions
22. Hace tiempo atrás, errores cometíHace tiempo atrás, errores cometí
mirabas sin parar, tratando de fingirmirabas sin parar, tratando de fingir
me hallaste, me hallaste, me hallasteme hallaste, me hallaste, me hallaste
Luego no te importé, pero eso me gustóLuego no te importé, pero eso me gustó
cuando me enamoré, huiste con mi amorcuando me enamoré, huiste con mi amor
me heriste, me heriste, me heristeme heriste, me heriste, me heriste
Me di cuenta que yo, nada soy para tiMe di cuenta que yo, nada soy para ti
me di cuando amor, que un tonto yo fuime di cuando amor, que un tonto yo fui
Siempre supe desde que te conocí, que un problemaSiempre supe desde que te conocí, que un problema
eraseras
me enseñaste lugares donde nunca fui, y aún así meme enseñaste lugares donde nunca fui, y aún así me
humillashumillas
Siempre supe desde que te conocí, que un problemaSiempre supe desde que te conocí, que un problema
eraseras
me enseñaste lugares donde nunca fui, he despertadome enseñaste lugares donde nunca fui, he despertado
y ahora en el suelo estoy…y ahora en el suelo estoy…
No se disculpará, no me verá llorarNo se disculpará, no me verá llorar
él sólo fingirá, que no tuvo la culpaél sólo fingirá, que no tuvo la culpa
alguna, alguna, algunaalguna, alguna, alguna
Rumores escuché, confirman la verdadRumores escuché, confirman la verdad
al fin pude entender, que sólo fui una másal fin pude entender, que sólo fui una más
no hay duda, no hay duda, no hay dudano hay duda, no hay duda, no hay duda
Me di cuenta que yo, nada soy para tiMe di cuenta que yo, nada soy para ti
me di cuando amor, que un tonto yo fuime di cuando amor, que un tonto yo fui
Siempre supe desde que te conocí, que un problemaSiempre supe desde que te conocí, que un problema
eraseras
me enseñaste lugares donde nunca fui, y aún así meme enseñaste lugares donde nunca fui, y aún así me
humillashumillas
Siempre supe desde que te conocí, que un problemaSiempre supe desde que te conocí, que un problema
eraseras
me enseñaste lugares donde nunca fui, he despertadome enseñaste lugares donde nunca fui, he despertado
y ahora en el suelo estoyy ahora en el suelo estoy
en el suelo, suelo, suelo…en el suelo, suelo, suelo…
Cuando el miedo está, empiezo a preguntarCuando el miedo está, empiezo a preguntar
¿si me pudiste amar?, quizás¿si me pudiste amar?, quizás
¿a alguien más?¿a alguien más?
di la verdaddi la verdad
https://youtu.be/lwZH7OBj6EcI knew you were trouble
Once upon time, a few mistakes ago
I was in your sights, ou got me alone
You found me, you found me, ou found me
I guess you didn't care, and I guess I liked that
And when I fell hard, ou took a step back
Without me, without me, without me
And he's long gone, when he's next to me
And I realize the blame is on me
'Cause I knew you were trouble when you walked in
So shame on me now
Flew me to places I'd never been, so you put me down oh
I knew you were trouble when you walked in
So shame on me now, flew me to places I'd never been
Now I'm lying on the cold hard ground
Trouble, trouble, trouble…
No apologies, he'll never see you cry
Pretend he doesn't know, that he's the reason why
You're drowning, you're drowning, you're drowning
And I heard you moved on, from whispers on the street
A new notch in your belt is all I'll ever be
And now I see, now I see, now I see
He was long gone, when he met me
And I realize now the joke is on me
I knew you were trouble when you walked in…
When your saddest fear comes creeping in
That you never loved me or her or anyone or anything…
I knew you were trouble when you walked in…
I knew you were trouble when you walked in
Trouble, trouble, trouble
I knew you were trouble when you walked in
Trouble, trouble, trouble…
23. • What is translation? What is the point?What is translation? What is the point?
• Translation into L1: literacy and access issues, tools andTranslation into L1: literacy and access issues, tools and
approaches (ks2-ks5)approaches (ks2-ks5)
• Translation into L2: development of sentence building andTranslation into L2: development of sentence building and
productive skills, tools and approaches (ks2-ks5)productive skills, tools and approaches (ks2-ks5)
• Translation and grammarTranslation and grammar
• Translation and cultural understanding: towards creativity…Translation and cultural understanding: towards creativity…
24. Isabelle Jones, Alderley Edge School for GirlsIsabelle Jones, Alderley Edge School for Girls
http://isabellejones.blogspot.comhttp://isabellejones.blogspot.com
icpjones@yahoo.co.uk Twitter: @icpjonesicpjones@yahoo.co.uk Twitter: @icpjones