Erin King
SLM:521 MC
Fall, 2003
Translation Elective
Translation Web
Sites:
Prompt-Reverso Online: http://translation2.paralink.com
Systran Information and Translation
Technologies:
http://www.systransoft.com
Babel Fish at Altavista: http://world.altavista.com
There are a number
of reasons for knowing how to use translation sites in a school. I find this elective particularly useful, as
I teach in a school where many of my students and parents speak another
language.
Here are some ideas
of instructional situations where translating will be useful:
1. Newsletters – every month we do a newsletter
for the parents with the important information concerning our classes. Using the translation tools, newsletters can
be available for every family.
2. Notices home – along with newsletters, we
often need to get important information home to parents. This could be something regarding an incident
at school, child performance, or even field trips. Being able to translate this information would
make that communication so much easier!
3. Pen pals – what a great way to learn more
about other cultures than to have a pen pal!
Using these easy to use sites, students won’t have to limit themselves
to pen pals that speak English.
4. Topic introduction – Being able to translate
the initial concepts of a lesson for students with limited English skills would
really help students better understand the idea.
5. ESOL students – while it is expected that all
students are instructed in English, being able to translate basic sight words
into the student’s native language and then putting it alongside the same
word/phrase in English could really help the students learn faster.
Here is an example
of using a translation service in the classroom. This is a blurb from our fall newsletter in
English and then in Chinese, Korean, and Spanish, the main languages spoken in
my room.
Now that they have learned some strategies for before, during and after reading, the students are ready to put them to use. They have been busy making connections with the stories they have read or listened to in class. We discussed how making connections helps up to better understand what we read. The students are also learning about story structure and are focusing on characters, setting, problem & solution, and plot.
Chinese:
由于他们学习了一些战略用于以前，期间和在阅读以后，学生准备好把他们向使用提出。他们是忙的跟故事一起做出联系他们阅读或者听了到在课中。我们讨论怎样做出联系帮忙高达好理解我们读的。学生也在学习故事结构和在以字，设置，问题和解决方案为重点，和共同策划。
Korean:
그들이 읽기의 앞에를 위해,동안에 그리고다음에
사용에 그들을 두게 몇몇 전략을 배울 이니까,
학생은 준비되어 있는다. 그들은 만들n
종류안에를 읽으나 들은 이야기에 계속 바쁘다
연결. 우리가 읽는 것을 연결함것이 더 나은까지
이해하는 돕 까 라고 우리는 토론했다. 학생은
이야기 구조에 관하여 또한 배우고 그리고 특성에,
조정, 문제 & 해결책, 및 작의 초점을 맞추고
있다.
Spanish:
Ahora que
ellos han
aprendido algunas estrategias para antes, durante y después de la lectura, los estudiantes
están listos a ponerlos para usar.
Ellas han
sido uniones de fabricación ocupadas con las historias que
ellos han leído o han escuchado
a en la clase. Hablamos