I just finished reading a rather concerning Los Angeles Times article about English Language Learners in the Los Angeles Unified School District. The article discusses a study that was released on Wednesday which suggests that 30% of ELL students in LAUSD remain in English languages classes far too long – from primary grades into high school.
What the study doesn’t address is why these students remain in English Language Learning classrooms for so long. Is there an egregious lack of ELL education funding? Have culturally appropriate education translations been made available? What socio-political factors play a role in this learning gap? The article even mentions; “researchers say schools may avoid moving English learners into mainstream classes to keep test scores high.”
With such a variety of variables affecting how and when our ELL students are entering into mainstream classrooms, we need to get very serious about how we address English Language Learning. Considering 20% of elementary and secondary school children speak a language other than English at home it is absolutely crucial for our non-native English speaking students to become more competitive in school.
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Maggie
K12Translate
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Archive for the ‘Education’ Category
The State of English Language Learners
Wednesday, October 28th, 2009Education Translation Style Guides
Tuesday, October 20th, 2009
Most school districts translate into several languages. In fact, a common requirement for many districts is to provide written translations into the top 5 languages spoken in their region or translation for every 100 speakers of a language. Inevitably if you are translating into more than one language and working with numerous linguistic teams, you are bound to run into consistency issues.
Language inconsistencies may crop up in a variety of ways such as formatting preferences, fonts, literacy levels and how acronyms are translated. One way to minimize the amount of variance across languages and translation projects is to create a reference guide that captures the specifics for your school district. This reference document, or style guide, will provide clear direction to your translators on how the final education translations should be delivered while maintaining linguistic symmetry. For instance, I always make sure to include entries in my style guides that cover date preferences – should we use the US standard of month/day/year or should we use the more common European/Latin American standard of day/month/year pending on language?
By defining your district’s expectations through a style guide at the beginning of the translation process, you will be taking big strides toward preventing future headaches.
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Maggie
K12Translate
Education Translation Glossaries
Wednesday, October 14th, 2009
Every school district across the country has their own unique terminology. On the West Coast, school districts in California may say “teachers” whereas on the East Coast the term “educators” may be more commonly used. To further illustrate, one quick Google search for the word “student” comes up with several synonyms such as “learner”, “pupil” and “scholar”. This same language diversity holds true for education translations. Language translations are further complicated by regional nuances such as the differences between Cuban Spanish and Mexican Spanish.
In order to bridge this multilingual gap and ensure that your education translations are hitting the mark with your ELL audience, I would recommend developing multilingual glossaries prior to translation. A glossary is a comprehensive list of commonly used terms, phrases and proper names specific to your school district. The terms are translated accordingly with your specific target ELL audience in mind. The creation of a multilingual glossary provides a baseline for all of your future translation projects.
By determining what the commonly used terms are and their corresponding translations are up front, your school district will minimize the risk of an unfavorable community review or inaccurate translation down the road.
Here you go with a few popular K12 English glossaries to get you started:
Illinois State Board of Education Acronym Glossary
North Central Regional Education Laboratory – Education Glossary
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Maggie
K12Translate
Education Translation Toolbox
Wednesday, October 7th, 2009
It is common knowledge that different regions across the United States have unique accents ranging from the Southern drawl to the long O’s of Minnesota and everything in between. Along with accents, folks tend to speak with their own local flair which encompasses terminology and colloquialisms. For instance, in Wisconsin a “water fountain” is often referred to as a “bubbler” and soda is known as “pop”. Keeping this in mind, there are usually several ways in which to say the exact same thing and convey the same meaning.
However, unique language doesn’t just stop at English but extends across all languages and cultural groups. What may be common place terminology for folks in Northern Somalia may be completely different for those in Southern Somalia. Thus, in order to ensure that your school districts’ language translations are effectively reaching your ELL populations, it can be beneficial and even imperative that education translations are using the appropriate terminology and style of a specific culture or region.
Over the next few posts, I will be sharing with you some tips on how to equip your language translators with the right tools to reach your unique ELL audience – essentially a translator’s toolbox to hit the mark every time.
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Maggie
K12Translate
Vietnamese Language Overview for Education Translation Professionals
Monday, October 5th, 2009
Vietnamese Americans comprise one of the United States’ largest Asian populations. In fact, the Vietnamese language is one of the most frequently sought after languages for education translations across school districts. Knowing more about the language can be very beneficial for K-12 educators with sizable Vietnamese populations in their districts.
Vietnamese, Vietnam’s official language, is a tonal language that can be compared to Cambodia’s official language, Khmer. With each syllable, there are six different tones that can be used that change the definition and often make it difficult for non-native speakers to pick up the language. There are other languages spoken in Vietnam as well, such as Chinese, Khmer, Cham and several languages spoken by indigenous peoples inhabiting the mountainous regions. Although there are some similarities to Southeast Asian languages, such as Chinese, Vietnamese is thought to be a separate language group, although still a member of the Austro-Asiatic language family.
In written form, Vietnamese uses the Roman alphabet and accent marks to show tones. This system of writing called “quoc ngu”, was created by Catholic missionaries in the 17th century to translate the scriptures. Eventually this system, particularly after World War I, replaced one using Chinese characters (chu nom), which had been the unofficial written form used for centuries.
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Maggie
US Dept of Education Awards Reading First Grants - How does that affect English Language Learners?
Wednesday, September 23rd, 2009
Yesterday, the US Department of Education awarded over $108.8 million dollars in Early Reading First Grants to education organizations across the country spanning 18 states and Washington D.C. The grants aim to improve how well prepared children are upon entrance into school with a focus on low-income families. Essentially, the funds are to be used to improve preschool programs supported by Title I, Head Start and publicly funded child care.
According to the researcher, James Crawford, LEP students are 50% more likely to live in poverty than the mainstream population. Keeping in mind that the Reading First Grants are intended to bolster the academic success of kids from low-income families, I certainly hope to see a significant portion of those funds allocated specifically to ELL students and their education translation needs. All too often, school districts do not have the necessary funds to provide culturally sensitive language translations for their ELL student population. Hopefully this $108.8 million dollars will help to close this truly unfortunate education translation gap.
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Maggie
K12Translate
Part II: Tips for Hmong Education Translations
Thursday, September 17th, 2009
We know the two most common Hmong dialects are White Hmong and Green/Blue Hmong with White Hmong the most commonly spoken in the United States, we have yet to discuss nuances of the Hmong language itself and how that applies to language translation.
To begin with, Hmong is a tonal language and was an oral language until Missionaries started writing it in 1952, so new words are constantly being borrowed from Thai, Vietnamese and Lao. This linguistic evolution creates a rich and complex language that should only be translated by professional native speakers.
For instance, when translating into the Hmong language, education translators must keep in mind that this language does not have plural forms and verbs are not conjugated. Instead, Hmong uses an array of “classifiers”, for example, ‘ib lub tsev’ is rendered in English as, ‘one (classifier) house’. Another challenge that professional translators face when translating into Hmong is its lack of abstract terms. For example, “rich” is expressed as “much gold and silver”.
A suggestion we make to school districts is to consider their Hmong populations when writing outreach materials for translations. Generally, it is best to explain education processes and procedures very clearly and think through the proper sequence of explanation, either written or verbal. Always use clear and straightforward terms, such as “teacher” instead of “education professional”. Finally, be aware of information overload, sticking to the basic message streamlines communication and minimizes the potential for mistranslation.
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Maggie
K12Translate
FREE Multicultural Communication Webinar
Friday, September 11th, 2009
In less than 50 years, the U.S. Census Bureau projects that immigration will cause the U.S. population to increase from its present 307 million to more than 400 million. In fact, many of our nation’s school districts support over 35 languages among their schools. With the increasing number of immigrants, educators face tough challenges - how to effectively communicate with parents in culturally diverse communities and how to meet federal requirements mandating multilingual communication.
Join us for a FREE Webinar on September 17th
11:30-12:15 am Pacific Time
From this webinar you will walk away with tips and ideas:
-Shared stories from leading school districts - what works and what doesn’t
-Ideas and suggestions for effectively working with schools, communities and parents
-Expert tips for making use of Title III dollars to support language needs
-How to incorporate translation and cultural adaptation in your district communications while minimizing costs
-Understanding of how multilingual communication can increase LEP parent involvement in your district
Speakers
Alex Sanchez, Director – Multicultural Outreach Office, Denver Public Schools
Israel Vela, Director of Student Services, Kent School District
To register for this free webinar click here
I look forward to having you join us next Thursday!
Keep Learning!
Maggie
K12Translate
Part I: Tips for Hmong Education Translations
Monday, August 31st, 2009
Translation agencies across the U.S. have received an increasing number of requests for Hmong translation and interpretation services. Over 200,000 Hmong immigrants have come to this country since 1976, with the largest populations settling in Minnesota, Wisconsin and California.
Prior to 1975, the Hmong language did not have a written form, leading many Hmong to be classified as “preliterate”. A 1986 study of 20 refugee families in the U.S. showed that 70% could not read or write Hmong. Although the study is over 20 years old, translating from English to Hmong still presents numerous challenges for school district across the country.
The Hmong language is made up of many dialects spoken by Hmong people across China, Northern Vietnam, Thailand and Laos. The two most common dialects are White Hmong (Hmong Der) and Green/Blue Hmong (Mong Leng). White Hmong is spoken by the majority of Hmong immigrants in the United States. Of course, one must specify which dialect of Hmong will be used when requesting translation services, so that the translation is understood and accepted by the local population.
Knowing the most commonly accepted version of Hmong spoken by your ELL audience, moves you in the right direction to provide accurate education translations for your district’s Hmong population.
Keep Learning!
Maggie
K12Translate




