Brilliant to see global connections being made. Sad that some teachers think of their local community and are not getting their charges ready to be global citizens.
Because YOU need value for money and real results fast we have spent a lot of time looking at a new ways to helps normal everyday individuals, who are not linguists, converse with patients, clients, customers, parents and learners.
Our society is changing, states a recent press article We have tweaked some of the definitions associated with “predictable” terms.
This got me thinking as often it is the linguists, new arrivals, diversity and equality units that speak to us despite being able to speak many languages themselves and often cannot see it from the non-linguists point of view e.g. when there is no one available yet they still need to communicate with someone.
“Accuracy” is a good example. Before, we might have defined “accuracy” as “a thorough process including quality assurance, fact checking and overall correctness.”
The modern day definition of accuracy might come with a contextual caveat, though–“a thorough process including quality assurance, fact checking and overall correctness as time allows.”
In journalism, this digital age change is often referred to as the dilemma between accuracy and immediacy–is it more important to inform the public right away and risk inaccuracy, or take more time to provide an accurate product?
I think this is probably true of communication and not just journalism, as we all move around more and access information from further afield. Hence the need to be more able ourselves to be proficient in getting what we need translated to the best accuracy possible within the timelimits given. For example – If its in the middle of the night when there is no person available, or for areas where it is too costly to have a person or where you need answers to question immediately, e.g. at Accident and Emergency, local disaster or accident we offer solutions to support those on the scene.
The article also suggests ways to ensure that the translations you receive are not only delivered in a quality, timely manner, but also with accurate meaning.
Clients, especially in the area of life sciences, often inquire about accuracy assurance. “OK, we’ve received our translation and it looks great, but how do we ensure that it is accurate?” they ask.
Know who you hired. You can avoid the retroactivity and second guessing that may come after delivery if you have conducted a thorough language service provider search before you even have anything translated. – At EMASUK our written material i.e. resource library and books, is supported with a wealth of translators that work in schools, hospitals or social services to ensure that they are accurately reflected in up to date workplace situations.
Be willing to provide support. There will be fewer issues with terminology if you either provide your translation service with previously translated materials (the quality of which you like) or request that a glossary is prepared and approved before translation begins. Appoint someone in your organization who will be available to consult with the translators, explain a term or the ins- and outs- of a process. – At EMASUK we always work with the organisation to provide as much personalised support as possible but also develop tools and resources to allow individuals to support themselves in emergency or day to day activities that are generally unaccountable for.
Back-translation as a verification tool. Many users of translation services still verify translation using back-translation. It is usually the case in case of products subject to compliance verification or certification (FDA, IRB, etc.). Your translation provider should know how to ensure the independence and objectivity of such process. Alternately, you might request assistance of a third-party service.- At EMASUK the technological translation tools themselves have reverse translation buttons allowing you to check it out for yourself in seconds.
Value accuracy. If you’re reading this, chances are you already think accuracy is important. When we suggest that you “value” accuracy, we are really saying, “do not buy into the idea that you have to sacrifice accuracy for immediacy.” The two are not mutually exclusive; actually, they can be partners, depending on the definition of immediacy. If by “immediacy,” one means ” a matter of hours,” there is a chance that accuracy could suffer. If “immediacy” means “a couple days,” accuracy will likely thrive, especially when prioritized.- Much as I agree with that there are times when accuracy needs to be sacrificed for the people involved just to communicate for example where a person is bleeding profusely, at an accident site, or in schools where teachers need to take charge of an incident. That is why at EMASUK we have developed an innovative 22nd Century model which uses technology for immediacy, and written people translated text for books and written resources.
Happy Easter to those who celebrate this religious custom
Afrikaans Geseënde Paasfees
Albanian Gëzuar Pashkët
Alsatian Frohe Ostern
Amharic መልካም ፋሲካ (me’elkam fasika)
Assyrian Ghyamta d’maran hoya brikhta
Azeri Pasxa bayramınız müqəddəs olsun
Basque Ondo izan Bazko garaian’
Bengali ঈস্টর এর শুভেচ্ছা নেবেন।
Bhojpuri शुभ ईस्टर
Breton Pask Seder
Bulgarian Христос Воскресе Christ has risen
Воистина Воскресе Truly, he has risen – reply
Catalan Bona Pasqua
Chamorro Felis Påsgua
Cherokee ᏥᏌ ᏕᎴᎯᏌᏅ
Cornish Pask Lowen
Corsican Bona Pasqua
Croatian Sretan Uskrs
Czech Veselé Velikonoce
Danish God påske
Dutch Vrolijk Pasen!
Esperanto Feliĉan Paskon
Estonian Häid lihavõttepühi
Faroese Gleðilig páskir
Fijian Vanuinui vinaka ni Siga ni Mate
Finnish Hyvää Pääsiäistä / Iloista pääsiäistä
French Joyeuses Pâques
Frisian (North) Fröiliken poosche
Frisian (West) Lokkich Peaske
Friulian Buine Pasche
Galician Boas Pascuas
German Frohe Ostern
Greek (Modern) Καλό πάσχα
Χριστός ανέστη! (Hristós anésti) – Christ has Risen
Αληθώς ανέστη! (Alithós anésti) – Truly he has Risen (reply)
Haitian Creole Bònn fèt pak
Hebrew (chag pascha same’ach) חג פסחא שמח
Hindi शुभ ईस्टर (śubh īsṭar)
Hungarian Kellemes Húsvéti Ünnepeket! (Pleasant Easter Holidays!)
Áldott Húsvétot kívánok! (Wishing You a Blessed Easter!)
Icelandic Gleðilega páska
Indonesian Selamat Paskah
Irish (Gaelic) Cáisc Shona Dhuit / Dhaoibh, Beannachtaí na Cásca
Italian Buona Pasqua
Jèrriais Jouaiyeux Pâques
Kannada ಈಸ್ಟರ್ ಹಬ್ಬದ ಶುಭಾಷಯಗಳು
Kinyarwanda Pasika Nziza
Korean 행복한 부활절이 되시길
Latin Prospera Pascha sit
Latvian Priecīgas Lieldienas
Luxembourgish Schéin Ouschteren
Malayalam ഈസ്റ്റര് ആശംസകള്!
Maltese L-Għid it-tajjeb
Manx (Gaelic) Caisht sonney dhyt
Māori Ngā mihi o te Aranga
Marathi शुभ ईस्टर (śubh īsṭar)
Norwegian God påske
Occitan Bonas Pascas
Papiamento Bon pasco
Pashto ښه او خوشحال اختر
Persian (Farsi) عيد پاک مبارک
Polish Wesołych Świąt Wielkanocnych!
Wesołych Świąt Wielkiej Nocy!
Portuguese Boa Páscoa, Páscoa Feliz
Portuguese (Brazilian) Boa Páscoa!
Punjabi ਈਸਟਰ ਖੁਸ਼ਿਯਾੰਵਾਲਾ ਹੋਵੇ (īsṭar khuśyāṅvālā hove)
Romanian Paşte Fericit
Russian Христос воскрес – Christ resurrected
Воистину воскрес (Voistinu voskres) – reply – truly resurrected
Samoan Ia manuia le Eseta
Sardinian(Logudorese) Bona pasca
Scottish Gaelic A’ Chàisg sona
Serbian Христос васкрсе (Hristos vaskrse) – Christ resurrected
Ваистину васкрсе (Vaistina vaskrse) – truly resurrected (reply)
Sicilian Bona Pasqua
Sinhala සුභ පාස්කුවක්
Slovak Veselé prežitie Veľkonočných sviatkov
Slovenian Vesele velikonočne praznike
Spanish ¡Felices Pascuas!
Swahili Heri kwa sikukuu ya Pasaka
Swedish Glad Påsk
Swiss German Schöni Oschtere
Tagalog Maligayang pasko ng pagkabuhay
Tamil ஈஸ்ட்டர் நல்வாழ்த்துக்கள்
Telugu శుభ ఈస్ఠర్ (shubha eestar)
Tetum Feliz Paskua
Tigrinya ርሑስ በዓል ፋሲካ። (Rhus Be’al Fasika)
Tok Pisin Hepi ista
Tongan Ma’u ha ‘aho Pekia fiefia.
Tsotsil Lek me ech’an ti ta k’uxul orae
Tswana Malatsi a paseka aa itumedisang
Turkish Paskalya bayramınız kutlu olsun
Ukrainian Христос Воскрес! Christ is Risen!
Venetian Bona Pasqua
Vietnamese Chúc Mừng Phục Sinh
Volapük Lesustanazäli yofik
Võro Hüvvi munnõpühhi
Welsh Pasg Hapus
Yorùbá Ẹ ku Ayọ Ajinde
Zulu IPhasika elijabulayo / IPhasika elithokozayo
Did you see the BBC TV programme about lambing recently?
I have always done this by changing written material into the home language or introduced the new words in relation to the next project so that my students can access it. Due to many rules and regulations all of my students had to be able to take their exams in English so an explanation of and seeing of exam papers beforehand is crucial
General exam Questions
Glossary of Exam Terminology
For other langauges and to buy follow this link http://shop.emasuk.com/category/2617/exam_success_books
This is an interesting story that really makes you think about language acquisition.
A power couple in neuroscience, professors Patricia Kuhl and Andrew Meltzoff were in Hong Kong recently to give a talk on their respective areas of expertise – emotional quotient and intelligence quotient – and the role of each in language acquisition. http://www.scmp.com/lifestyle/family-education/article/1456247/between-lines-why-bilingualism-childs-play
For me I am left with the feeling that traditional methods are wholly useless, and no matter how long a person tries to learn a language or how much money they spend then they are already setting themselves up for a fall. However people still tell us if we are to communicate across language then we must speak another language. For me I think we just need to simply communicate.
It is difficult to acquire language later in life because the brain loses its elasticity. In terms of learning new languages past the age of seven, Kuhl posits that the “window of learning” stays open longer for children who were exposed to different languages as babies.
I believe that if this research is true then those who have had no exposure to other languages as a child, will struggle as adults and depending on when this influence stopped their wired connections in the brain are already being depleted.
Kuhl found early language skills predict future reading abilities, and skills not developed early are difficult to remediate later on.
This is where I believe EMASUK comes into its own.
- We don’t want people to fail.
- We understand that not everyone is a linguist, not everyone can learn many languages yet the way people are moving globally this is in some cities and expectation.
- What we do all want to do is communicate whether with colleagues, customers or other adults, no matter what field you are in. For the vast majority of us that means recognising where we are and then looking for a way to bridge the gap.
Our award winning Talking Tool called Two can Talk or ClaireTalk (in health settings) does this easily and relatively cheaply. Using two key boards and 26 languages it is possible to communicate across these languages simply and effectively at low cost 24 hours a day.
So which will you be?
- traditional continuing to do what you have always done and wondering why it isn’t having an effect? or
- use the toosl and knowledge available to me today to develop my communication skills?
If you chose number 2 the contact us for more details firstname.lastname@example.org, 07824612965 for more details.
Tel: 07500 008092
The new article http://watchnewspapers.com/bookmark/24549811-RAISING-ELLE-A-Compelling-Argument-for-Bilingual-Education really sets the scene from the patients point of view when dealing with medical issues. It also bears out our research at a Coventry hospital gynecological and maternity unit where patients found Clairetalk to be invaluable.
Using an interpreter can be an issue when the interpreter is male, when we are doing intimate examinations or discussing sensitive issues. The women can be less forth coming with information. NHS staff feedback re Clairetalk
The patient in this article clearly cites incidences where she feels the experience could have been improved but also where Education embracing bilingualism could also support more children in schools.
Six years ago this week I was sitting naked in a doctor’s examining chair, nine months pregnant and attempting to understand what my French-speaking OB-GYN was talking about.
It was an unsettling experience indeed, the naked and enormously nine-month-pregnant part, since it was a rude awakening to learn that the French don’t seem to care that those flimsy paper coverups exist. After spending half of my pregnancy and giving birth to my first child in France, and thus spending an exorbitant amount of time naked on examining tables, I vowed I would never take disposable exam gowns for granted again.
My modesty aside, the experience was most disquieting due to the fact that French words were rattling like pinballs inside my head. In the fractions of seconds it took my English-starved brain to process words like “Césarienne,” Dr. Martin had already spewed 15 more that I didn’t have the time or mental fortitude to translate. And this was a conversation I desperately needed to understand.
Two weeks before my due date, I sat in that chair as my already frazzled language-learning synapses grasped frantically at every four or fifth word I could comprehend. Painstakingly, after many sheepish requests that he “Parlez plus lentement, s’il vous plait” (speak slower, please), I was able to stack together enough of the puzzle to understand what he was telling me.
(Dr. Martin spoke one word of English: naked. So the beginning of the appointment had gone well. He pointed at me and commanded, “Naked!” so that’s what I did. It went downhill from there. Dr. Martin made it clear that he found it utterly annoying that an American woman would come to France and need her doctor to speak English. Some things, I discovered during our winter in France, need no translation.)
My “accouchement” (birth) would be “anormal” (abnormal) because the baby soon to be known as Elodie was “au siege” (breech), and I would need to plan for a “Césarienne,” (C-section.) It would be next week, on Fevrier 22, merci et au revoir!
It was certainly my choice to put myself in the uncomfortable position of being giant-bellied and stark naked in a country where I spoke the language as well as a native 2-year-old. So I took the mental battering as well as I could, considering our circumstances, and now that I look back, I’m more grateful than ever that Craig and I were naïve enough to think that having a baby in France would be “pas de problem.”
I have a beautiful daughter with a French name and birth certificate, and, in addition, a much more acute appreciation of the need for learning a second language.
Last month, the Telluride School District’s Global Fluency Committee gave a presentation on incorporating bilingual education into the elementary school curriculum. More than half of the world’s population (65 percent) are bilingual or multilingual. Young children learn languages easily, and learning another language has been shown to enhance a child’s proficiency in his or her native tongue, we learned.
While in France, I noticed that nearly everyone in Tignes, the ski resort where we lived for a season, on Ski Patrol exchange, spoke at least enough English to get by. Nearly half of that resort’s visitors come from English-speaking countries, so speaking English is just a part of doing business. I also observed, with much awe, that the children in the Tignes preschool were already being given lessons in English.
As it turns out, France isn’t the only place where non-native languages are quickly gaining traction.
School-age children who speak a language other than English at home are one of the fastest-growing populations in the United States, studies suggest. Their numbers doubled between 1980 and 2009, and now comprise 21 percent of school-age kids.
There were 4.7 million students classified as “English language learners” – those who have not yet achieved proficiency in English – in the 2009-10 school year, or about 10 percent of children enrolled, according to the most recent figures available from the U.S. Department of Education.
Bilingual education has long been a hot-button issue in America, raising issues like immigration and civil rights. California, Massachusetts and Arizona have actually banned bilingual education, claiming that it hinders, rather than helps, students who lack proficiency in English.
Thus far, much of the bilingual-education debate has centered around whether or not bringing non-English speakers to English proficiency is the duty of the public school system, and if so, how can it best be done. Statistics show that many schools’ non-English speakers actually fare worse in standardized tests when educated under a bilingual system.
Yet proponents of bilingual education counter that the schools boasting the highest percentages of non-English speakers, which offer some form of bilingual education, are usually located in the lowest-income school districts and thus face an array of roadblocks to offering quality education overall, including large class size and insufficiently trained teachers.
The bilingual education debate isn’t new. In response to a growing outcry that non-English-speaking students weren’t getting an equal education due to a dearth of teachers and programs promoting multilingual studies, Congress passed the Bilingual Education Act in 1968. Later, the National Advisory Council on Bilingual Education was formed to articulate a plan for a national policy in bilingual education.
In the language of the federal law: “Where inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”
Yet a part of the debate that seems to be emerging more recently centers around the idea that bilingual education can benefit students other than those who don’t speak English. English-speaking students, when educated early under a truly bilingual program (in which 50 percent of class time is spent speaking English and 50 percent speaking another language, like the system TSD’s Global Fluency Committee has proposed,) have been shown to excel in their native language as well as a second language. As bilingual graduates, they enter a growingly diverse world job market better prepared. And though studies can’t prove it, I’m willing to bet that on average, citizens who speak another language would have a healthier respect and understanding of other cultures.
Let’s end the debate and start seeing the world, and our children’s place in it, for what it really is: Culturally and linguistically diverse. Let’s raise our children with not just a healthy respect for other cultures and languages, but with a solid comprehension of those cultures and languages. And that means educating them early in the languages of other cultures.
I heartily applaud the Telluride School District’s Global Fluency Committee’s forward-thinking approach to closing the multilingualism gap that currently exists between American students and the rest of the world. Let’s raise up all of our community’s students, by offering them the chance to speak the all-inclusive language of cultural acceptance.
What do you think? I am sure our doctors dont have the same attitude as the patients doctor all I have met want to support their patients the best way possible.
For Health providers if you want more information about Clairetalk go to the website http://www.emasuk.com and choose Healthcare
For education if you want more information about Talking Tutor, Text Tutor and our award winning two can Talk again choose http://www.emasuk.com and choose Education.
or email us at email@example.com or call