SME’s do you need value for money tools that support you to communicate with your clients?

Most small businesses struggle to find interpreters and translators not because they don’t want to but because they are not aware of what is available, or do not have the flexibility in their cash flow to allow them to secure the right person at the right time.  Unless the business revolves around languages then buying in expertise or a member of staff is not within their grasp. In reality we cannot all be linguists but we do need to be able to bridge the gap to communicate.

With our tools and resources you can easily communicate, with a set yearly charge (no hidden extras), available all day every day, day or night, at your fingertips.

Communicate across languages with EMASUK SMT's

Communicate across languages

Available as an app or on a tablet there are versions available for platforms including Apple, androids, Kindle fire and tablets.

To find out more contact us on 0845 009 4939 or info@emasuk.com Ask for your free phone walk through of how we can support you to communicate with your customers.

 

New resources added last month include…

UK Flag Colouring mat for Geography or Art – Basque, Belarusian, Bengali, Catalan, Chinese, Corsican, Chechen, Cornish, Czech, English still more to come.

 

Colour me in UK flag.

Colour me in UK flag.

Thank You cards – Latvian, Lithuanian, Lojban, Luganda, Luxembourgish, Macedonian, Malay, Malayalam, Manx, Mauritian Creole, Navajo, Ndbele, Marathi, Mongolian, Nepali, Norwegian, Occitan, Pashto, Persian, Portuguese, Punjabi, Quechua, Romanian, Rapanui, Russsian, Samoan, Sardinian, Scottish Gaelic, Serbian, Sesotho, Shona, Sindarin, Sinhala, Slovak, Slovenian, Somali, Sorbian, Spanish, Sranan, Stellingwharfs, Tagalog, Tahitian, Tamil, Telugu, Tigrynia, Tok Pisin, Tongan, Tswana, Turkish, Ukranian, Urdu, Valencian, Venetian, Vietnamese, Voro, Walloon, Welsh, Xhosa, Xitsonga, Yappese, Yiddish, Yoruba, Zazaki and Zulu that’s 137 different languages in total.
Mothers Day Card – colour in yourself for either Art, PSHE or Early Years in Albanian, Arabic, Czech, Dutch, Filipino, German Italian, Kurdish, Lithuanian, Malayalam, Romanian, Russian, Slovak, Somali, Spanish, Tamil, Turkish, Welsh, Polish.
Parts of a plant 5 page Assessment and worksheets for Science in Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, English, French, German, Gujarati, Hebrew, Italian and more to come. Good for differentiation.
Easter Card and Teacher Information to support Art and RE in Arabic, Armenian, Aromanian, Bengali, Basque, Belarusian, Bikol with more to come.

Just to mention a few.  P.S. when in the library – Don’t forget to go to the bottom and scroll along to see more pages or double click on blue outside box to expand. Also it is sorted alphabetically starting with capital A , and then again further along with lower case a.

In the fractions of seconds it took my English-starved brain to process words like “Césarienne,” Dr. Martin had already spewed 15 more. This was a conversation I desperately needed to understand.

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 info@emasuk.com or call

NHS pricing guidelines

NHS pricing guidelines

*NEW *November Uploads to EAL Resource Library

For those of you wondering what was new last month I have uploaded;

Using the Talking Tools and A4 sheet giving a quick overview now in the Teachers Section of the Resource Vault.

Cell Poster for Science in Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, Gujarati, Hungarian, Lithuanian, Italian, Malay, Polish, Romanian, Russian, Slovak, Somali, Spanish and Urdu.

Food Chains wolf, deer, grass posters for science in Albanian, Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, Gujarati, Hebrew, Latvian, Lithuanian, Italian, Malay, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

Food chains producers to consumers poster for science in Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Gujarati, Hebrew, Hungarians, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Norwegian, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

Herbivores poster for science in Albanian, Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

Human Body workbook for PE or Science in Farsi and Turkish.

Learning Mat Lines for Maths in Albanian, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

Maths Resource sheets in Portuguese.

Signage – Please walk carefully in Afrikaans, Albanian, Arabic, Azerbaijani, Basque, Bulgarian, Catalan, Chinese Cantonese, Chinese Mandarin, Croatian, Czech, Dutch, Danish, Estonian, Filipino, Finnish, Greek, Haitian Creole, Hebrew, Hungarian, Irish, Japanese, Korean, Kurdish, Latin, Latvian, Lithuanian, Portuguese, Romanian, Russian, Slovak, Slovenian, Spanish, Swahili, Swedish, Tamil, Thai, Turkish and Welsh.

 

The first language is the language of ‘love’

Teachers often ask advice as to what to say to parents who say to them that they want their children only to speak English. My advice is always that the first language is a great bridge to learning the second language quicker, but also the key to their roots so I was immediately drawn to this recent article

The first language is the foundation for the second language. In addition, it is the language of “love;” the language in which, parents, grandparents, cousins and aunts communicate. If a young child is separated from that circle of communication, a valuable developmental tool is taken away. The American Speech-Language and Hearing Association says, parents should support and build the first language as children learn the second language. Parents should continue to use the first language with their child and feel comfortable doing so.

They further go on to say

First, it is critical for your child to use language often, no matter the language. Some parents have been told that their child should stop using the home language (for example, Spanish), if they are having difficulty learning English. This advice has been given to parents for many years, but it is not correct.

Finally the article gives advice on the type of things that you should look out for incase there is a problem with speech development using Spanish as the second language to give examples.

There are some additional things to be aware of as your child is developing language. Your 1-year-old should be alert to her surroundings, follow simple commands, such as “come to mama or ven a mama,” and try to make babbling sounds like “mama and dada.” Two-year-old children should be putting two words together, such as “no quiero or up now;” however, the sounds in the words may not all be clear. By 3 years of age, your child should be using short phrases and sentences to communicate.

The language of many 3-year-olds is so mature that they sound like miniature adults. If your child is in school and is having difficulty, the first thing to do is to find out if the first language is developing normally. As schoolwork in English becomes more demanding, your child may face more challenges in school and sometimes be discouraged. Good language use is important to all subjects in school. Talk to your child’s teacher or  request a speech and language evaluation in both languages.

I hope this helps as often we are unsure of what to say and why. If there are any other benefits please share them with the other readers of the blog via the comments box.

For the full story

http://www.lcsun-news.com/las_cruces-opinion/ci_24388090/importance-home-language-bilingual-child

Supporting EAL learners – Literacy activity for small groups

Choose a book to read. Pip is a great one to start with.

Work out which words the children will need to understand the story.

Pre teach these words. Use two can Talk, talking tutor or the hand held to engage and ensure greater understanding.

Read the book

After reading ensure understanding and embedding of relevant words to do this.

Organise the group into smaller groups of three to five learners.

Give each child a discussion type question to ask the group that they are in.

Encourage reading out aloud of the question.

Number each group member i.e. groups of three number 1-3. Ask Number 1 to read the question and No2 to make a comment about the question and invite discussion via all 3. when that finished no 2 to read out their question, No 3 to comment etc. until all group members have had their say.

Make necessary adjustments depending on the groups needs e.g. for those whose language is limited.

“Given the appropriate environment, two languages are as normal as two lungs” (Cook 2002:23).

“Given the appropriate environment, two languages are as normal as two lungs” (Cook 2002:23).

As schools reopen in September it is a time to rebuild, rebadge (in some cases e.g. academies) and rethink.  In many cases I believe it is the ethos of the school led from the head through the senior managers that makes a place succeed. I challenge you all to rethink using the quote above as your guide.  Question whether your environment does encourage your children’s development and learning as well as bridging the gap effectively between the first and second language in the case of new arrivals and EAL learners,  Many I guess will say yes in an instant, but review and reflect as to whether it is.  Does your environment and ethos allow for mistakes to be made in a safe, no blame classroom , school and playground?

Everyone when learning makes mistakes what happens next is what makes the difference.

As a teacher do you blame and chastise until the learner feels unable to try again (we all hope we don’t but what does happen when we are having a bad day?).

For the learners do we encourage them to try and try again supporting them to move forward? Do we look for different way to teach the concept or topic or just shout louder or worse still tell everyone that they are not capable and don’t try ?

Do you use a wide variety of tools including technology and resources to suit the situation or do you simply say I have a dictionary in my classroom and a TA that speaks e.g. Polish and that is all they need.

Do you ask and suggest training that ensures all you or staff in the teams that you work in support and develop the learning environment that you want to create?

Do you ask for help when you need it? Do you ask the pupils and staff whether it is being achieved or do you sit there in blinkers convinced all is well until OFSTED/ESTYN comes in and lets you know otherwise?

If you are one of the lucky ones who has it right in your classroom then share it with others so that everyone at the school achieves.