Do we put too much trust in people we don’t really know?

Do we put too much trust in people we don’t really know?

Sometimes we place our total reliance on communication through individuals that have little or no more qualifications than having been born with parents that speak a second or different home language. Yet we are putting these people in places of great sensitivity with issues of security, medical understanding and levels of education far exceeding those of English speaking staff and we expect them to translate it accurately without first knowing that they understand the words themselves. Being able to speak a second language doesn’t mean that your level of education is any higher or your skills any better, it just means that you are able to talk and communicate.

With EMASUK talking tools you are able to take away the guesswork of what is being said, present it sensitively and with compassion, and make eye contact using the correct body language to show that you care, you understand, that its urgent, that sometimes there is no choice, but all the time you are in command.
With this happening it means that for the first time ever via our unique product every person is communicable to by professionals even in the darkest hours of their lives.

http://www.walesonline.co.uk/news/wales-news/nhs-interpreter-charged-twice-services-6905242. This story is happening far too commonly in UK schools, hospitals, police forces and courts using on-line tools this can all be stopped, it can be checked and even if you use a translator for it it gives you that support and back up that you feel confident that they know what they are doing.
Last year we highlighted some of the concerns in the blog @http://wp.me/p2LCCD-fc

Find out how you can use this service with a Microsoft surface to support you in reducing costs but maintain a high level of customer satisfaction and service by contact Ewan on E.Macgregor@emasuk.com or call 07595 021 958.

 

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Challenge your pupils by using time saving pre-made resources from the resource library or our books

Colouring Sheet - Bee

Colouring Sheet – Bee

My name is John Foxwell and I am one of the creators of EMAS UK. My wife and I both teachers created every single sheet in the resource bank and have tried to aim it at differing age groups more inclined towards a level rather than the age. Some of the resources are as basic as numbers but that rises as the levels get more challenging to cells and their make-up. I tried giving access to the resource library but found that some teachers just downloaded all the wanted and then didn’t buy the product, which was a real shame as the resource library is extremely good value and covers a wide range of ages and levels, 3 to 16 and levels 1 to 5.

Using the language mat to reingforce and bridge skills across languages.

Skills transference between Arabic and English

The books are interesting as they have different purposes. Pip is all about discussing emotions and starting points, its ability is to start talking about the fear of moving somewhere new, the loneliness of feeling alone and the differences in locations, finishing with the learner understanding that they will make friends and they will feel more at home as time goes by. The maths books is designed to take the learners current knowledge teach them the words that they need to understand what is being asked in English and join their peers as quickly as possible. It also helps teach new concepts by having the right words for the mathematical shapes, operations and procedures in dual language text, bridging the gap between prior learning and current understanding without lack of developmental knowledge.

Different types of Triangles

Different types of Triangles

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Watch a short video about the resource library –  http://www.emasuk.com/Video-Resources

For more information contact us via email @ info@emasuk.com or call us on 0845 009 4939

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

English is not the first language for one in nine schools

 
Communicate across languages with EMASUK

Did anyone see the ITV story last week that English is not the first language for one in nine schools?

http://www.itv.com/news/story/2014-02-01/english-is-not-the-first-language-for-one-in-nine-schools/

To be honest despite visiting schools all over the UK I didn’t realise it was so high. It was interesting that Douglas Carswell, a backbench Tory MP has called for a “national debate about the impact of social cohesion in Britain today.”

At EMASUK, ‘ replies John Foxwell,’ we have been working for the last five years to support schools to work within their communities and develop home school partnerships that effectively create community cohesion. We have done this by developing a revolutionary speaking translator that communicates in 25 languages and allows the community member to be in charge of their own interaction.

Communicate across languages with EMASUK SMT's

For example picking up an English document, translating into Polish, being able to respond in Polish that is then translated into English means that the emphasis is placed firmly on the user. We welcome the opportunity to open the debate up and show how it isn’t community cohesion that is the issue it is community communication.

Join the debate. What do you think?

The world is in your hands.

The world is in your hands.

Be in charge of your conversations, dont risk these headlines ‘Fake’ interpreter at Mandela memorial claims to have exposed system

EMASUK’s translation solutions for Health, Education, Business and Local Government put you back in charge of translated conversation ensuring you are clear what is being communicated to the third party. It is available to you just when you need it and its variety of platforms portability makes it easy to use in your situation.

As teachers John and I have been in the situation where we have not known what the true conversation is between the interpreter/translator and the student but supporting those of us who don’t speak the language has traditionally been difficult, hence our solution. Type in what you want to say, have it said aloud in that language, hear it in English whilst watching the body language and facial expressions – it puts you back in charge.

Communicate across languages with EMASUK SMT's

Communicate across languages with EMASUK

 

To be back in charge of conversations contact us on 0845 009 4939 or email info@emasuk.com.

 

Praise for Talking Tutor from nursery teacher

It was brilliant to get this through in the postbag this week from a nursery teacher in Lincs.

 I am writing to commend the EMAS resources programme. I run a school based nursery with 76 3-4 year olds in attendance. I use the talking tutor tool on a daily basis to help communicate with my polish EAL children with remarkable success.

Brilliant news reassuring us that its child’s play to use and ensures communication with pupils no matter what their age.  Equally it can be used by doctors and health professionals to talk in paediatric settings.

For more information contact us on 0845009 4939 or info@emasuk.com

Free Toucan Magazine December edition now available.

The Free Toucan Magazine is now out filled with information about Christmas and Christmas traditions, offers and a quiz.

Non-members ask for your free magazine by emailing info@emasuk.com

Members – The Toucan Magazine is now on the site. www.emasuk.com, login,

  1. choose resources library,
  2. choose the Teachers section which is the fourth one down
  3. either search the T’s for Toucan December 2013 or type it in the search box.
  4. save or open
  5. it may take a little time as there is a lot to download