January EMASUK Resource Library – Update

In January we uploaded:

Design Technology and Art resources render the shapes in Albanian, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Hebrew, Hungarian, Kurdish, Latvian, Lithuanian, Malay, Romanian, Russian, Slovak and Spanish.

Bee and bee hive poster for Science teachers in Albanian, French, Malay, Norwegian, Polish, Russian, Arabic, Bengali, Chinese Cantonese and mandarin, Czech, Dutch, English, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Kurdish, Nepali, Romanian, Slovak, Somali, Spanish, Tamil, Turkish, Urdu and Welsh.

A Slovak maths book which is available to all new members.

A guide for teachers on how to use snap cards to pre-teach vocabulary and the e-zine Toucan Jan 2014.

Continuing the life cycle of a frog resources for science teachers, a tadpole poster in Albanian, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, English, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Norwegian, Polish, Romanian, Russian, Slovak, Somali, Spanish, Turkish and Urdu.

http://youtu.be/frQVKGaMQSM Frog Video

Heart and circulation posters for PE and Science in Albanian, Arabic, Chinese Cantonese, Chinese Mandarin, Dutch

Poster – instructions – with a sign for cutting out – Arabic, Bengali, Chinese Cantonese, Chinese Mandarin, Czech, Dutch, French, German, Gujarati, Hebrew, Hungarian, Italian, Kurdish, Latvian, Lithuanian, Malay, Nepali, Polish, Portuguese, Romanian, Russian, Slovak, Somali, Spanish, Swahili, Swedish, Turkish and English.

For safeguarding, ICT and PSHE web safety posters in Albanian, Chinese Cantonese, Chinese Mandarin, Czech, German, Latvian, Gujarati, Hungarian, Italian, Kurdish, Russian, Slovak, Polish, Romanian, Somali, Spanish, Turkish and Urdu.

Safer Internet Day 2014 will be celebrated on 11 February 2014 – http://www.saferinternet.org/safer-internet-day



We pursue bilingual education not with the intention to use one language to replace another but to help students master Mandarin Chinese together with their own native languages.

“We pursue bilingual education not with the intention to use one language to replace another but to help students master Mandarin Chinese together with their own native languages,” said Nur Bekri, Chairman of the Xinjiang regional government.

This is exactly where we are coming from at EMASUK education.  In UK schools the common language used is English but for teachers to interact with all of their pupils they need to talk/communicate with them just like all the other children. By using a mix of the resources you can either give instructions in the home language or use two can talk to talk across the languages to find out about the child. This is really important where teachers, health worker etc have a real concern as with Daniel Pelka.  By using the yes, no button teachers can get answers for even the youngest children. Incidentally this can also be recorded using the PDF button and by upgrading to the phrasebook you can put in commonly used sentences to speed up the communication process.

With constant use and practice, speed increases and the flow of communication improves. Hand in hand is the development of  English language acquisition in real time, whether between teacher/pupil, pupil/pupil or Head teacher/parent which is really important when looking at safeguarding issues, health problems and general information that when known make it easier for the whole community to make value decisions.

The court heard when he was in school, Daniel  would often be found with food stuffed in his pockets or down his  trousers. – A school nurse visited the home in the same  month. His mother claimed he had an excessive appetite, but an  appointment was  made for him to see a paediatrician.

The couple were  given nutrients for Daniel,  but never gave them to him. By January his  teacher noticed bruises around  Daniel’s neck, as well as cuts and what  looked like finger pressure marks. His  skin was also turning pale.

Following the half-term break, Daniel  was  caught trying to eat a dirty pancake he had retrieved from a bin.

Read more: http://www.dailymail.co.uk/news/article-2335250/Daniel-Pelka-Boy-4-parents-starved-death-suffered-incomprehensible-cruelty.html#ixzz2fAAuwCLL

Given to pupils the tools and resources are well within their capability of use and after the initial excitement of a new product they then rely on it less and less as their CALP and social language acquisition increases. This then allows the resource to become a tool to be used when they know the word in their first language but just need the English equivalent.

Bespoke Translation Services allows you to be in charge of your translation needs

“By delivering our bespoke market-leading technologies, and putting MT in the hands of users, we hope to provide the right technology and tools for every global communication need across any organization.”

Whatever organisation you work for there maybe times when you need some type of translation services.  To date the most commonly used are physical people i.e. translators and interpreters. However, the machine translation services sector  is growing at an enormous rate and this together with decreased confidence in translators and interpreters (due to the alarming court misinterpretation and lack of translators attending court when needed),  more people are looking for alternatives that are available instantly. Workers in many sectors including health and business are  finding that having a tool to hand that they can use instantly is very beneficial. At times this instant support can reduce both theirs and their customer stress when having a conversation. This together with the financial benefits of introducing this type of support which in all cases to date, has seen many companies, hospitals and schools make savings to current budgets without forgoing the level of service,  it is fast becoming the preferred option with many saying that this mixed resource solution puts the budget holder and CEO back in charge.

EMASUK has created two bespoke services that can be used in just such a  way.

First is the hand held device that is portable and can be used by those out in field.  With access to over 20 languages it speaks aloud in the language of choice to ensure your conversation is heard.

The second service is an internet hosted, computer based set of software that allows you to either give instructions, converse with a client or customer and record the details or  with the availability of over 50 languages the ability to create letters, documents etc. when you need them.

These are created to allow you the user more of the tools you need to do your job effectively.

To find out more contact us on 0845 862 5400 or email info@emasuk.com

WE look forward to hearing from you.

Supporting Vulnerable Groups with EMAS UK for less than £10 a week.

The term ‘vulnerable groups’ is often confusing as we also talk about ‘disadvantaged groups’, but who are they, and how are they defined?

In Ofsted terms, vulnerable children are amongst those groups that may need additional support or intervention in order to make the progress expected of them.

whose needs, dispositions, aptitudes or circumstances require particularly perceptive and expert teaching and, in some cases, additional support“.

Which groups these are will depend on the circumstances of the particular school or/and area, but a number are mentioned within the schedule, such as boys, girls, looked after children and minority ethnic groups.

Supporting minority ethnic groups is most difficult due to the languages spoken by many of them. With around 7,000 languages spoken in the world, having the right language or dialect for everyone is virtually impossible. At EMAS UK we created a virtual translator that speaks in 25 languages but translates over 60 languages. This means that you can treat your non English speaking children the same as their peers.

Simple solutions at cost effective prices is exactly what we are about. From £500 you can have access to the latest virtual translator that will speak your words in their language anytime and anywhere it is needed. No additional costs, no extra charges, a simple annual fixed cost that can save you time, effort and money.

Safeguarding vulnerable children – focussing on EAL and new arrivals

Safeguarding is a huge issue that needs to be tackled with care but how can you do this when you cannot speak directly to the child or parents? Members of EMASUK  have access to the tools to deliver this efficiently and securely, so this post discusses the commissioners finding and shows where the tools you have available supports the initiative.

In relation to safeguarding one tool allows you not only to have a conversation but also record the conversation via PDF. Two Can Talk allows the conversationalists to type in their information and have it spoken aloud in another language. The intimacy of the programme which allows two people of different language bases to speak and discuss together means the child feels supported and listened to. In addition the teacher/nurse/officer can read all the body language that accompanies the conversation to make a real judgment on the case.The addition of the ability to put in who the conversationalists were makes it possible for the first time to keep a record for further use which is a real must for safeguarding discussions. In practice this was brought home last year when one school was able to use Two Can Talk to find out that the child had a nut alergy so were able to divert a possible life threatening situation.

The same tool can be used in hospitals and in police stations where children also have difficult conversations, but again they can be reassured that they are being listened to and understood, as is the recording of the information, the child may only have the courage to say it once, so we must do our best to make this simple and easy for everyone concerned.

The Childrens Commissioner Dr Maggie Atkinson has this week detailed some good examples of how to support safeguarding in schools via her top ten tips.  Below are some highlighted areas that relate exactly to the group of children and parents that we are supporting in the UK schools and the community i.e. those whose first language is not English and new arrivals.

How will good practice help safeguarding in everyday school life. p5 of the report.

One of the areas highlighted is the ability for the child to be listened to, and also good relationships with parents, again this is really difficult if you yourself do not speak Arabic, Russian, Bengali etc, but you can start that process if you are using Text Tutor effectively.  Text Tutor has all these and more languages and by using the simple cut and paste method you can create what ever letter, news information, safeguarding leaflet that you need personalised for your institution.

The commissioner targets ten areas with one of these being  ‘How do you engage with parents and carers’. The commissioner states that parents should be aware of the safeguarding policies and how schools plan to fulfil their responsibilities. She suggests that good schools  have approachable staff and good communication. One school which I have seen in action is Tennyson Road School in Luton, they really have the child at the centre of their processes including one person with the role as a parent support worker. The use of this type of support is recognised by the childrens commissioner as really good practice because of their knowledge of the school but also the wider community. To support this further by using the hand held translator I Can Talk To it allows officers, teachers and support workers a more portable device where there is no computer access, but still allows parental engagement. See it working here http://icantalkto.co.uk/

The value of Parent support workers for the school, the child and the local community.

Disclosure is often something that people are unprepared for, but again the use of two can talk can help the conversation take place and record it. I have experienced this once and with a child who spoke my language and this was really difficult for both of us, but imagine if the child did not speak the same language, it makes it even more difficult but as the commissioners says these children have a right to be heard, so at EMASUK we believe it is our job to make that as painless and easy as possible.

EAL and disclosure examples of good practice.

In conclusion using the variety of communication tools available it is possible to support these children and also be ragarded as a good school in realtion to safeguarding whether at school, hospital, police station or the local council office, but more importantly be regarded by the child as soem one they can put their trust in to have their most difficult conversation with.

You can download or read the tips by the Commissioner here http://www.childrenscommissioner.gov.uk/content/publications/content_627

For further information email info@emasuk.com