Promising Practice 5: Critically examine the media and how it
represents people and events.
Article “Translations” Prove an Effective Tool in Media Literacy
James Noonan, Everett Literacy Program
Context:
Who: students in level 1-2 (advanced beginner)
How many: class size varies between 12-16
Hours of Instruction: approximately 2 hours
Few native speakers spend much time reading the morning newspaper, and few of those who do
read it with a careful or critical eye. For students just beginning to learn English, a critical look
at the news is even more difficult.
Activities: In Boston, one of the most widely-read newspapers during the last two years has been
the Metro, a commuter-friendly daily with snapshots of news, sports, and entertainment that can
be read with ease during a short train or bus ride, but that rarely features much in-depth analysis
or commentary. Because articles are usually succinct and have relatively straightforward
vocabulary, they also make an ideal teaching tool for students learning English.
At first glance, much of the news seems to give only the most rudimentary facts, no more than
any person needs to understand the basics and move on. However, a closer look reveals that
language is a subtle creature, indeed.
Students learning a foreign language are no strangers to translation. Especially when they are
beginning, they are accustomed to translating sentences back and forth between languages as a
way to understand both the spoken and written word. Drawing on that tendency and applying it
to short news articles can uncover a myriad of interesting questions.
One teacher at the Everett Literacy Program used just this kind of “reverse translation” as a way
to encourage his students to think twice about the news and its hidden messages. For example, a
February 2005 article about a speech given by Secretary of State Condoleezza Rice in Paris
seemed a simple and straightforward summary. Only four short paragraphs long, the article
explains that in her address Secretary Rice urged European allies “to move beyond
disagreements … and join forces to spread liberty.”
The teacher copied the article for his students with several words and phrases underlined. They
read the article together, agreeing on its basic points. The teacher then handed out a worksheet
with the phrases taken out of context and a space for students to write their definitions. Sample
phrases included trans-Atlantic rifts, hostile territory, and most vocal opponent, along with the
trifecta of punish France, ignore Germany, and forgive Russia.
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The students were then asked to define the phrases and, as a group, come to some consensus on
what each term or phrase meant. A central discussion point became the phrase “spread liberty.”
Liberty, it was agreed, means something akin to freedom and that the article accepted Secretary
Rice’s assumption that the United States was a “free” country. And so the question then became,
“Do you feel free in the United States? Are you free?” And what does it mean, then, for the
United States to “spread liberty”?
The resulting conversation, as recorded by the teacher (who was taking dictation), was a rich
one, as students wrestled with topics ranging from discrimination to the right to privacy to
barriers formed by language to the high cost of college tuition to religious oppression. It
demonstrated that students had a complex understanding of their community and the issues that
they face, but it also challenged them to think about the layers buried in the news.
News stories are filled with direct quotes, many of them carefully scripted to send a particular
message. Using the guise of objectivity, reporters rarely question the assumptions implicit in
these quotes. Using a careful translation – and questioning – of these soundbites, we encourage
students to be aware that while newspapers often give us facts they do not always give us the
context behind the facts. This exercise generated meaningful conversation about the need to
think critically toward our news.
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