European Vacation; Scenes 1&2; “12:49 – 13:26”, “18:46 – 19:15”, “41:00 – 42:43” (this last one is vulgar)
Google Translator
http://translate.google.com/
Just a few thoughts...
Foreign Language – acknowledgment that this refers to a language different from one’s mother
tongue – as a Western world we may narrowly interpret that a foreign language is a language
other than English, French, Asiatic, or Spanish. For example, a foreign language to a Swede
may be Portuguese or a Bulgarian’s foreign language may be Norwegian.
Translator Software – originated for uses in travel as opposed to learning a language?
Dependency – dictionary/translation software – instead of understanding the words/phrases
different from one’s first language as they are in the second language the use of these may
encourage always returning to the root of the first language for reference. (?)
A couple of articles with some possible information:
http://www.tofugu.com/2011/10/20/how-online-translators-work-and-why-you-shouldnt-usethem/
http://edition.tefl.net/articles/teacher-technique/stop-students-translating/
“Language is simply too complicated for machines to understand all of the vocabulary, grammar,
context, and nuances”
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Translating is a difficult task even for the human brain; even those that speak two or
more languages find it difficult to translate thoughts or text.
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Interpretation (translating a foreign language orally and systematically [for lack of a
better word]) is even more difficult. It is called interpretation because of the
meanings behind the order of words in any language. The danger in interpretation,
something that is unavoidable in translating even text, is that the person translating
might not have interpreted the authors meaning the same way another would have,
thus the possibility of changing meaning, as we have seen in the examples given in
the article.
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Perhaps there is value in the translator programs if used as a dual-language
dictionary; to find the translation of a word rather than a phrase or text. And even
then, words may have different meaning depending of their context.
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Translation is a complicated process that requires a thorough command of the source
and target language in terms of their syntactic, semantic and pragmatic properties, in
addition to a great deal of creativity and imagination. Machine translation (MT) is
regarded as inefficient, inaccurate and inappropriate, with its output capacity limited
to simple texts and controlled language, especially in terms of the literary text
translation. The issues such as polysemy [diversity of meaning], connotation and
style remain to be addressed (Sanchez, 2006). MT fails to account for the higher
order cognitive operations entailed in the translation process (Craciunescu et al.,
2004). Technology cannot replace the human translator; nonetheless, using it wisely
can facilitate translation.1
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There are a number of ways that the free online translator program described can be utilized
by teachers and principals in the quest for helping students, including helping them in
reading. Following is a partial list of possibilities. The tool can be used for
•Explaining messages in English to ELLs in their own language.
•Repeating steps, which have been explained in English, in the teaching of word
recognition skills, comprehension skills, and study skills, in the language of ELLs.
•Cooperative learning experiences between ELLs and other students.
•Communicating with parents who are limited in English.
•Clarification on test items, including both content area testing, as well as standardized
tests that are administered by school districts in the various states.
•Clarification and explanations on a daily basis of material not understood in English.
•Sending communications home to parents who are limited in English, in their own
language.
•Actively involving ELLs and their families in various school functions such as family
night, PTA/PTO meetings, and other community involvement.
•Collaboration with school personnel as well peers.2
1
TURKISH EFL ACADEMICIANS’ PROBLEMS CONCERNING TRANSLATION
ACTIVITIES AND PRACTICES, ATTITUDES TOWARDS THE USE OF ONLINE
AND PRINTED TRANSLATION TOOLS, AND SUGGESTIONS FOR QUALITY
TRANSLATION PRACTICE
Dr. Buğra ZENGİNNamık Kemal University, Tekirdağ, Turkey
2
Responding to the Reading Needs of English Language Learners:
Implications for Elementary Teachers and Principals
Jerry E. Garrett Marshall University Graduate College
The following French message was sent to
government employees by a local committee.
Incline pour garde le coffre-fort tout en
marchant à et de votre voiture;
Here is the literal translation of the text.
Incline for keep truck functioning to and of
your car.
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Parc aussi étroitement comme possible
à votre bâtiment ou destination dans
un secteur fortement évident et bien
allumé.
Rester sur les rues et la promenade
bien allumées au centre du trottoir.
Éviter les taches se cachantes
potentielles pour des prédateurs, tels
que des buissons, des portes, des
ruelles et d'autres voitures garées.
Traverser la route ou changer votre
itinéraire au besoin.
Pendant des périodes ou aux endroits
d'à haut risque, à la promenade avec
un ami, à un collègue, ou à un
dirigeant de sécurité. Et quand
quelqu'un a marché vous à votre
voiture, donner à votre escorte un tour
de nouveau à l'entrée principale de
sorte que lui ou elle ne doive pas seul
marcher.
Se rendre compte de vos surrondings.
Marchent avec confiance, principaux
jugés hauts, regardant autour. Regard
directement aux gens que vous
fixement rencontrez mais sans
regarder. Si vous obtenez un sentiment
peu sûr, faire confiance à vos
instincts.
Alerte de séjour. Éviter de porter des
écouteurs ou en étant distrait en
utilisant votre téléphone portable.
Avoir toujours vos clefs de voiture et
de bâtiment prêtes pour fermer ou
ouvrir à clef.
Ces bouts viennent du centre canadien pour
le site Web de salubrité professionnelle et du
sûreté. Des bouts plus intéressants, vérifier
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Park as narrow as possible to your
building or destination in a sector
strongly obvious and well lite.
Stay on the roads and the strolls well
lite in the middle of the sidewall.
Avoid choirs hiding potential for
predators, such as bushes, doors,
alleys and other parked cars. Cross
the street and change your schedule as
needed.
During periods or some places of high
risks, to a stroll with a friend, a
colleague, or a traffic director. When
someone walks you to your car, give to
your escort another tour to the main
entrance in order for him or her
doesn’t have to walk alone.
Notice your surroundings. Walk with
confidence, principally judge high,
looking around. Look directly at
people that you fixedly meet but
without looking. If you obtain an
uncertain feeling, trust your instinct.
Vacation alert. Avoid wearing
headsets or being distracted using
your cell phone.
Always have your car keys and house
ready to close or open with keys.
These ends come from the Canadian centre
for the professional clean and security web
site. For ends more interesting, visit the web
site, http://www.cchst.ca
leur site Web, http://www.cchst.ca.
What is this message about and who is this committee?
------------------------------------------------------------------------The English message follows:
Tips for keeping Safe while walking to and from your car;
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Park as close as possible to your building or destination in a highly visible, well-lit area.
Stay on well-lit streets and walk in the centre of the sidewalk.
Avoid potential hiding spots for predators, such as bushes, doorways, alleys and other
parked cars. Cross the road or alter your route if necessary.
During times or at locations of high risk, walk with a friend, a co-worker, or a security
officer. And when someone has walked you to your car, give your escort a ride back to
the main entrance so that he or she won't have to walk alone.
Be aware of your surroundings. Walk with confidence, head held high, looking around.
Look directly at people you meet but without staring. If you get an unsafe feeling, trust
your instincts.
Stay alert. Avoid wearing headphones or being distracted by using your cell phone.
Always have your car and building keys ready for locking or unlocking.
These tips come from the Canadian Centre for Occupational Health and Safety website. For
more interesting tips and articles, check out their website, http://www.ccohs.ca.
Example 1
French paragraph :
Manuel et Jason ont installé une tente dans la cour chez Manuel. Ils l’ont mise près du bois. Ils
l’ont mise sous un gros chêne. Toute la journée, Manuel et Jason ont joué dans la tente. Toute la
semaine ils ont joué dans la tente. Ils ont bien aimé jouer dans la tente, plus que n’importe quel
autre endroit qu’ils pouvaient penser.
Translation from http://www.microsofttranslator.com/
Manual and Jason pitched a tent in the courtyard in manual. They put her near the wood. They put her under a large
oak tree. All day, Manuel and Jason played in the tent. Throughout the week they played in the tent. They have liked
to play in the tent, more than any other place they could think of.
Example 1
French paragraph:
Darby le chien aura sa fête dans deux jours. Vendredi, Darby aura 15 ans. C’est vieux pour un
chien. Qu’est-ce que nous allons planifier pour la fête de Darby? a demandé Maria. Il y a
seulement deux jours qui restent, et nous n’avons rien planifié. Nous devons rapidement penser
à quelque chose, a dit Mike. Darby sera triste si nous ne faisons rien pour sa fête. Nous faisons
toujours quelque chose pour la fête de Darby.
Translation :
Darby dog will have his day in two days. Friday, Darby will be 15 years. It is old for a dog. That is what we plan for the
feast of Darby? has asked Maria. There are only two days remaining, and we have nothing planned. We must quickly
think of something, Mike said. Darby will be sad if we do nothing for his feast day. We always do something for the
feast of Darby.