67. Explain how tiring listening in one language then translating into another language is for the student.
It is not only "tiring," it is a skill that must be practiced, like court translators, or concurrent translators at international meetings, or translators of news reports, etc. learn and practice to reach a professional level of performance. A student who must be translating all the words the teacher is using to understand the lesson being taught, cannot focus on the concept or key idea the teacher is trying to teach. That student is too busy hearing and translating just "words" to be able to hear AND understand the meaning of the thoughts or ideas presented by the teacher.
The teacher can help students understand what (s)he is saying: (1) through the use of visuals and manipulatives; (2) by stating and re-stating questions at different levels of language difficulty; (3) by displaying and pointing to key posted vocabulary words organized into meaningful categories; (4) through active participation of ALL students in the class; (5) by frequently summarizing what has being taught thus far in the lesson; (6) by asking students to state and restate their learning through frequent questioning; etc.
It is very easy to understand how DIFFICULT and TIRING it is to concurrently translate what another person is saying: Turn on the radio or the TV during any newscast, and try to re-state what the newscaster is saying, either in another language or in English. It is very difficult and totally exhausting!!!! And, probably, at the end of the newscast, you cannot remember any of the news stories. You were so busy concentrating on the language that you could NOT absorb the information you were repeating.
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605