Do you think that if we gave them the amount of bilingual materials for reading, is it good for doing their own translation into English improved & advanced greatly? Why?
Your any comments & feedback will be highly appreciated.
Bilingual Reading Material & Translation
Moderators: Dimitris, maneki neko2, Lorikeet, Enrico Palazzo, superpeach, cecil2, Mr. Kalgukshi2
From your location I conclude you are talking about bilingual literature for your Taiwanese students, right?
I think bilingual textbooks are almost always a bad idea!
It is commonly done in China, and the result is that Chinese can't speak English without echoing it in Chinese one way or the other (translating back and forth().
Acquiring an L 2 means the learner stops using his or her first language! This ability must be honed from an early start. It is like weaning them from mother milk!
They have to learn to see the world through the eyes of a native speaker!
I think bilingual textbooks are almost always a bad idea!
It is commonly done in China, and the result is that Chinese can't speak English without echoing it in Chinese one way or the other (translating back and forth().
Acquiring an L 2 means the learner stops using his or her first language! This ability must be honed from an early start. It is like weaning them from mother milk!
They have to learn to see the world through the eyes of a native speaker!
I disagree heartily to the anti-bilingual education sentiment! I think it is true that CONCURRENT translations are not a good idea. The ELL tunes into his/her native language, (It is easier!) and doesn't attune to the English as much. However, the L1 is very useful in acquiring L2.
Try this:
If you can get the story or dialog that you want your students to read in both languages, read the native language the first day. Next day, have the students read the English version. They will know the gist and you will find that their comprehension is much higher. They can pay more attention to the rhythm of the language and key words that may be new to them. Any subsequent rereadings should be in the English. Don't be afraid to have them reread a piece several times. They will gain fluency and expression and comfort each time. (I found this for myself when I studied Polish--it was like learning to read all over again.)
OR
Try arranging your lessons around themes. (Traveling, technology or animals or ocean life--something appropriate to their ages.) The beginning of a theme, have them discuss the topic in the native language and write/talk about what they know. Then teach them some key vocabulary that they will come across often. The following days, provide the activities in English.
The more you know about their first language, the better English teacher you will be.
Remember! Language is about COMMUNICATION and MAKING SENSE. The native language is a key help for this! Don't worry about "rules!" Learning a language can be "scary." Students need to feel comfortable and free to participate how they feel ready.
Try this:
If you can get the story or dialog that you want your students to read in both languages, read the native language the first day. Next day, have the students read the English version. They will know the gist and you will find that their comprehension is much higher. They can pay more attention to the rhythm of the language and key words that may be new to them. Any subsequent rereadings should be in the English. Don't be afraid to have them reread a piece several times. They will gain fluency and expression and comfort each time. (I found this for myself when I studied Polish--it was like learning to read all over again.)
OR
Try arranging your lessons around themes. (Traveling, technology or animals or ocean life--something appropriate to their ages.) The beginning of a theme, have them discuss the topic in the native language and write/talk about what they know. Then teach them some key vocabulary that they will come across often. The following days, provide the activities in English.
The more you know about their first language, the better English teacher you will be.
Remember! Language is about COMMUNICATION and MAKING SENSE. The native language is a key help for this! Don't worry about "rules!" Learning a language can be "scary." Students need to feel comfortable and free to participate how they feel ready.
Bilingual Materials & Translation
I notice that there has been some criticism of bilingual teaching materials.
Could I ask on what grounds this criticism is made and what evidence is being used to support it?
Could I ask on what grounds this criticism is made and what evidence is being used to support it?
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JeanRezende
- Posts: 22
- Joined: Wed Nov 24, 2004 1:39 pm
- Location: Brazil
It sounds like there is a trend not to accept first language into English classes, as it were possible for the students to take it apart while performing a second language.
What if we try to see the bilingual speaker as one who is able to switch within both languages at any time with similar - i mean "similar' not "exact" - performance.
Often we see students translating in order to explain something for example. sometimes they get back to their own language in order to make connections with new knowldge into the target langage.
Being able to "switch" could be the anwer!
Thanx!
What if we try to see the bilingual speaker as one who is able to switch within both languages at any time with similar - i mean "similar' not "exact" - performance.
Often we see students translating in order to explain something for example. sometimes they get back to their own language in order to make connections with new knowldge into the target langage.
Being able to "switch" could be the anwer!
Thanx!