Materials Devt and Rules in Translation

7/27/2019 Materials Devt and Rules in Translation

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Planning/ContextualizingTeaching and Learning

MaterialsNemia Bulao-Cedo

Naga City DivisionRegion V


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Goals of Good MTB-MLE Programs

Children from non-dominant language

communities will . . . .

Progress successfully through school and

achieve their educational goals;

Remain a vital part of their heritage

community and culture; and

Be an engaged and productive part of the

national community.


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Principles to remember in planning

curriculum and instructional

Principle 1

Start with what the learners already know;

help them use what they already know togain new knowledge


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Principle 2

Make sure that the governments

standards/competencies for each subject and

each grade are clearly represented in the MLE

curriculum, instructional materials, lesson

plans and activities.


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Additional principles to remember

in developing teaching and

learning materials for MTB-MLE.


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Ensure that teaching and learning activities

and materials reflect the communitys and

parents.

* Values

Which ideas, actions and behaviors do theyconsider good and honorable?

Which do they reject as bad or dishonorable?

* GoalsWhat do they want their children to be like, to

know, to be able to do when they finish their

education?


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Ensure that teaching and learning

materials and activities focuson.* Language development

* Concept development

* Socio-cultural development


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Focus on meaning as well as

accuracy in all learning

activities for all subjects in all

grades


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Emphasize higher level

thinking In all subjectsAble to

think

critically

about

what's

taught

Evaluate

Able to use

what was

learned to

create newknowledge

Synthesize

Able to

see

patterns,compare

and

contrast

Analyze

Able touse what

was

taught

Apply

Able to

explain

what was

taught

Able to

recall

what was

taught

Know

Comprehend


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Help students develop fluency

and confidence in using their MTand additional languages for

everyday communication (BICS)and for academic learning (CALP)


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Use the traditional

Wisdom,

knowledge,

culture, andexperiences

from the students heritagecommunity as the foundation for

academic learning.


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Include plenty of peer

teaching/learning working

with partners and in teams.

Cooperative Learning


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Encourage talking!

Ask questions that encourage

students to describe, predict,explain, analyze, evaluate and

create oral and written texts.


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Make sure there are plenty

of graded reading materials

in all the school languages.


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4 Stages of Literature Development

Stage 1- for people who are just beginning to

read in their L1.

Stage 2 for people who are becoming fluent

readers in their L1.Stage 3- for people who have learned to readin L1and now want to read in L2.

Stage 4 for people who are fluent readers in

both their L1 and L2 and want tocontinue reading in both languages, andfor variety of purposes.


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How to Contextualize Learning

Materials

Contextualizing is different from translating.

Why?


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Pointers to Remember when

translating materials

The most important thing to remember is

that you want to communicate the ideas

and information from the original textinto your language.

You do not want to use the same words

or word order that were in then originaltext.


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A good translation is

1. CLEAR

When people read the translation, it

makes sense to them.

They are able to understand each thought.


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2. ACCURATE

When the original author wrote the original

book, he/she wanted to communicate specific

ideas to a specific group of readers.

A good translation communicates the same

ideas, only to a different group of readers.

New ideas are not added and none of the

original ideas are removed.


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3. NATURAL

Local readers find the translationeasy to read because it is in style

that is familiar to them.


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Types of Translations

1. Word for Words Translation

The translators concentrate on translating eachword or phase into the other language and give

less attention to the overall meaning of the text.

It is the literal way of translation.


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Example: Translate one word at a time

The sun is a great ball of extremely hot gas.

Precautionary measures should be observedbefore, during, and after typhoons.


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Check your translation:

Ask yourself

1. Does the translation makes sense? (It is

clear?)

2. Does it have the same meaning as the

original? (Is it accurate?)

3. Is it written in the way people talk in your

language? (Is it natural?)


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2. Dynamic Translations

The translators concentrate on translating the

ideas and information from the original.

Why?

1. The same message is communicated

2. The translation makes sense to the new

readers.

3. The format remains the same


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Example:

Pick the correct answer inside the box.

Pitasin ang tamang sagot sa loob ng kahon.

Piliin an tamang sagot sa loob ng kahon.

x


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Steps in Translating Ideas and

Information Dynamically

1. First, read through the material and answerthese questions:

a. What is the main point of that the author istrying to communicate in this material?

b. What format did the author use to communicatethe main point? (story, poems, directions)

c. Can you use the same format for your intendedreaders?

d. Do you think you will be able to translate it so itis clear, acccurate and natural?


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2. Begin translating. Read one page or two at a

time and as you read, think of the questions:

a. What is the main idea of this page or

section?

b. Are there specific points of information? If

so, what are they?

c. What action takes place?


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3. Based on your answers to the questions

decide on how you can write the same message

in your own language.

Remember you want to translate the ideas and

the information, not each word.

Write your translation on a separate piece of a

paper.


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4. Go through each page like that. When you

have finished translating all the text, read

through your translation.

Answer the following questions:


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1. Is the message in the translated text the

same as it was in the original text?

2. Are the original sub-points included?

3. Is the language clear and natural?

4. If it is an information book, will your readersget the correct information?

5. If the material is a storybook, will your

readers understand the story?


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6. Read through your completed translation.Make any changes in the translation that you

think are needed to make it clear, accurate andnatural.

7. Ask another mother tongue speaker of your

language to read the text. Ask them to make anychanges they think would make it moreunderstandable to readers.

8. When you (and your editor) are satisfied that

the text is ready. You are now ready toreproduce the materials.


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Keep In Mind!

Consider the age appropriateness of the

materials, especially the used of language. The

target readers are our pupils.

Approved writing system/orthography of the

dialect.

Written by native speaker.

Indigenized /localized materials.
http://localhost/var/www/apps/conversion/tmp/scratch_15/Primer%20Construction-Nemia.ppthttp://localhost/var/www/apps/conversion/tmp/scratch_15/Primer%20Construction-Nemia.ppt


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To generalize contextualized materials

must be

CLEAR,ACCURATE

and NATURAL.


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Brief Overview: BIG BOOKS

Beginning Reading Material (Primer Lesson)
http://localhost/var/www/apps/conversion/tmp/scratch_15/BIG%20BOOKS.pptxhttp://localhost/var/www/apps/conversion/tmp/scratch_15/Beginning%20Reading%20Matrix-Bicol%20OUTPUT%206.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_15/Beginning%20Reading%20Matrix-Bicol%20OUTPUT%206.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_15/BIG%20BOOKS.pptx


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Teacher is the Best

Teaching Material!
http://localhost/var/www/apps/conversion/tmp/K%20to%2012%20Lecture/WHA%20MAKES%20A%20GOOD%20TEACHER.ppthttp://localhost/var/www/apps/conversion/tmp/K%20to%2012%20Lecture/WHA%20MAKES%20A%20GOOD%20TEACHER.ppthttp://localhost/var/www/apps/conversion/tmp/K%20to%2012%20Lecture/WHA%20MAKES%20A%20GOOD%20TEACHER.ppthttp://localhost/var/www/apps/conversion/tmp/K%20to%2012%20Lecture/WHA%20MAKES%20A%20GOOD%20TEACHER.ppt


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THANK YOU!

SALAMAT!

DIYOS MABALOS!


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Characteristic of Graded Reading

Materials: Stage I to 4Help new learners learn

how to get meaning from

written texts; provide

reading practice; affirm

their language and

culture

Purpose Help learners gain

fluency and confidence

in their reading ability;

affirm their language and

culture

Enable readers who are

fluent in their MT and

understand the majority

language to transfer to

reading the majority

language

Enable learners to read

about a variety of topics

that are interesting and

relevant to them

Learners L1 plus majority

language

Learners L1 plus majority

language

Learners L1 Learners L1Language

Familiar and interesting

to the learners;reinforces what they

have already learned

Content Familiar and interesting

to the learners;introduces new ideas

and information

Familiar topics (in

majority language)

Variety of familiar and

new topics

Short, easy sentences

(no restriction on

symbols)

Level of Difficulty Longer, more complex

sentences; no restriction

on vocabulary

From very simple

(alphabet books) to

moderately complex

No restrictions

1 on each page; about

familiar people, objects

and activities;illustrations help readers

understand the text

Illustrations 1 on every 1-2 pages Appropriate for the

format

No Restrictions

Early Level 1: 4-18 pages,

1-2 short sentences per

page

Later Level 1: 6-10

pages, 2-3 sentences per

page

Suggested length

(stories or

information)

Early Level 2: 10-20


page

Later Level 2: 15-20


page

Depends on the type of

materials

No Restrictions

Stage 3 Stage 4Stage 1 Stage 2

Documents

Materials Devt and Rules in Translation