Trans-lingual

跨语言

Language privilege: What it is and why it matters

Quote ...

Similar controversies have arisen over bilingual education, where education in both a student’s first language (often Spanish) and English is viewed as somehow unfair or unjust by English speakers. Access to education in one’s native language is particularly important as research suggests that it may take children as long as seven years to catch up to their native English speaking peers in terms of their ability to use English for learning, a disadvantage that clearly helps to explain English as a second language learners’ achievement gap. The many students who have grown up speaking a language other than English are at a great disadvantage (relative to their English speaking peers) in the mostly monolingual, English-medium US public school system.

Often, even the most seemingly insignificant accommodation for other languages are met with intense criticism from first language English speakers. For example, public transportation here in Atlanta recently started using both English and Spanish in recorded announcements and signage, a decision that garnered negative reactions and attempts to protect language privilege as in this article titled “Atlanta Regional Commission is working to reverse the melting pot“. The author claims that the use of Spanish in public transportation is just “the latest example of how English is undermined”. Hence, language privilege allows us to view the public acknowledgment of languages in addition to English as a way of somehow harming English.

语言特权：它是什么以及为什么它很重要

引用 ...

双语教育也出现了类似的争议，英语使用者认为学生的第一语言（通常是西班牙语）和英语的教育在某种程度上是不公平或不公正的。以母语接受教育尤为重要，因为研究表明，儿童可能需要长达七年的时间才能在使用英语进行学习的能力方面赶上以英语为母语的同龄人，这一劣势显然有助于解释英语作为第二语言学习者的成绩差距。在美国公立学校系统中，许多以英语以外的语言长大的学生（相对于英语同龄人）处于极大的劣势。

通常，即使是对其他语言看似最微不足道的调整也会遭到以英语为母语的人的强烈批评。例如，亚特兰大的公共交通最近开始在录音公告和标牌中同时使用英语和西班牙语，这一决定引起了负面反应，并试图保护语言特权，如这篇题为“亚特兰大地区委员会正在努力扭转熔炉”的文章所示。。作者声称，在公共交通中使用西班牙语只是“英语遭到破坏的最新例子”。因此，语言特权使我们能够将公开承认除英语之外的其他语言视为某种方式损害英语。

Pie Chart of the most spoken languages.

Links to Translingual resources

Literacy as Translingual Practice Between Communities and Classrooms, Ed By Suresh Canagarajah, https://www.routledge.com/Literacy-as-Translingual-Practice-Between-Communities-and-Classrooms/Canagarajah/p/book/9780415524674

Language and Culture: Translingualism, https://sva.libguides.com/translingualism

Introduction to Translingual Writing, https://owl.purdue.edu/owl/resources/translingual_writing/index.html

Translingualism: An Alternative to Restrictive Monolingual Ideologies in Writing Instruction, https://dept.writing.wisc.edu/blog/title-translingualism-an-alternative-to-restrictive-monolingual-ideologies-in-writing-instruction/

Understanding the translingual practices among international students in multilingual cities, https://researchers.mq.edu.au/en/publications/understanding-the-translingual-practices-among-international-stud

Are Native English Speakers Privileged in Language-Learning? https://languagecrush.com/forum/t/3446

Language privilege: What it is and why it matters, https://linguisticpulse.com/2013/06/26/language-privilege-what-it-is-and-why-it-matters/

Source - https://linguisticpulse.com/2013/06/26/language-privilege-what-it-is-and-why-it-matters/

The translingual classroom

I sent out the Natural Game program for Sem 2. People commented on the Chinese text. I was asked how I manage diversity in the classroom. The text below is the email I sent out. Have a read.

跨语言课堂

我发出了第二学期的#NaturalGame 计划。人们对中文文本进行了评论。有人问我如何管理课堂的多样性。下面的文字是我发送的电子邮件。阅读。

Thanks for the response and the question in it. I will have a go at responding. I am sure others will have more useful responses to offer. Here is what I do.

This semester in my ecologies class of 20 - the diversity was as follows.

· 1 each of Sri Lankan, Syrian, Philippino, Mongolian, Greek, Egyptian, Japanese, Irish, Norwegian, Taiwanese.

· 2 of Anglo, Indian, Indonesian.

· 4 of Chinese.

The assignments are designed to contain f2f presentations as assessments. So, use of text (essay) or posters (captioned images) or PPT is discouraged.

The assignments posted on Canvas are in English.

· Translated Assignments text was offered inside Teams – in Simplified Chinese (Mandarin), Tagalog, Arabic, Bahasa, Traditional Chinese. One student commented that receiving the translated text was like someone had switched on the light.

· One on One chats were facilitated – in student channels. Chinese students were encouraged to send me messages in Chinese. They did it a fair bit. I then used the ‘translate’ button in Teams – to switch the text to English. The way of working was what I developed in Honours – there I use WeChat - it works amazingly well.

· When I spoke – I prefaced it by saying I will speak for 5 minutes. Then I switched on the Voice Recorder. The audio recording was transcribed in Otter. The text of the transcript was edited – translated and sent out. (att – ‘someone asked me’)

· NOTE FYI: MF6M was set up to require sessionals to practice the “Silent Teacher”. So as not to disadvantage the ESL students? Yes. In the early years – aka Emily Bramich as sessional – the silence was total. The quality of work was quite special too.

That’s mostly it.

感谢您的回复和其中的问题。我会尝试回应。我相信其他人会提供更有用的答复。这就是我所做的。

本学期我的生态学班有 20 人，多样性如下。

· 斯里兰卡语、叙利亚语、菲律宾语、蒙古语、希腊语、埃及语、日语、爱尔兰语、挪威语、台湾语各 1 个。

· 2 种英语、印度语、印度尼西亚语。

· 4个中文。

作业旨在包含面对面的演示作为评估。因此，不鼓励使用文本（论文）或海报（带标题的图像）或 PPT。

Canvas 上发布的作业是英文的。

· Teams 内部提供翻译的作业文本 - 简体中文（普通话）、他加禄语、阿拉伯语、印尼语、繁体中文。一名学生评论说，收到翻译后的文本就像有人打开了灯一样。

· 在学生频道中促进了一对一的聊天。我们鼓励中国学生用中文给我发信息。他们确实做到了一点。然后，我使用 Teams 中的“翻译”按钮将文本切换为英语。工作方式是我在荣誉课程中开发的——在那里我使用微信——效果非常好。

· 当我发言时 – 我在开头说我将发言 5 分钟。然后我打开录音机。录音以 Otter 语言转录。文字记录经过编辑、翻译并发出。 (att – ‘有人问我’)

· 请注意：MF6M 的设立是为了要求练习“沉默的老师”。为了不让ESL学生处于不利地位？是的。早年——又名艾米莉·布拉米奇（Emily Bramich）在会议期间——一片寂静。工作质量也很特别。

大部分就是这样。

Using #WeChat 使用 #微信

I use WeChat with Chinese students. So that we focus upon their design project. Without having to bother with language - aka conversational English.

I do this under the title of a project - I am the Project (IATP). LINK

I chat with my Chinese students in Honours. Over WeChat. They type and send messages in simplified Chinese. I type replies in English. We both hold out fingers over the message - till WeChat gives us the option to translate.

That is Natural Game.

我用微信与中国学生交流。这样我们就能专注于他们的设计项目。而不必纠结于语言，也就是英语会话。

我是以一个项目--"我就是项目"（IATP）--的名义来做这件事的。链接

我和我的中国荣誉学生聊天。通过微信。他们用简体中文输入和发送信息。我用英文打字回复。我们都伸出手指在信息上比划，直到微信给出翻译选项。

这就是 "NaturalGame"。

Using "Skype" 使用 "Skype"

I have tried translated audio chats in Skype.

I got a PhD student to give me a hand. He spoke Hindi, and I heard him in English. Then I spoke in English, and he heard me speak in Hindi.

Now, I have to try this with my Chinese students. So, with this it will be magical. They won’t have a vocabulary challenge. And we each can speak in our preferred language.

我试过用 Skype 翻译语音聊天。

我找了一个博士生来帮我。他说印地语，我听他说英语。然后我说英语，他听我说印地语。

现在，我得和我的中国学生试试这个。所以，有了这个，这将是神奇的。他们在词汇方面不会有困难。我们每个人都可以用自己喜欢的语言交谈。

Page updated

Google Sites

Report abuse