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"Seasoned English language educators from a variety of countries and regions attending a high-profile English education assembly in Macao on Friday highlighted the importance of training more versatile talent in order to disseminate Chinese culture more effectively on the global stage, and exchanged firsthand experiences of integrating the essence of Chinese culture and history into English language teaching. The 2023 Global English Education China Assembly, which started on Friday, created a special committee that invited exceptional minds from the English teaching sector to exchange ideas and opinions on furthering the promotion of Chinese culture on the global stage. Chairing the committee was Mu Yang, who is also the chair of the School of English Studies, and associate dean for the Faculty of Foreign Studies at Beijing Language and Culture University. She is scheduled to deliver a speech on Saturday, the second day of the assembly. One of the key areas of her research involves the development of a new set of training objectives and a curriculum to train more talent specialized in the international communication of Chinese culture. Mu noted that the process has been hindered by a variety of factors, including language barriers and geopolitical tensions. She added that the endeavor requires more multilingual talent capable of breaking through with cross-cultural communication skills. Mu also said that through a virtual research platform launched by the Ministry of Education, many linguists in China, herself included, have been working on the reform of the training model for talent specialized in the international communication of Chinese culture. The platform has organized ten lectures and exchange activities involving renowned scholars, teachers and experts in the field of international communication to date, she added. Mu encouraged all educators to incorporate more Chinese culture activities into English teaching, as practical experience can help students better understand, and later spread, Chinese culture. The teaching mode can be varied to fit the needs of different grades, according to Mu. As for the importance of building stronger cultural bonds, Liu Jun, rector of the City University of Macau and president of the International Research Foundation for English Language Education, highlighted Macao's unique advantages from a language teacher's perspective, and said that the multilingual city, where Portuguese, English, Mandarin, and Cantonese are spoken, gives its inhabitants an advantage when it comes to understanding people from different cultural backgrounds. Calling the assembly "one of the best conferences he has attended" in terms of size and quality, Liu said that the conference, which spreads news about developments in the field of English education, can benefit China and other parts of the world, and should continue to be supported. Putting educational theories into action, Xie Guanghong, Chen Jingjing and Zheng Xin, three teachers from a prestigious high school on the mainland — the Chengdu No 7 High School in Sichuan province who were in attendance, shared with China Daily their experience of using the Chinese literature classic, Romance of the Three Kingdoms, to teach traditional Chinese wisdom and values in their classrooms. They said that many famous storylines in the novel, which is based on stories from the Three Kingdoms period (220-280), reflect enduring values like solidarity, loyalty and righteousness. As English serves as a lingua franca for communication and cultural exchange between people from different nations and regions, they emphasized that studying the English version of Chinese values and wisdom can help hone the skills of Chinese students, allowing them to better and more effectively convey Chinese concepts and wisdom to a global audience. Liu Hong, an associate professor from the School of Foreign Languages at Lanzhou Jiaotong University in Gansu province, presented the results of her research: a Chinese-English parallel corpus of common words from the ancient Silk Road cultures in Gansu, to the assembly. Speaking to China Daily on Friday, Liu Hong emphasized the importance of introducing the rich cultural heritage of the Silk Road — an ancient trade and culture exchange route between China and Europe via Eurasia — to the world in a more comprehensive and vivid manner, and said that a bilingual parallel corpus would provide rich context, enabling translators to accurately and consistently translate terms. The annual English education assembly, which has drawn some 1,600 experts, front-line educators, and scholars from 20 countries and regions, including China, the USA, the UK, New Zealand, Italy, Thailand, Russia, Singapore, Nepal, Mongolia, Indonesia and Pakistan, both online and in person, will conclude on Sunday." #metaglossia_mundus
"Le Directeur général de l'Organisation du Monde Islamique pour l'Éducation, les Sciences et la Culture (ICESCO), Salim bin Mohamed Al Malik, a souligné, jeudi à Rabat, la nécessité en ces temps actuels, de promouvoir les voies d’entente et les meilleurs moyens pour présenter les différences culturelles d'une manière civilisée loin de toute forme de fanatisme ou d’atteinte aux sacralités. L’humanité a franchi de grands pas pour rapprocher les civilisations au cours de la dernière décennie, s’est félicité M. Al Malik dans une allocution lors d’une conférence internationale sur le thème « L’Allemagne et le monde musulman : compréhension et développement », regrettant toutefois les rétrogressions dues au fanatisme et la recrudescence des actes d’autodafé du Coran dans certains pays européens. Cette conférence à laquelle ont pris part notamment des responsables, des diplomates et des chercheurs spécialistes venus du monde musulman et d’Allemagne, s’inscrit dans le cadre d’une série de rencontres que l’ICESCO entend organiser sur le thème des relations des pays européens avec le monde A cette occasion, M. Al Malik a indiqué que les relations entre le monde musulman et l’Allemagne ne sont pas nées de la colonisation et ont été témoins de tractations à une époque révolue, ajoutant que la culture arabo-musulmane représente dans l’esprit allemand « un champ prospère » qui a été abordé par les penseurs et les chercheurs avec une neutralité scientifique remarquable. De son côté, le ministre fédéral de l’Éducation et la Formation professionnelle du Pakistan, Rana Tanveer Hussain, a noté que la coopération avec l’Allemagne permettra aux pays membres de l’ICESCO de bénéficier de l’expérience et de l’expertise germaniques, notamment dans les domaines de l’intelligence artificielle, des énergies renouvelables et de l’énergie verte. Après avoir rappelé la position pionnière que détient l’Allemagne au niveau mondial dans les domaines de la technologie et de l’innovation, le ministre pakistanais a mis en avant l’importance que revêt la technologie pour faire face aux défis majeurs auxquels sont confrontés les pays, faisant part de la disposition des Etats membres de l’ICESCO à coopérer avec le gouvernement allemand dans ce domaine. Pour sa part, l’ambassadeur allemand au Maroc, Robert Dölger, a jeté la lumière sur la nature des relations entre l’Orient et l’Occident et leur impact en matière de renforcement du dialogue entre les religions et le brassage des cultures, notant que cette question a déjà été traitée par des auteurs allemands dans plusieurs ouvrages. Le diplomate allemand a également évoqué le rôle de l’immigration dans le renforcement de la richesse et de la diversité de la société allemande, soulignant que son pays appréhende la diversité culturelle avec une approche qui privilégie le dialogue et la compréhension de l’autre. Quant au Directeur Général de l’Institut allemand de dialogue et la compréhension mutuelle « Mouatana », Abdessamad El Yazidi, a estimé qu’en ces temps où des parties s’évertuent à semer la haine, il est primordial d’adresser, à partir du Royaume du Maroc, un message de paix et d’apaisement au reste du monde. Cette conférence, organisée par l’ICESCO et l’Institut allemand de dialogue et la compréhension mutuelle « Mouatana », a été l’occasion de présenter des articles scientifiques et spécialisés traitant des problématiques ayant marqué les relations entre l’Allemagne et le monde musulman à travers des sujets de coopération scientifique entre les deux parties." #metaglossia_mundus: https://www.menara.ma/fr/article/le-dg-de-licesco-appelle-a-presenter-les-differences-culturelles-dune-maniere-civilisee
"Specialised Training in Interpreting and Translation The ECOWAS Directorate of Conference and Protocol has launched its inaugural programme, Specialised Training in Interpreting and Translation (DCP-STIT)’ in implementation of one of the components of its approved Q2 Workplan. The first instalment of the training under the programme took place at the Hala Hotel, Bissau, Guinea Bissau, from 11th to 17th July 2023. This activity came on the heels of the previous activity ‘Identification of Potential Portuguese A/B/C interpreters’, which had run in Bissau in February 2023 as part of the preparations for the first ever chairmanship by a Portuguese speaking Member State. The objective of these and future trainings is to equip trainees with the requisite interpreting skills to meet ECOWAS interpreting standards and offer high quality services to the Community institutions. The instalments will target the language combinations which the Commission has difficulty recruiting due to insufficient numbers and unprofessional quality on the supply side. The Programme will also play a role in the integration agenda of the Community, opening the eyes of young West Africans to employment opportunities as freelance language professionals. On day 1, ‘Training of Trainers: Teaching Self-Learning Techniques’, Director of Conference and Protocol, Madam Olukemi Robinson-Atabuh, welcomed the trainers and moderators and presented the objectives of the Course and the expected results. The 7-day training proper commenced on Day 2, with modules on ‘Basic Introduction to note taking in Consecutive Interpretation’, ‘Simultaneous Interpretation; Problems and Solutions’, ‘Introduction to Remote Simultaneous Interpretation’, ‘Self-learning techniques’, ‘Introduction to ECOWAS institutions and agencies, amongst other modules. There was a final assessment test on the final day of the training and two successful candidates validated to be included on the Commission’s roster of freelance interpreters and who are one step closer to success should they wish to be recruited by the Commission. The inaugural training was delivered by DCP interpreter trainers, and two professional African external trainers recommended by the European Union and active in the Pan African Masters in Conference Interpreting and Translation (a UN sponsored initiative in which the ECOWAS Commission participated in 2011/2012). For this inaugural capacity building session in the series, under the DCP STIT, the trainees were from the Portuguese speaking Member States. Others also had passive Portuguese in their language combination. The gender dimension has also been mainstreamed into the activity." #metaglossia_mundus
25 Jul 2023 The translated ‘bible’ is set to strengthen Australian general practice’s international standing and improve collaboration. Australian textbook of general practice, John Murtagh’s General Practice (8th edition) has been translated and published in Mandarin Chinese. Adjunct Associate Professor of General Practice at Monash University Hui Yang is the executive editor of the translated work. He told newsGP the Mandarin version of ‘the GPs’ bible’ is now available for 450,000 Chinese GPs. ‘This is significant work,’ he said. ‘It shows acceptance of Australian general practice’s value in a big country of [more than] 1.4 billion, and the potential of cooperation in general practice education and training, as well research in the near future.’ On 24 July, Associate Professor Yang met with RACGP CEO Paul Wappett and Chief General Practice Training Officer Georgina van de Water at the college’s national office in Melbourne to officially present the new version of the publication. Mr Wappett congratulated Associate Professor Yang on ‘an incredible resource’, welcoming the influence of Australian general practice around the world. ‘This [translated work] is a feat of perseverance, because it took two years and he’s done it as a labour of love essentially, to ensure that we do have that level of connection and influence and that there’s a great resource available,’ Mr Wappett told newsGP. ‘A group of senior doctors in China are trying to get general practice up and going as a concept because they’ve been so hospital-centric in their health system, and are looking at general practice resources from around the world to see which one they think best suits them in terms of stage of development and basically being the quintessential resource. ‘So that’s an extraordinary thing for the Australian profession to be able to claim.’ After the first Mandarin translation of the fourth edition sold out to ‘great response’ in China in 2010, the next Mandarin version – the eighth edition – was launched in April 2023 at a general practice conference in Sichuan, attended by more than 5000 Chinese doctors. For many years Associate Professor Yang has collaborated with Chinese colleagues on general practice training and primary care research, to complete the work, while also receiving assistance from 120 translators and input from the Journal of Chinese General Practice. ‘In China, there are many followers of Professor Murtagh. They believe that his thoughts and Australian general practice and education are the most important reference and direction for the development of general practice in China,’ Associate Professor Yang said. ‘The Australian style of general practice – preventive care focused, patient-centred care, community-based, comprehensive, and continuous service – has resonated greatly among Chinese counterparts.’ However, while there are similarities between the approach to general practice in Australia and China, Associate Professor Yang also notes some differences. ‘Australia’s GP college was established in the late 1950s, while China’s was founded in the early 2000s. This means China is facing opportunities and challenges that we faced 50 years ago,’ he explained. ‘China’s health system is still hospital and specialist dominated. The GP “first contact” arrangement does not function well. However, the two countries are facing common problems, such as population ageing, multiple chronic conditions, rising costs … as well as workforce disparity and GP shortages in rural and remote areas. ‘Both China and Australia can learn a lot from collaboration and exchange, for strengthening primary care and improving health equality.’ A significant example of this collaboration, according to Associate Professor Yang, is the Monash-Shenzhen General Practice Program. Since 2010, groups of Chinese GPs from Shenzhen have been trained at Monash University in Melbourne as part of an agreement with the Government of Shenzhen to train GP leaders. The program currently consists of 13 weeks of offshore experiential learning in Melbourne, including university lectures and visits to hospitals, general practices and GP training centres to observe how the Australian system works. ‘The first group returned to China and became the disseminator of ideas of Australian general practice and Murtagh’s general practice model,’ Associate Professor Yang said. ‘Some of these training delegates also worked on the book translation. They hope that through translation work, they can better understand Australian general medicine. ‘To provide general practice services in multicultural Australia, it is a good strategy to improve cultural sensitivity and competency of clinical practitioners. To translate and transfer general practice across countries and cultures will benefit both doctors and the community.’ Mr Wappett agrees the translated publication will help to build Australian general practice’s influence in a global setting, including highlighting it as an attractive destination for Chinese-trained doctors. ‘As the general practice profession starts to take a hold in China, they look at Australia’s model of general practice as being the standard, essentially,’ he said. ‘So that’s going to increase our influence on the way that general practice is being practised around the world. When you look at the possibility of data that comes out of China as the one of the largest populations in the world, and for that to underpin empirical research, it’s a phenomenal opportunity. ‘The opportunity to do that cross-barrier research is a really important one for us. It’s showing our influence on the world and then showing the potential that we’ve got to be able to get to continue to forge relationships with the profession in China.’ Professor John Murtagh AO and Professor Leon Piterman AM, both emeritus professors of general practice at Monash University, provided advice during the translation. The Mandarin version was published by the People’s Medical Publishing House of China."#metaglossia_mundus
Par Siaka Doumbia, Envoyé spécial à Mopti Aujourd'hui-Mali - 22 Juil 2023 " En marge de la Biennale artistique et culturelle, un débat intitulé “S’enrichir de nos différences pour bâtir une nation harmonieuse” a été animé le mardi 11 juillet 2023 par Sidi Mohamed El Béchir, gouverneur de la région de Bandiagara, et Dr. Nohan Sow, conseiller technique au ministère de la Refondation de l’Etat chargé des Relations avec les institutions. Evoquant le thème principal de la Biennale/Mopti-2023 ; à savoir : “Le Mali, une histoire commune, une seule nation, un même destin” et la thématique de la conférence-débat intitulé : “S’enrichir de nos différences pour bâtir une nation harmonieuse”, Sidi Mohamed El Béchir a fait savoir que le Mali est une terre d’accueil, de l’islam depuis le VIIe siècle. A ce titre, le pays a su construire au fil des temps un savoir-vivre ensemble qui a toujours réussi à surpasser les différends et qui s’est imposé comme le maître mot de la vie en société. “Ce vivre ensemble dans la tolérance réciproque a été mis à mal ces derniers temps par les conditions d’une globalisation débridée qui permet la circulation incontrôlée de toutes sortes de produits dans une bande sahélienne devenue un espace d’opérations de puissances influentes mais aussi de groupes plus ou moins incontrôlés. Le Mali, et plus largement la zone sahélienne, est devenu un espace privilégié du transit de drogue, d’armes et de trafics divers dont celui d’êtres humains, le tout sur fond de pauvreté endémique de la majorité des populations locales. Dans ce contexte, le patrimoine pluriel du Mali, celui qui s’est construit à partir de connaissances élaborées au fil du temps et qui a permis l’épanouissement d’une culture malienne originale issue de traditions locales alliées à un islam ouvert, est fortement malmené”, a-t-il déploré. Il a rappelé que la crise politique et sécuritaire qui a secoué le Mali en 2012 a largement entamé le tissu social du Mali. La crise institutionnelle du 22 mars et l’occupation des deux-tiers du pays par des groupes armées séparatistes, jihadistes et narcoterroristes ont fragilisé le tissu social, les relations intercommunautaires et exacerbé les tensions sociales et intercommunautaires. C’est ainsi qu’il a préconisé de s’appuyer sur ces riches ressources culturelles du Mali, sur le savoir-être et le savoir-vivre ensemble, sur la capacité à entretenir la cohésion sociale et donc à régler les conflits qui est un patrimoine commun qu’il importe de préserver. “Tout cela doit permettre d’asseoir ce socle d’entente mutuelle entre les différents partenaires d’un Mali refondé autour d’un projet commun de développement issu de l’intérieur”, a-t-il indiqué. Parlant des principales différences de la nation malienne, le conférencier a fait remarquer que tous les maliens sont des humains, nés de la même manière, pourtant différents. “Mais différents en quoi ?”, s’est-il interrogé. Comme réponse, il a cité les principales composantes humaines qui différencient la nation malienne. Ces composantes sont, entre autres, le milieu et le mode de vie, la langue, la culture, la religion et l’ethnie. “Nous pouvons nous différencier aussi par un rythme lent ou actif, par des centres d’intérêt qui ne sont souvent pas les mêmes, par des sensibilités plus ou moins développées. Nos pensées, nos idées, notre façon de voir les choses et la vie sont multiples. Mais nous pouvons nous retrouver sur des valeurs communes. Nous avons tous besoin d’être aimés, nous avons tous besoin de liens sociaux. Nous avons tous une vie spirituelle, intérieure. Dans toute société, de la plus primitive à la plus évoluée, l’homme est porteur des valeurs innées ou acquises, et cultivées selon son environnement social et naturel. Sil est croyant, c’est-å-dire, croire en un être supérieur même les primitifs nourrissaient une telle croyance, bien de ces vertus procèdent de sa foi. Du fait que ces qualités nous habitent encore de nos jours et gèrent en général nos actions, nos relations et nos décisions, on peut déduire qu’elles sont devenues intrinsèques à notre nature”, a-t-il fait savoir. Les attitudes raffinées comme socle Comment bâtir une nation harmonieuse dans la diversité ? Comme réponse, Sidi Mohamed Elbéchir a affirmé que c’est grâce à leurs attitudes raffinées que les Maliens ont harmonieusement mélangé les diversités pour bâtir une société hétérogène et cultivée. “La sagesse des aînés, les enseignements religieux, les mœurs et traditions, la philosophie des penseurs et les facettes des autres connaissances et cultures ont façonné la société malienne. Si elles nous donnent une identité, elles nous aident à déverrouiller nos rigidités, vitalisent notre quotidien et prônent des élans vers les autres. Au fil du temps, elles ont survolé les différences sociales, nous ont aidés à organiser notre mode de vie, ont inspiré nos façons d’agir et d’interagir avec nos semblables, nous rendant ainsi plus responsables et sociables. Grâce à nos attitudes raffinées, nous avons harmonieusement mélangé les diversités pour bâtir une société hétérogène et cultivée. Si des guerres, des conflits, des tentatives d’extermination des races, des luttes politiques et la haine des extrémistes, etc. nous ont inquiétés ou traumatisé un moment donné de l’histoire, ils n’ont pu anéantir ces particularités fondatrices presque génétiques de notre espèce. Et dans bien des circonstances, ces violences ont été un tremplin à nos communautés pour consolider leur appartenance à la nation. Au final, la sagesse a prédominé grâce à des hommes de bonne volonté et des forces vives qui, stimulés par une détermination contraire à ces manquements de principes, de laisser-aller dans les mœurs et l’éthique, ont conçu et proposé des idées pour transformer et sécuriser le monde. En raison de la déchirure sans précédent de notre tissu social résultant de l’occupation du territoire, il était urgent et impérieux de se pencher sur les voies et moyens permettant de reconstruire l’unité de la Nation, cette unité dont on était tous fiers et qui a été construite au fils des ans au prix de nombreux sacrifices. L’unité de la nation malienne est un legs historique. Toutes les composantes des populations ont souci de sa préservation et chacune d’elle réclame d’ailleurs avec une foi évidente sa préservation. Si les défis qui s’imposent aux autorités de la Transition sont la réconciliation nationale, la reconstruction des régions affectées par la crise, la sécurité du territoire national et la défense de la souveraineté territoriale, les défis liés au développement harmonieux et durable de notre nation elle-même demeurent, entre autres, la justice sociale ; l’implication effective de toutes les communautés du Mali dans tout processus de paix ; le respect des valeurs traditionnelles/coutumières et religieuses ; le respect de la diversité socioculturelle et du vivre-ensemble ; la réponse aux besoins socio-économique des populations et particulièrement ceux des déplacés et des refugiés ; l’exploitation judicieuse et à temps opportun de nos valeurs culturelles comme le maaya, le danbe, le jatiguiya, le sanakunya, et le djéliya ; la création des centres de perfectionnement préfectoral par l’ordonnance n°2021-014/PT-RM du 1er octobre 2021 qui doivent être rapidement opérationnels”, a-t-il proposé. La patience et le courage de vivre la situation… Selon Sidi Mohamed El Béchir, si les Maliens veulent aspirer à la paix et au développement humain durable et harmonieux, ils doivent avoir la patience et le courage de vivre la situation qu’ils traversent aujourd’hui, pour reconstruire leur nation sur des bases nouvelles et renforcer leur unité nationale. Pour cela, a-t-il suggéré, les Maliens doivent soutenir et promouvoir ensemble les multiples actions engagées par le gouvernement, notamment, intégrer un programme sur l’éducation à la culture de la paix et des droits de l’Homme dans les curricula : – multiplier les programmes éducatifs sur les droits de l’Homme et la culture de la paix dans les médias et à travers les autres vecteurs de mobilisation sociale ; inciter et encourager les créateurs et la création artistique et culturelle sur la paix et les droits de l’Homme ; promouvoir des cadres d’échanges et d’outils pour impulser le dialogue national ; identifier et vulgariser des mécanismes traditionnels de concertation et de médiation ; cultiver une meilleure connaissance du Mali par les Maliens et des Maliens entre eux ; impliquer les populations et les collectivités auprès des acteurs en charge de la sécurité dans la mise en œuvre des stratégies et actions pour la paix et la réconciliation ; informer et sensibiliser les citoyens sur leurs rôles et leurs responsabilités dans le maintien de la paix et de la sécurité ; développer le patriotisme autour des valeurs sociétales du Mali ; développer un programme spécial de soutien des femmes, des enfants et des jeunes ; assurer aux populations l’accès aux services sociaux de base ; préparer les conditions d’accueil et de réinstallation des réfugiés/déplacés ; mettre en œuvre un plan d’appui et de réinsertion socio-économique des réfugiés/déplacés et victimes ; assurer la prise en charge des couches les plus vulnérables ; répertorier et mettre en œuvre les projets/programmes porteurs pour la réconciliation ; systématiser l’organisation des événements socioculturels et sportifs ; insister sur l’enseignement de l’éducation civique et morale dans les programmes scolaires. “L’appartenance à la nation doit être profondément ancrée dans la culture des peuples” Sur la notion de la nation et de l’Etat, il a fait savoir que la nation est un élément de l’Etat en ce sens que “l’Etat” est le milieu social où se produit le fait “Etat”. “La nation désigne de façon générale, un groupe humain assez vaste, qui se caractérise par la conscience de son unité et la volonté de vivre en commun. La nation, c’est aussi une communauté politique établie sur un territoire défini et personnifiée par une autorité souveraine. Nous considérons que la nation (comme l’État) est un fait social car si toute nation a vocation à créer un Etat, nous verrons que tout Etat a également vocation à créer une nation. L’Etat serait dans cette perspective une sorte de personnification juridique de l’idée même de nation. Mais inversement, il se trouve que chez nous en Afrique moderne l’État est le milieu où se produit la nation en ce sens que l’Etat est le point de départ de la nation nouvelle. Certains pensent même que l’Etat est l’expression de la nation mais celle-ci “est surtout le moyen de réaliser l’Etat. Ainsi, y aurait-il une conception purement africaine de la nation (celle de l’Afrique d’hier) et une conception moderne qui est celle que nous connaissons aujourd’hui ? En effet, si en Europe la nation est le point de départ de l’Etat, par contre en Afrique, l’Etat issu des indépendances est le point de départ de la nation actuelle dont l’œuvre n’est d’ailleurs pas totalement achevée en raison de l’existence d’un micro-nationalisme naturel (au niveau local ou ethnique) qui prend parfois l’allure d’un véritable ethnocentrisme, en raison aussi de l’effort de construction nationale auquel se consacre la plupart des dirigeants africains. L’appartenance à la Nation doit être profondément ancrée dans la culture des peuples, leur histoire, et doit être parmi les éléments fondamentaux de leur identité. L’appartenance à cet ensemble permet de protéger et de veiller sur l’intérêt général au détriment de l’intérêt individuel. Pour faire renaitre ces valeurs, gages du patriotisme et de la citoyenneté, nous devons préconiser une refonte de l’éducation et du citoyen”, a-t-il développé. “Le Mali est une terre de brassage multiséculaire, riche de sa culture et de sa diversité” Sur la nation malienne et ses différences, il a dit que le Mali est une terre de brassage multiséculaire, riche de sa culture et de sa diversité. “Malgré la sombre période coloniale, les relatons humaines entre les communautés manding, bambaras, dogons, soninkés, sonrhaï, arabes, touareg, peulhs, senoufo etc. sont demeurées intenses dans tous les domaines. Ceci est magnifié par exemple pour les liens de mariage, constituant les familles”, a-t-il soutenu. Il a regretté que suite aux événements du 22 mars 2012, les régions de Kidal, Gao et Tombouctou sont successivement tombées les 30, 31 mars et 1er avril 2012 sous le contrôle des mouvements rebelles du MNLA et les groupes islamistes et salafistes d’Ansardine et d’Al-Qaida au Maghreb Islamique (Aqmi). D’autres mouvements terroristes ont également pris pieds comme le Mouvement pour l’unicité et le jihad en Afrique de Ouest (Mujao) et Boko Haram dans cette partie du pays. Les conséquences immédiates ont été, entre autres, l’occupation des 2/3 du territoire par les groupes rebelles se traduisant par des actes de vandalisme, de pillage, de viol. Ce sont les femmes qui ont été les principales victimes en ce domaine (viol, fausses couches en raison de ‘absence d’un système sanitaire de prise en charge) ; le retrait de forces de défense et de sécurité de la zone, suivi de l’administration ; les exactions commises sur les populations et leur départ massif du Nord vers le Sud du pays et dans les pays limitrophes comme le Burkina Faso, le Niger, la Mauritanie, l’Algérie et le Sénégal ; le pillage par les troupes rebelles de tous les biens de l’administration publique, des ONG et même des organisations humanitaires, les biens des populations, des agents des différents services techniques ; le saccage des bâtiments publics et privés ; les tortures infligées aux femmes qui ont souvent été violées ; la mort par lapidation ; l’amputation des membres et la flagellation ; la dégradation du tissu économique et la destruction des infrastructures administratives ; la détérioration des rapports entre les communautés qui avaient vécu en symbiose depuis plusieurs siècles, du coup l’unité nationale a été ébranlée dans ses fondements et la cohésion nationale en a ressentie ses effets. “Face à ce tableau sombre de notre pays, les plus hautes autorités du pays se sont engagées pour le recouvrement de l’intégrité du territoire, la consolidation de l’unité nationale et l’instauration de la paix, de la stabilité et de la sécurité. A l’échelle d’un pays, ou des groupes de pays quand l’incompréhension, la mésentente prennent une certaine proportion, elles revêtent le caractère d’un différend collectif. Pour le résoudre les hommes ont souvent recours à la violence qui ne peut jamais être une solution. Ils ont alors fait recours au dialogue pour mener à la paix, à l’entente, à la pacification de leurs relations. Nul n’est sans savoir que le Mali est une Nation des hommes d’honneur, le creuset d’une culture riche et diversifiée conservant à la fois ses traditions, ses us et coutumes et ouvert à la culture universelle. Dès les premières années de son accession à la souveraineté nationale et internationale, notre pays a marqué sa volonté de promouvoir et de développer sa culture en vue de réaliser son unité nationale fondée sur le sentiment d’une identité commune”, a-t-il dit. Auparavant, dans son intervention, Dr. Nohan Sow avait fait savoir que le Mali est un pays de diversité ethnique où les populations vivaient en harmonie jusqu’à l’avènement de la crise sécuritaire. A ses dires, les conflits au Mali sont des “montages”. “Le peuple malien a toujours vécu en ensemble et en harmonie dont le cousinage à plaisantin en est le socle. La diversité culturelle est notre différence. Pour avoir une harmonie entre les populations, il faut l’acceptation, la tolérance et l’ouverture aux autres. Au Mali, il n’y a pas de différence entre les ethnies. Et il ne peut pas avoir de conflit entre les populations maliennes. Les conflits au Mali sont des montages”, a-t-il dit." #metaglossia_mundus
Bruno Publié 23 juillet 2023 "Bard, l’IA générative de Google inspirée de ChatGPT, se perfectionne continuellement en offrant plusieurs améliorations. Désormais, Google Bard est capable de s’exprimer dans plusieurs dizaines de langues et de répondre aux requêtes des utilisateurs contenant des images. Dans la compétition mondiale de l’intelligence artificielle, les chatbots se doivent d’évoluer constamment pour proposer des nouveautés et rester en tête de la course. Google Bard a été annoncé il y a quelques mois dans le but de rivaliser avec ChatGPT, le célèbre agent conversationnel d’OpenAI. Depuis, le géant de Mountain View a régulièrement déployé des mises à jour pour le perfectionner. Ainsi, Bard présente désormais plusieurs nouvelles fonctionnalités visant à rendre les interactions plus naturelles et humaines. Le chatbot de Google est maintenant capable de proposer des synthèses vocales dans plus de 40 langues, ce qui est particulièrement utile pour entendre la prononciation correcte d’un mot ou écouter un poème ou un texte. Par ailleurs, Google a également introduit la prise en charge des images dans Bard. Cette nouvelle fonctionnalité est déjà disponible en anglais et sera bientôt étendue à d’autres langues. Elle permet aux utilisateurs d’ajouter des images à leurs requêtes. Lors de la conférence Google I/O 2023, cette fonctionnalité a été présentée pour la première fois avec l’exemple d’un utilisateur partageant une photo de deux chiens et demandant à Bard des idées de légendes amusantes pour celle-ci. Enfin, Bard propose également d’autres fonctionnalités, notamment la possibilité d’épingler et de renommer des conversations, ainsi que de partager des réponses du chatbot avec des liens d’intégration." #metaglossia_mundus
"As business owners and professionals seek to expand into new markets, it’s essential to have quality translation and interpreting services available. Interpreters are the key to overcoming language barriers and opening communication channels for businesses worldwide. Interpreters promote communication between caregivers and patients as well as between clients undergoing medical treatment. They provide support over the phone or in person as needed. 1. Accuracy Professional interpreters offer a high level of accuracy. They go beyond word-for-word translation to capture the meaning, tone, context, and emotions behind the speaker’s words. This ensures that non-English speaking clients and customers receive the full message of a business meeting, a client’s medical appointment, or a conference call. The accuracy of interpretation services helps to reduce misunderstandings and miscommunications that can be costly for businesses trying to establish connections in foreign markets. It also helps to build trust and foster productive interactions between businesses and their clients, patients, or employees. Interpreters are trained to understand linguistic differences, and many specialize in different domains or industries. They have mastered specific terminology and know how to apply it in real time to their work. They also know how to use different interpreting technology and video conferencing platforms. Language translators and interpreters also have a deep understanding of cultural nuances. This makes them more adept at delivering a message that resonates with the target audience. It allows businesses to create marketing materials and marketing campaigns that connect with their international audiences. They are also more aware of how to navigate cultural norms and expectations when working with international clients, patients, or employees. Brands need to provide excellent customer experience, especially when doing business in foreign markets. Providing communication in the customer’s native language can help to ease their tension and make them feel comfortable. When you use language services, you can eliminate barriers to communication and focus on your customer service. It can also save time for your team as you won’t have to ask them to translate documents or answer questions in another language. 2. Access In an increasingly diverse world, providing quality customer service in multiple languages is critical. Interpretation services are essential to this process, ensuring that both parties understand the context and intent of what is being communicated. Interpreters have a unique ability to bridge the gap between communication styles and cultures, making them ideal for business meetings and other professional settings. Whether the need is for conference interpretation, telephone interpretation, or remote video interpreting, professional language interpreters are available at any time. In addition, they have mastered the different resources and technologies of the interpretation industry to provide accurate and specialized service. Many interpreters specialize in specific domains like the medical industry and health sciences, conference interpreting, education, government acts, and legal proceedings. The need for translation and interpreting services is growing worldwide due to globalization and companies seeking growth in international markets. Many brands need to convey their mission and value proposition in a way that connects with a new audience. Interpreters are essential for establishing these connections by providing real-time communication between companies and their clients, partners, or employees. Additionally, interpreting services are also critical in healthcare settings. Many healthcare professionals are unable to interact with patients because of the language barrier. This can impact patient outcomes and treatment. By leveraging interpretation services, healthcare providers can offer a better experience for all patients. In fact, one study found that the use of a professional interpreter for medical appointments resulted in improved patient satisfaction, reduced healthcare costs, and higher adherence to treatment recommendations. The study was based on interviews with 12 healthcare professionals, including five nurses, four general practitioners, and three midwives. 3. Flexibility When a business expands to international markets, all its clients’ communication ability is crucial. Having translation services on retainer can help businesses avoid the risk of miscommunication with a global clientele. Whether it’s a call with a potential client or a meeting with employees, having an interpreter on hand can ensure that all parties are able to communicate effectively. In addition, the interpreting industry offers individuals a flexible work lifestyle. Unlike traditional employment, interpreters typically work from home and can set their own hours. This flexibility can be a great asset for individuals looking to find the perfect work-life balance. The best part of interpretation services is that they are a cost-effective solution. Using a professional interpreting service can help businesses connect with a wider audience without straining their budgets. This can help companies to maintain profitability while still expanding into international markets. Moreover, using a translation service can also demonstrate that a company has the resources and the commitment to connecting with a diverse audience. Many clients worldwide may feel more comfortable with a brand that can communicate in their native language. This can help build the company’s trust and credibility while establishing great ties with its clients and consumers. When it comes to global communication, the need for interpretation services is growing rapidly as businesses expand into international markets. These translation and interpreting services can help bridge the gap between cultures and languages, allowing companies to grow their client base worldwide and reach new audiences. It’s crucial in global business, especially for small and medium-sized enterprises. In this day and age, no business can afford to overlook the importance of international communication. 4. Time As digital innovations have made it possible to expand a business’s client base beyond cities and countries, there is an increased need for companies to utilize professional translation and interpretation services. This is especially true for businesses that engage with global audiences on a regular basis. Using interpretation services can help companies bridge the gap between themselves and a diverse audience, making them feel like they speak the same language. This is important because it will enable them to connect with the audience on a more personal level, which can lead to better long-term customer relationships. Aside from ensuring clear communication, interpreters also understand cultural nuances. This is important because it will allow them to deliver a message that is accurate and respectful of the culture of the people they are communicating with. This helps build trust and makes the audience more likely to respond positively to the company. In addition, interpreting services can save businesses valuable time as they do not have to wait for an interpreter to arrive on site. This is particularly important in healthcare settings, where there may be an urgent need for a patient to have access to medical services. In these situations, telephonic and video remote interpretation are often available to provide immediate access to the necessary services. In one study, participants at two hospitals expressed concerns about the quality of in-person interpreting services. They reported that the interpreters did not always appear to know medical terminology and often interfered in the conversation. These factors impacted participants’ motivation to use interpretation services in the future. Fortunately, the use of interpreters has improved thanks to technological advances. Head Honcho, Editor in Chief and writer here on VENTS. I don't like walking on the beach, but I love playing the guitar and geeking out about music. I am also a movie maniac and 6 hours sleeper." #metaglossia_mundus
"A network of thousands of coders and researchers is working to develop translation tools that understand their native languages A version of this story appeared in Science, Vol 381, Issue 6655.Download PDF Imagine joyfully announcing to your Facebook friends that your wife gave birth, and having Facebook automatically translate your words to “my prostitute gave birth.” Shamsuddeen Hassan Muhammad, a computer science Ph.D. student at the University of Porto, says that’s what happened to a friend when Facebook’s English translation mangled the nativity news he shared in his native language, Hausa. Such errors in artificial intelligence (AI) translation are common with African languages. AI may be increasingly ubiquitous, but if you’re from the Global South, it probably doesn’t speak your language. That means Google Translate isn’t much help, and speech recognition tools such as Siri or Alexa can’t understand you. All of these services rely on a field of AI known as natural language processing (NLP), which allows AI to “understand” a language. The overwhelming majority of the world’s 7000 or so languages lack data, tools, or techniques for NLP, making them “low-resourced,” in contrast with a handful of “high-resourced” languages such as English, French, German, Spanish, and Chinese. Hausa is the second most spoken African language, with an estimated 60 million to 80 million speakers, and it’s just one of more than 2000 African languages that are mostly absent from AI research and products. The few products available don’t work as well as those for English, notes Graham Neubig, an NLP researcher at Carnegie Mellon University. “It’s not the people who speak the languages making the technology.” More often the technology simply doesn’t exist. “For example, now you cannot talk to Siri in Hausa, because there is no data set to train Siri,” Muhammad says. He is trying to fill that gap with a project he co-founded called HausaNLP, one of several launched within the past few years to develop AI tools for African languages. Many projects have their roots in Masakhane, a pan-African volunteer effort led primarily by African researchers and coders determined to create translation products that would let ordinary Africans reap the benefits of the internet—and better cope with its pitfalls. Muhammad, for example, hopes to use these tools to help fight hate speech on social media and decolonize science by making research papers more accessible in African languages. Similar projects have sprung up elsewhere across the Global South and among Indigenous communities in New Zealand and the Americas, aiming to use AI to preserve and revitalize languages discarded or disregarded because of colonialism (see table below). The work hasn’t yet produced the equivalent of a Siri or Google Translate, but these efforts are developing the data sets and software tools needed to build one. Jade Abbott, an NLP researcher and director at African startup Lelapa AI and co-founder of Masakhane, says the broader goal is to help more people in the Global South join the global economy. “The world of the internet is not a place for our languages yet, and it needs to be,” she says. BETTER AI for African languages could empower a huge number of people to access jobs and other opportunities that are now closed off to them, says Ignatius Ezeani, an NLP researcher at Lancaster University and a member of Masakhane, which has over 2000 volunteers from more than 30 countries. Ezeani says most Nigerians, including his parents, don’t speak English. As a result, they “struggle with their education, they struggle with the economy, with the agriculture, with the law, with health care, with disaster response,” Ezeani says. Founded in 2019 by Abbott and her colleague Laura Martinus, Masakhane, which means “we build together” in isiZulu, hopes to help non-English speakers overcome such struggles. For example, African startups are using Masakhane’s data to build AI translation tools and chatbots to help people access financial services in their native languages. Such tools would also enable them to follow African news and government and legal communication—which in most countries currently exist primarily in English, French, or Arabic. “We need to try to use all these tools, if possible, to correct the errors of colonization and dehumanization of the last few centuries,” Ezeani says. Abbott has a similar goal for science. Masakhane’s Decolonize Science project, which Muhammad is also involved in, aims to develop machine translations of African preprint research papers released on AfricArXiv. The preprints are often in English or European languages, but the project plans to translate them into six diverse African languages: isiZulu, Northern Sotho, Yoruba, Hausa, Luganda, and Amharic, together spoken by about 140 million people. To create these tools, Masakhane can’t just copy what Google or Meta does—throwing massive amounts of data and computing power at the complex task of understanding a language. NLP works by breaking the task down into many smaller steps that machine learning algorithms can solve individually, by recognizing patterns in the text. One algorithm might split a paragraph of text into separate sentences. Another would then deconstruct each sentence into individual words. Additional models try to analyze each word separately to figure out whether it’s a noun, verb, or some other part of speech, and how different words in the sentence relate to each other. Many current AI models learn to do all this by training on immense amounts of text data. “Google has basically scanned virtually every piece of human literature in the world, and so they have this huge data set,” says Michael Running Wolf, a software engineer and AI ethicist who founded Indigenous in AI. For high-resource languages such as English, those data can come in large part from web crawler programs that vacuum up all the text on the internet. African languages, however, are virtually absent from the internet. “It’s not a purely technical problem, it’s a societal problem,” Abbott says. Under colonialism, Africans were heavily discouraged from using their native languages, particularly in writing. “People were taught to feel ashamed for their own language,” she says. That leaves little written text for AI translation models to train on, let alone annotated speech for speech-to-text or voice recognition. The world of the internet is not a place for our languages yet, and it needs to be. The data scarcity isn’t necessarily an insurmountable problem, Abbott says. Masakhane lacks Silicon Valley’s vast computational resources and cutting-edge software tools. It has to make do with older models that run on simpler hardware. And, she points out, “If you don’t have as much data, there’s no point having that big a model anyway, it’s not going to give you any advantage.” Masakhane and a project for the Māori language called Papa Reo have found that a bit of data can go a long way. Papa Reo, for example, created an AI model using 300 hours of audio it collected by holding a competition to encourage people across New Zealand to record themselves speaking specific phrases in the Māori language, te reo Māori. Masakhane has also developed techniques to create more data-efficient language models. In a recent paper, David Adelani, a Masakhane member and NLP researcher at University College London, and colleagues showed that instead of the 100,000 or 1 million sentences typically used to train NLP systems for high resource languages, existing models trained on large data sets to work with multiple languages could be fine-tuned to work with just 2000 sentences. The examples were drawn from high-quality translations of African news in 16 languages, including eight the model had never been exposed to before. That’s a hopeful sign that existing models can be adapted for low-resource languages, Adelani says. But even if these approaches require fewer data, Masakhane still has to collect those data from scratch. They’ve developed a participatory research process to create data sets based on community input, whether from news articles or from discussions with volunteers. “Most people are volunteering and doing that for the love of their language, for the survival of their language,” says Adelani, who has contributed to participatory research projects by Masakhane. For example, when working with Khoekhoegowab, a very low resource language from Namibia, the consortium held an 8-day workshop with native speakers. The researchers started discussions with community participants using seed words in relevant topics, and jointly workshopped them into a list of sentences that community members deemed to be a natural use of those words. These efforts gathered smaller quantities of high-quality data directly relevant to training translation models, in contrast to the immense quantities of low-quality data big tech companies harvest from the internet. “It really kind of changes the entire nature of the way we see data,” Abbott says. “Instead of a thing that’s scraped and extracted, it’s this beautiful area of creation,” she says. A challenge for machine translation As of 2022, there were more than 2000 living languages in Africa. With 520 languages, Nigeria accounted for about one-fourth of the total. For most African languages, data and software tools for natural language processing are scarce. Nigeria: 520living languages273–520123–27355–12320–551–20Number of living languagesOfficial languageArabicEnglishFrenchPortuguese/SpanishOther or no data D. AN-PHAM/SCIENCE THE MASAKHANE RESEARCHERS are also creating databases that address more specific needs in NLP. There’s probably nothing more personal than ensuring that an AI understands your name and where you live. And yet when it comes to African languages, most AI translation tools struggle with named entity recognition (NER), the process of identifying proper names—such as a person, location, or organization. To rectify this, Adelani, Abbott, and their colleagues helped create MasakhaNER, the first large-scale African language data set for NER. They annotated thousands of sentences from local news articles in 20 languages, flagging proper names by hand, to create a data set to train AI models to detect and categorize named entities in those languages. “NER is actually far bigger than just being an NLP task, it is about technology understanding and acknowledging you as a person,” Abbott says. She and her colleagues are also building language data sets for accurate sentiment analysis, which allows AI to understand the emotions of a particular text. When Muhammad started his Ph.D. in 2018, NLP researchers relied on translations of English sentiment analysis data. “This data set does not represent people in our community in Nigeria, the culture, the values, the knowledge,” Muhammad says. He adds that translation can alter sentiment, such as when “my wife gave birth” becomes “my prostitute gave birth.” Through HausaNLP, Muhammad created an African language data set for sentiment analysis for the four most widely spoken Nigerian languages—Hausa, Igbo, Nigerian-Pidgin, and Yoruba. Volunteers helped him manually annotate about 30,000 tweets in each language with their corresponding sentiment, creating a training data set for AI models to detect sentiments in these languages. Lately, he has been focusing on one particular sentiment—hate—and trying to use sentiment analysis to automatically detect African language hate speech on social media. Twitter, for example, has the ability to automatically block offensive tweets in English, but it has no such function for African languages. “There isn’t even a data set to train a model to be able to understand whether this is hate or not hate,” Muhammad says. Hate speech in African languages has to be manually swatted down. That is nowhere as effective as automated blocking, and aggrieved users often have to actively retweet a hateful tweet in order for it to get flagged and taken down by Twitter. Muhammad hopes his data set can help make online spaces safer for African language speakers. BUILDING AFRICAN language data sets has been essential, but it’s only one step toward making NLP work for African languages. Masakhane has also had to develop bespoke NLP tools. Back in 2019, most NLP tools were built for English and a few other languages that are structured very differently from African languages. For example, tools that “tokenize” or separate English sentences into individual words don’t work well for many African languages. That’s particularly true for African languages such as isiZulu that are agglutinative—their words are made by combining shorter words in a way that’s hard for English-trained AI to parse. Many African languages also include diacritics—marks such as a dot or an accent that guide pronunciation—making it harder to adapt English-trained AI to understand them. Some European languages do share these features, but so far only preliminary efforts have been made to adapt, say, German-trained AI to African languages. In May, fellows of the Arewa Data Science Academy, a free training program for Nigerian youth who want to learn data science and machine learning, participated in an artificial intelligence hackathon in Nigeria.AREWA DATA SCIENCE Masakhane has made steady progress in developing tools to understand African languages, and in learning how best to apply models trained on other languages. For example, Adelani found that models trained on English work poorly on Yoruba compared with models transferred from certain other African languages. “The better the language similarity, the better is the transfer for any task,” he says. Adelani hopes to identify a small number of African languages that could be used to train versatile AI models that can work with many additional languages. “If you’re able to identify these good donor languages that are easy to transfer to others, then basically even though we have 2000 languages, we might be able to do great things with maybe 20 languages,” he says. AI RESEARCHERS in the Global South and among Indigenous communities are wary of big tech companies harvesting their data to train proprietary AI models. “Data is the new oil,” Running Wolf says. “And so there’s sort of this very colonial perspective of, this is a land grab,” he says. As a result, many Indigenous communities are crafting protective licensing rules for the data they collect and the AI tools they develop. The New Zealand–based Papa Reo project uses a data license stipulating that any projects that use Māori data must respect Māori values and pass on any benefits to them. Similarly, the CARE Principles for Indigenous Data Governance developed by the Global Indigenous Data Alliance are aimed at ensuring that Indigenous communities worldwide maintain sovereignty over their data and ensure that they are used according to their principles and for their benefit. But Masakhane, like some other projects, has so far kept its data sets and models open source. Some project leaders say it hasn’t been an easy decision and remains a topic of discussion. Given the long history of exploitation of Indigenous and Global South communities and the continuing power imbalances between North and South, the potential misuse of data is a real concern. But for now, Masakhane has decided that the benefits of data sharing—such as making it easier for big tech companies to work on their native languages—outweigh the risks. AI translation projects for Global South and Indigenous languages Several African startups—among them GhanaNLP, Lesan AI, and one founded by Abbott called Lelapa AI—have begun to develop consumer tools from Masakhane’s data, such as apps and websites for text translation and speech recognition and transcription. “Ultimately what I’d love to see is ownership, in that these tools are owned by the communities that speak the languages rather than by the West,” Abbott says. She envisions AI tools for native languages as a way to keep these languages alive. “Often you find people from the African continent who maybe left to go study abroad who now can’t even speak to their mom because they don’t speak the same language,” she says. Thanks to Masakhane’s open-source policy, its data are also spurring efforts by Google and Meta to tailor their tools for African languages. “Data is a bottleneck in a lot of these NLP projects,” Neubig says. On their own, big tech companies have little incentive to work on low-resource languages, but providing the data, as Masakhane and other projects have done, can act as a catalyst, he says. Abbott agrees. “Google Translate has managed to get some [African languages] up to reasonable performance with a lot of effort and push from people who are actually part of Masakhane,” she says. A Google spokesperson acknowledged that limited data has slowed the company’s efforts to develop tools for African languages, but said: “As our systems evolve and more data becomes available, we will continue to improve access and support for these languages in the future.” Rather than focusing on individual languages, Google and Meta have built large multilingual models for many hundreds of languages. For example, Google’s model released in May 2022 supports more than 1000 languages and helped add 24 underresourced languages—including 10 African languages—to Google Translate. Meta’s machine translation modelreleased in July 2022 supports 200 languages, including more than 50 different African languages. And Meta’s more recent models from May can recognize and produce speech for more than 1000 languages. But Abbott says some of the big tech efforts have fallen short. Google’s own researchers reported that some of their 1000-language model’s translations of low-resource languages were rated very poorly by native speakers. And Meta’s model for 200 languages performed poorly on some of the African languages it claimed to translate, Abbott says. She worries the publicity around Meta’s model could hurt funding for the handful of small African AI startups that might do better. “To the rest of the world, it sounds like this is a solved problem because Facebook’s gone and created this big model,” Abbott says. A Meta spokesperson declined to comment. Some Masakhane researchers give big tech companies credit for helping the home-grown efforts by sharing their models and data sets and by funding some community-led NLP projects. For instance, multiple Masakhane projects and similar projects for underserved languages have received funding from the Lacuna Fund, which began as a collaboration between the Rockefeller Foundation, Google, and Canada’s International Development Research Centre and has since expanded. And some Google researchers have been part of the Masakhane community on Slack and helped mentor volunteers, including Muhammad. MASAKHANE’S MOST lasting legacy may be its people. For many volunteers, Masakhane has been a stepping stone toward pursuing academic research on AI, and the project has created a pipeline of AI researchers who are native speakers of African languages. “If the people who train the model understand the language, they can pick up issues in data sets,” Abbott says. Volunteers have collectively published hundreds of scientific papers, including translation models for at least 38 African languages, and presented several workshops at major AI conferences. That’s a change from 2019, when Abbott says she was one of just three researchers from the entire continent of Africa among the thousands of attendees at a major computational linguistics conference. “The fact that it got so many people started and built this community of thousands of people is the real success story,” Neubig says. No one thinks AI will suddenly undo the ravages of hundreds of years of colonialism. “The damage has been done, and it took a long time to do the damage,” Ezeani says. But Masakhane and similar projects are a positive step toward reducing the dominance of a handful of mostly European languages in AI research. “Many machine translation models that we developed were the first of their kind,” Abbott says. “They exist because a person cared about that language.”" #metaglossia_mundus
"Johannes Gutenberg-Universität Mainz Career-oriented qualification in 13 working languages integrates current developments in the translation sector, including aspects such as artificial intelligence and language management / Application deadline: 1 September 2023 Johannes Gutenberg University Mainz (JGU) will be offering a newly designed Master of Arts Translation degree course at its Germersheim campus, starting in the 2023/2024 winter semester. The program will offer participants specializations in written translation and interpreting, two of the core skills taught at JGU's Faculty of Translation Studies, Linguistics, and Cultural Studies (FTSK). Taking into account recent developments in the field, such as the potential of artificial intelligence, the new two-year Master's degree program has been designed to enable students to navigate these opportunities and challenges. Students will acquire specialized skills in translation (studies) as well as in linguistics and cultural studies. In addition, graduates will have the opportunity to subsequently study for a doctorate. Depending on their selected specialization, the students will be considering all aspects of translating - in the form of specialized translation, translation and language management, literature and media translation - as well as conference interpreting and community interpreting. Conference interpreting was a separate Master's degree program at FTSK before and will now be a specialization within the Master of Arts Translation course. Students can choose from a range of 13 possible working languages covering Arabic, Chinese, German, English, French, Italian, Modern Greek, Dutch, Polish, Portuguese, Russian, Spanish, and Turkish. The Faculty of Translation Studies, Linguistics, and Cultural Studies highly recommends and supports study periods abroad. Students can benefit from FTSK's links with more than 100 partner universities worldwide, including cooperation agreements with more than 60 universities in 21 European countries through the Erasmus program alone. Strong career orientation from the very beginning Like the Bachelor's program in Translation, the new Master's program at FTSK has a strong career orientation and is geared toward specific professional profiles. Internships, which can qualify for course credit, help students make important contacts with potential employers. FTSK provides an internship and job exchange platform listing relevant vacancies within Germany and abroad. Internships can also be credited as academic achievements. Typically, graduates work in fields such as the translation of technical texts and media and also in the quality assurance of machine translation, in software localization, i.e., adapting existing software to the differing linguistic and cultural needs of various target markets, in community interpreting, including multi-language communication in social, medical, and legal contexts, as well as in traditional conference interpreting. The new Master of Arts Translation degree program at the Germersheim campus of JGU launches in the 2023/2024 winter semester. Applications for the coming winter semester need to be submitted by 1 September 2023" #metaglossia_mundus
LocationShenzhen, China Posted21 Jul 2023 End of advertisement period20 Aug 2023 RefAC2023/031/01 School of Humanities and Social Science now invites applications and nominations for: Open Rank Faculty Position in Translation and Interpreting (Ref. AC2023/031/01) Professor/Associate Professor/Assistant Professor (Tenure-stream) - a PhD degree in Translation and Interpreting Studies;
- high potential in teaching and research;
- the ability to teach a wide range of courses, especially in core areas of T&I studies, extensive experience with language service shall be favourably considered;
- preferably professional experience in language service provision;
- proficiency in Chinese and English.
Candidate for Full or Associate Professor post is expected to have demonstrated academic leadership and strong commitment to the highest standard of excellence. Appointment will normally be made on contract basis for up to three years initially, leading to longer-term appointment or tenure later subject to mutual agreement. Exceptionally, appointment with tenure can be offered forthwith to candidate of proven ability. Key Duties and Responsibilities - teaching courses as prescribed in the programme curricular;
- developing cooperative relations with language service industries;
- assisting in curriculum development and administrative assignments.
Teaching-stream: Associate Professor (Teaching)/Assistant Professor (Teaching) /Lecturer - A PhD degree with a reputable university in Translation and Interpreting Studies or related areas;
- Abilities to teach a wide range of T&I and related courses in both generic and discipline-specific areas, especially in 1) Translation in Finance and Trade; 2) Translation Technology; or 3) Conference Interpreting.
- Abilities to carry out independent research in teaching and related areas;
- Abilities for developing new courses and curricula for translation studies;
- Professional experience in language service provision.
Key Duties and Responsibilities - Teaching a wide range of both generic or interdisciplinary courses for translation and interpreting studies at undergraduate and postgraduate levels;
- Making significant contributions to curricular development in translation studies;
- Active in pedagogical and other forms of research related to translator and interpreter training and/or language service provision;
- Contributing to the University and the general public with one’s skills and services.
Salary & Benefits Salary will be competitive, commensurate with qualifications and experience. Appointment will be made under the establishment of CUHK, Shenzhen and statutory benefits will be provided according to the prevailing labor laws applicable in the People’s Republic of China. The appointee will be based at the University campus in Shenzhen, Guangdong Province, China. Successful applicants can also apply for additional benefits through high-talent schemes at the Guangdong provincial level, the Shenzhen city level, and the Longgang district level. Application Procedure Applicants should apply online at http://academicrecruit.cuhk.edu.cn/hss and upload up-to-date CV, certification of all degrees and teaching evaluation report. Applicants will be required to arrange three recommendation letters after being shortlisted. Applications will be reviewed immediately and considered until the post is filled." #metaglossia_mundus
"The Hollywood icon was so sad about her retirement, he arrived in Japan a day ahead of schedule just so he could meet her for tea. Japanese subtitler and interpreter Natsuko Toda is known as ‘Japan’s Most Famous Film Translator’ and the country's 'Subtitle Queen' having translated and subtitled hundreds of English-language films into Japanese since 1970. She was later asked to help interpret for foreign movie stars whenever they visited Japan for promotional activities.
A particular Hollywood star she’s worked with multiple times is Tom Cruise, who has visited Japan 24 times for work since 1992.
Natsuko started interpreting for Tom in 1994, but was noticeably absent when he visited Japan to promote Top Gun: Maverick last year. As it turns out, Natsuko, who’s 86 this year, had retired.
In a recent interview with Japanese publication The Change, Natsuko shared that she’s always thought about retiring as an interpreter, as she felt that she was not suited to be one. “I am not a bilingual person, and my translations are not at a professional level. I started [in this industry] as a movie subtitler, and had the chance to become an interpreter along the way. However, this fate has allowed me to meet lots of people, and hear more stories, and that’s why I’ve continued till now,” she said. Natsuko shared that she felt quite troubled when she heard that Tom would be coming to Japan to promote Top Gun: Maverick last year, as she was already thinking of retiring. “To me, Tom Cruise has a very special existence. No matter what he does, he’ll give 200 per cent of his effort. He’s a perfectionist, regardless of whether he’s filming a movie or a commercial, or appearing at a press conference. He gives it his all. As his interpreter, I must also put in 200 per cent of my effort, so that things will go smoothly,” Natsuko shared. She added that after turning 80, she didn't feel confident enough to keep up with him, and that she was worried of letting him down if she were to mess up a word. Hence, she decided to retire as an interpreter. “I told him that I retired about a month before he visited Japan, and he jokingly replied: ‘Can you really not do it anymore? You still want to be my interpreter, right?’ However, he knew that I’d made up my mind,” Natsuko said. Despite that, Tom made sure to spare some time for his old friend during his visit. Tom arrived in Japan a day ahead of schedule, and called Natsuko up to meet for tea. The duo, accompanied by Tom’s sisters and nephew, had tea and chatted together at his hotel. “We chatted very enthusiastically for over three hours, talking about movies, family, and our hobbies, everything and anything. Although we’ve known each other for 30 years, every time we meet, it’s for work, and the schedule is extremely packed. This is my first time chatting with him like this in private,” Natsuko shared. Following that tea session, Tom invited Natsuko as a guest to the movie's premiere. He also told Natsuko that she “didn’t need to do anything” and to “just be by [his] side”, He also mentioned that he would be returning to Japan to promote Mission: Impossible – Dead Reckoning Part 1, and that he hoped to meet her again then.
While the trip was unfortunately cancelled, Natsuko was still invited as a special guest at the premiere of Mission: Impossible – Dead Reckoning Part 1 because of course Tom Cruise would keep his word." #metaglossia_mundus
"Published: 21 Jul 2023 - 09:12 am | Last Updated: 21 Jul 2023 - 09:16 am Doha, Qatar: The Sheikh Hamad Award for Translation and International Understanding held a panel discussion via video conference to learn about the reality and prospects of translation between Arabic and Sindhi languages. In statement, the media committee of the Award said yesterday that the event took place within the framework of the activities of the ninth session of the award, in which Sindhi was chosen among the five languages for the achievement category. Dr. Imtenan Al Smadi opened the discussion session saying, This event was a continuation of the award’s media team’s tour in Sindh Province, Pakistan, during which the team held meetings with academics and those interested in translation between the two languages. The campaign aims to introduce the award, its categories, mission, objectives and role in promoting human understanding and bridging between cultures and civilizations, as well as urging translators and institutions concerned with translation to run for the award. Dr. Abu Al Khair Muhammad Ashraf, visiting professor at the University of Karachi, spoke about the historical relationship between the Arabs and Sindhi, and the similarity of many expressions in Arabic and Sindhi languages. Regarding his efforts in translation, Dr. Abu Al Khair explained that he translated from Arabic into Sindhi “The Writings of the Prophet, may Allah bless him and grant him peace,” and “The Hashemite Commandment” from a manuscript by Sheikh Al-Islam Muhammad Hashim bin Abd Al Ghafour Al Tatwi Al Sindhi, indicating that he translated the explanation and graduation in this manuscript, as he translated “Anbaa Al Anbaa in the Life of the Prophets” by Abi Al Hassan Al Sindi, in addition to “The Lights of Obligation” by Sheikh Muhammad Hashem. For his part Dr. Masoud Ahmed Al Sindi, Assistant Professor at the International Islamic University in Islamabad, and the coordinator of the Sindhi reviews at the King Fahd Complex in Al Madinah Al Munawwarah, and the owner of a record of more than 25 works classified and translation between Arabic and Sindhi, he talked about the contribution of Al Sindh scholars to Arab and Islamic civilization, including those mentioned in books such as “The History of Baghdad” by Al Khatib Al-Baghdadi, “The Lexicon of Countries” by Yaqut Al Hamwi, and “The Good Lecture in the History of Egypt and Cairo” by Al Suyuti and “The History of Damascus.” Ibn Asakir. In the context of the strong relationship between the Arab and Sindhi cultures, Dr. Masoud said: The Arabic and Sindhi languages contain a lot of similarities, as the science of readings and phonetics in the Arabic Sindhi are different, as well there is also the sounds of Sindhi language, while the Sindhi language uses Arabic scripts. He also indicated that the people of Sindh resorted to translation to transfer the Arabic religious culture to Sindhi, so a translation of the meanings of the vocabulary of the Noble Qur’an was issued in Sindhi under the auspices of the King Fahd Complex for the Printing of the Noble Qur’an, and Ahmed Mallah transferred the meanings of the vocabulary of the Noble Qur’an into the Sindhi language with poetry, and the Sindhis translated the Hadith and its sciences, jurisprudence, sciences, biography, linguistics and other Arabic knowledge. In turn, Dr. Rahat Syed said: Sindhi is a rich language in terms of letters and sounds, it has 52 letters of the alphabet, and it is written in the Arabic letter, and that thirty million people in Pakistan and two million people in India speak Sindhi. He pointed out that Sindhi is an official language in Pakistan, especially in the province of Sindh, in addition to being one of the official languages in India as well, and that it was one of the first languages into which the meanings of the vocabulary of the Holy Qur’an were translated. It was stated that the bond gave birth to many scholars and narrators, including Najih bin Abd Al Rahman Al Sindi Al Madani, the jurist and the scholar of history, and he wrote the book “Al Maghazi” and “History of the Caliphs.” Among the famous people whose origins go back to the Sindh are Abu al Ata’, Aflah bin Yasar al Sindi, the famous poet who has poems in the “Diwan of Enthusiasm.” Among the later scholars are great scholars such as Muhammad Abed al-Sindi, Muhammad Hayat al-Sindi, Muhammad bin Abd Al Hadi Al Tatwi al Sindi, Al Madani known as Abi Hassan Al Sindi al-Kabir, Muhammad bin Sadiq Al Sindi Abu Al Hasan Al Saghir, and Sheikh Al Murtadha Al Zubaidi, the owner of “The Crown of the Bride from the Jewels of the Dictionary.” In turn, the researcher Abd Al Rahim Al Sindi spoke about the role of Abu Bakr Islamic University in spreading the Arab-Islamic culture in the countries of Sindh and Pakistan, explaining that it teaches students in classical Arabic, with the help of sheikhs who graduated from Umm Al Qura University and the Islamic University in Medina, and then applied the same educational system in teaching." #metaglossia_mundus
"ABSTRACT In tandem with the growing interdisciplinarity of translation and interpreting studies, and an increasing interest in participant- and process-oriented studies in the field, there has been a burgeoning of innovation in methodologies that transcend disciplinary boundaries. Ethnographic approaches have gained popularity in the last thirty years, as researchers have felt compelled to enter the field to study the agents, their practices and actual processes of translation and interpreting. Whilst the literature on ethnography has flourished in the social sciences, there has been little systematic reflection on how ethnography has expanded translation studies scholarship. In parallel, the divide between translation and interpreting scholars adopting ethnographic approaches has limited the internal dialogue in the field. This article expands the definition of ethnography in translation studies beyond its methodological application to include an understanding of ethnography as an overarching research framework. It also looks into the reasons that explain the relatively late adoption of ethnography in translation studies. Finally, the overview of articles included in the special issue demonstrates how ethnography can contribute to diverse areas of translation studies and points towards future possibilities." #metaglossia_mundus
"Silvia Dorta-Duque de Reyes assesses the implications and applications of the science of reading research for biliteracy instruction July 20, 2023 Transfer is important in all learning, but it is especially important in language-learning contexts. The purpose of this paper is to present practical, research-based strategies that address universal literacy skills common to both the English and Spanish languages as well as language-specific skills unique to each language. Contrastive analysis of skills will also be addressed, as will caveats regarding less effective practices. Background
The National Reading Panel report (2000) provided literacy educators and researchers with a synthesis of research studies to guide educational practice and inform educational policy. The panel identified five research-based elements necessary for providing successful literacy instruction: phonics, phonemic awareness, reading fluency, vocabulary, and reading comprehension. Then, the National Literacy Panel on Language-Minority Children and Youth report (August and Shanahan, 2006) compiled the research on the differences and similarities between language-minority and native speakers in the development of various literacy skills in societal languages in addition to English.
A major conclusion of the panel’s meta-analysis of a database of 293 studies revealed that while the process of learning to read and write is essentially the same across alphabetic languages such as English and Spanish, effective instruction for multilingual learners must address the specific linguistic characteristics of the languages. This research points to the cross-linguistic pathways for developing biliteracy in English and Spanish. When learning a new language, cross-linguistic transfer is most evident and critical, as those seeking to learn a new language apply what they already know in their first language to support their pursuit of high levels of language and literacy in the new language. Reading Comprehension
Providing a solid foundation for literacy is critical for students who are already bilingual or are learning a second language. Strong oral language skills support early literacy development in both a child’s native language and a new language (Fillmore, 2002). Learning to read and write in a language that is not fully understood represents a double challenge for multilingual learners. Research speaks directly to the need for a better understanding of the skills that influence second-language reading comprehension in Spanish/English bilinguals. However, there is a unique contribution to reading comprehension from metacognitive skills such as making inferences and comprehension monitoring. Comprehension monitoring is the reader’s mental act of knowing when they are or are not comprehending the meaning of a text (Moats, 2001).
The ability to engage in comprehension monitoring does not differ by language, but it depends on language competence. Metacognitive skill, or “thinking about thinking,” is transferable because multilingual learners avail themselves of thinking skills and processes that they acquire in their first language and apply them to reading comprehension in their new language. Therefore, biliteracy instruction builds on concepts learned across languages and promotes metalinguistic awareness and metacognitive skills.
Foundational literacy is part of language development for multilingual students, particularly in the early grades, and cannot be taught in isolation; meaning making must be an integral element of literacy instruction (Language and Reading Research Consortium et al., 2021). Word Recognition:
Phonological and Phonemic Awareness
In both the English and the Spanish language, phonemic awareness is taught directly, explicitly, systematically, and prior to sound–spelling correlations. Instruction includes larger units of phonological awareness at word, syllable, and phoneme levels. Phonological awareness tasks include isolation, segmentation, blending, deletion, substitution, and reversal.
Research has demonstrated that the ability to blend and segment individual phonemes is a strong predictor of overall reading achievement in English, in Spanish, and for Spanish/English bilingual children. Pollard-Durodola and Simmons (2009) state, “If phoneme blending and segmentation have been taught and mastered in Spanish, then it is conceivable that the linguistic readiness primed by instruction and practice in Spanish will facilitate transfer to English, therefore allowing English phonemic awareness instruction on high-priority skills to be abbreviated” (p. 147).
The use of Elkonin Boxes is a fun and engaging way to build phonological awareness in English and Spanish. Teachers pronounce a word slowly, stretching it out by sounds. Students repeat and pronounce the word while moving a token into a box to represent the sound. This encourages students to listen for each individual sound in a word.
Spanish-Specific Instruction
In Spanish, phonological awareness extends to accentuation, where it includes awareness of the stressed syllable in a word. Instruction related to accentuation is presented beginning with syllabication and the identification of syllabic stress in kindergarten. Concepts continue building systematically and sequentially as the language conventions that govern accentuation in Spanish are taught at each subsequent grade level.
The written Spanish accent mark (tilde) indicates the pronunciation of words in decoding and frequently distinguishes the meaning of the word.
Caveat
A key contrast between Spanish and English literacy instruction is the use of onset–rime structures. Identifying onset and rime is a way to segment words. Onset is defined as the initial part of the word that precedes the vowel. Rime is the vowel and consonants that follow in the word. In English, rimes are an effective tool because they form the basis for recognizing sound chunks and patterns, primarily in single-syllable words, facilitating recognition of words and of patterns in word families. On the other hand, in Spanish, it is the phonological awareness of the syllable and syllabic structure that facilitates orthographic patterns and word recognition. Spanish is a syllabic language with a regular and well-defined syllabic structure, which is the most important unit of phonological awareness in the language (Araya Ramírez, 2019). Phonics Instruction
In both English and Spanish, letter–sound correspondences are taught in an explicit, systematic instructional sequence using manipulatives and high levels of student engagement and interaction. Segmenting and blending are explicitly studied each day with meaningful practice and spiral review. Phonic skills taught are applied in matched decodable text, securing and affirming students’ decoding skills.
While understanding the close relationship between phonological awareness, phonics, and word recognition, instruction for biliteracy considers the transferability of sound–spelling relations across languages.
Sound–spelling relationships in English and Spanish can be fully transferable, partially transferable, or nontransferable (Language and Reading Research Consortium et al., 2021). Fully transferable sound–spellings are equivalent in Spanish and English, such as the /m/ spelled m. Partially transferable sound–spellings may represent the same sound in English and Spanish; however, the spelling may differ, for example /k/ spelled que and qui in Spanish. Nontransferable sound–spellings have the same spelling but not the same sound, for example, the letter h is silent in Spanish, but in English the letter h is pronounced /h/.
There are many sound–spelling correspondences in Spanish that are directly transferable to English. This means that students who can recognize these sound–spellings in Spanish have a strong foundation for learning English phonics. As teachers introduce Spanish readers to English phonics, they can draw on a large number of phonics elements that are common to both languages. Caveat
When teachers understand the similarities and differences between the two languages, they are able to plan and deliver instruction that facilitates and supports cross-linguistic transfer.
Some students may recognize similarities and differences between languages on their own, making an intuitive leap in applying what they know about their known language to the new language. However, rather than being up to chance, this cross-linguistic transfer must be intentionally and strategically taught. Explicit teaching for linguistic transfer builds a deeper knowledge about the shared elements and the unique features of each language and how each language works.
By intentionally providing a comprehensible connection between languages, teachers guide students to become more strategic thinkers. As students think about the languages they are using and learning, they develop the metacognitive skills and metalinguistic knowledge needed for proficient biliteracy.
High-Frequency Words
Learning high-frequency words enables children to devote their energy to decoding words that are unfamiliar. In Spanish, all high-frequency words are decodable; therefore, a more functional and grammatical instructional approach is recommended. High-frequency word analysis from a syntactical perspective considers the function and use of words for oral and written production, not just for reading (Real Academia Española, 2010).
Students will be able to recognize these words when reading but also to use them when speaking and writing simple sentences. Articles such as un, una, el, la, and their corresponding plurals are presented as they appear in context. Forms of the verbs ser and estar are also considered high-frequency words (soy, eres, es, somos, estoy, estas, estamos). Pronouns (yo, tú, el, ella, nosotros, ustedes, ellos) are all high-frequency words taught for automaticity. High-frequency words are always taught in context and practiced for fluency and in writing through dictados (the traditional Spanish approach to spelling).
Dictado
Dictado is an integrated approach to spelling (spelling, punctuation, syntax, grammar) used predominantly in Spanish literacy instruction (Escamilla et al., 2013).
Instead of a one-word-at-a-time spelling assessment, in kindergarten and first grade, the dictado comprises the dictation of a whole sentence. In the upper primary grades, dictado is connected text. The dictado sentence includes high-frequency words and words containing the specific phonetical element that is explicitly studied. All words come from the texts studied during the week. Teachers may choose from both options: the dictado or the single-word spelling approach associated with English spelling.
Mora (2016) examined cross-linguistic spelling approximations and identified categories that are very useful in evaluating students’ generalizations across languages as they apply their emerging knowledge of sound–spelling relationships in each language. The miscues or approximations represent students’ efforts as they draw upon what they know to transcribe phonemes to the target language.
Caveat
When teachers understand the similarities and differences between the two languages, they are able to plan and deliver instruction that facilitates and supports cross-linguistic transfer.
Some students may recognize similarities and differences between languages on their own, making an intuitive leap in applying what they know about their known language to the new language. However, rather than being up to chance, this cross-linguistic transfer must be intentionally and strategically taught. Explicit teaching for linguistic transfer builds a deeper knowledge about the shared elements and the unique features of each language and how each language works.
By intentionally providing a comprehensible connection between languages, teachers guide students to become more strategic thinkers. As students think about the languages they are using and learning, they develop the metacognitive skills and metalinguistic knowledge needed for proficient biliteracy.
High-Frequency Words
Learning high-frequency words enables children to devote their energy to decoding words that are unfamiliar. In Spanish, all high-frequency words are decodable; therefore, a more functional and grammatical instructional approach is recommended. High-frequency word analysis from a syntactical perspective considers the function and use of words for oral and written production, not just for reading (Real Academia Española, 2010).
Students will be able to recognize these words when reading but also to use them when speaking and writing simple sentences. Articles such as un, una, el, la, and their corresponding plurals are presented as they appear in context. Forms of the verbs ser and estar are also considered high-frequency words (soy, eres, es, somos, estoy, estas, estamos). Pronouns (yo, tú, el, ella, nosotros, ustedes, ellos) are all high-frequency words taught for automaticity. High-frequency words are always taught in context and practiced for fluency and in writing through dictados (the traditional Spanish approach to spelling).
Dictado
Dictado is an integrated approach to spelling (spelling, punctuation, syntax, grammar) used predominantly in Spanish literacy instruction (Escamilla et al., 2013).
Instead of a one-word-at-a-time spelling assessment, in kindergarten and first grade, the dictado comprises the dictation of a whole sentence. In the upper primary grades, dictado is connected text. The dictado sentence includes high-frequency words and words containing the specific phonetical element that is explicitly studied. All words come from the texts studied during the week. Teachers may choose from both options: the dictado or the single-word spelling approach associated with English spelling.
Mora (2016) examined cross-linguistic spelling approximations and identified categories that are very useful in evaluating students’ generalizations across languages as they apply their emerging knowledge of sound–spelling relationships in each language. The miscues or approximations represent students’ efforts as they draw upon what they know to transcribe phonemes to the target language.
Fluency and Comprehension
Oral language development is an essential component of foundational skills instruction for multilingual learners. Both decoding and meaning making are fundamental to oral and reading comprehension. Fluency is an indicator of comprehension because the readers’ ability to decode with automaticity and prosody depends on their ability to make the written language sound like internalized oral language (Calet et al., 2015).
English-proficient students acquire oral language skills that are foundational to learning how the sounds of English are mapped onto print to develop literacy in English (Moats, 2001). Likewise, multilingual learners also need to develop and internalize English oral language skills for meaning making and reading comprehension.
In both English and Spanish there are similar methodologies and learning tasks associated with fluency: reading aloud, demonstrating prosody, incorporating repeated readings, echo reading, chiming, and paired reading. Teachers explain to students that reading fluency means reading with purpose at the right pace. The use of voice to express meaning is emphasized, while careful attention is paid to pausing and phrasing punctuation.
Caveat
In Spanish, fluency is practiced by reading words, phrases, and sentences. Because Spanish has such a transparent orthography, oftentimes children can decode far beyond the level at which they comprehend. This approach not only helps develop automaticity with multisyllabic words but promotes comprehension while reading (López-Escribano et al., 2013). Fluency rates for English are not applicable to Spanish oral reading. English fluency rates average 27 words more per minute than Spanish rates. A “total words per minute” scoring guide normed with English readers reading English passages is not a valid measure for Spanish reading fluency (Ramírez and Larrea-García, 2015). Conclusion
Building metacognitive and metalinguistic knowledge informed by contrastive linguistics is essential for literacy and biliteracy. Instruction is enhanced when teachers understand and articulate how languages work.
Teachers can explicitly teach students to develop and apply cross-linguistic understandings with increasing skill and
complexity.
Foundational skills development should explicitly call attention to the similarities and differences between specific features of English and students’ home languages to advance the transfer of metacognition and metalinguistic knowledge, resulting in biliteracy.
References
Araya Ramírez, J. (2019). “Los principios de la conciencia fonológica en el desarrollo de la lectoescritura inicial [The Principles of Phonological Awareness in the Development of Initial Reading and Writing].” Revista de Lenguas Modernas, 30, 163–181.
August, D., and Shanahan, T. (Eds.). (2006). Developing Literacy in Second-Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum Associates.
Calet, N., Defior, S., and Gutiérrez-Palma, N. (2015). “A Cross-Sectional Study of Fluency and Reading Comprehension in Spanish Primary School Children.” Journal of Research in Reading, 38(3), 272–285.
Escamilla, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, L., Ruiz-Figueroa, O., and Escamilla, M. (2013). Biliteracy from the Start: Literacy Squared in Action. Caslon Publishing.
Fillmore, L. W., and Snow, C. E. (2002). What Teachers Need to Know about Language. McHenry, IL: Delta Systems.
Jiménez, J. E., and Ortiz, M. R. (2000). “Metalinguistic Awareness and Reading Acquisition in the Spanish Language.” Spanish Journal of Psychology, 3(001), 37–46.
Language and Reading Research Consortium, Mesa, C., and Yeomans-Maldonado, G. (2021). “English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children.” Journal of Speech, Language, and Hearing Research, 64(3), 889–908.
López-Escribano, C., Melosúa de Juan, M. R., Gómez-Veiga, I., and García-Madruga, J. A. (2013). “A Predictive Study of Reading Comprehension in Third-Grade Spanish Students. Psicothema, 25(2), 199–205.
National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. US Government Printing Office.
Moats, L. C. (2001). Speech to Print: Language Essentials for Teachers. Paul H. Brookes.
Mora, J. K. (2016). Spanish Language Pedagogy for Biliteracy Programs. Montezuma Publishing.
Pollard-Durodola, S. D., and Simmons, D. C. (2009). “The Role of Explicit Instruction and Instructional Design in Promoting Phonemic Awareness Development and Transfer from Spanish to English.” Reading and Writing Quarterly, 25, 139–161.
Ramírez, A., and Larrea-García, J. A. (2015). “A Descriptive Framework for Integrating Fluency, Comprehension, and Cognate Awareness for Emergent to Advanced Bilinguals.” La Cosecha: 20th Annual Dual Language Conference. Albuquerque, NM. November 4–7.
Real Academia Española (2010). Ortografía de la lengua española: El sistema ortográfico del español. Asociación de Academias de la Lengua Española. Silvia Dorta-Duque de Reyes coordinated the Spanish translation and linguistic augmentation of the Common Core State Standards for language arts and mathematics. She is well known for her contributions in the areas of curriculum design, English language arts, English language development, Spanish language arts, and explicit cross-linguistic instruction. She is a national biliteracy consultant and author at Benchmark Education." #metaglossia_mundus
"Une bonne traduction de la Bible doit-elle concilier exactitude philologique, orthodoxie religieuse, évangélisation et qualité littéraire? Si oui, nombre de traducteurs seraient d’office exclus du podium, et les non-croyants ou les poètes n’auraient pas droit au chapitre. Petit retour, avec le professeur Martin Rueff, sur les voies tourmentées de la traduction des textes sacrés. Toute parole une répétition. Ce vers de la première ode de Paul Claudel, cité par le poète et traducteur Martin Rueff en introduction à une conférence donnée au printemps dernier à la Fondation Bodmer, fait entendre en quatre mots l’enjeu principal de toute traduction de la Bible: répéter la Parole sacrée consignée dans le Livre. Qu’elles soient dues à des théologiens, des philologues ou des poètes du 2e, 16e ou 21e siècle, ces adaptations sont toujours «des traductions de traductions de paroles, des délégations de rappel de la parole première, des retraductions, des transactions, des captations», insiste Martin Rueff. Professeur de littérature française et comparée à l’Université de Genève, il a rappelé quelques-unes des nombreuses crises, tournants et retournements qu’a connus l’histoire de la traduction biblique. Au commencement était l’hébreu Dès les premières traductions entre langues originelles (de l’hébreu au grec principalement), on assiste à une série d’opérations sémantiques et culturelles. La plus importante, «aux vertigineuses incidences théologiques», souligne le professeur Rueff, «a sans doute été de faire du nom propre de Yahvé Elohim un nom commun: Dieu». Deux moment-clés de l’histoire de la traduction biblique montrent qu’il y a, dès le départ, une tension entre le désir de rendre compte le plus fidèlement – littéralement – possible de la Parole, et celui de se faire comprendre de son public – et donc d’adapter le texte en fonction. Ainsi la version en grec du texte hébraïque (la Torah) dite des Septante, produite en milieu juif hellénisé d’Égypte aux 3e-2e s. av. J.-C., fut-elle refusée par le judaïsme rabbinique au profit de celle d’Aquila (2e s.), beaucoup plus littérale. Le deuxième moment évoqué par Martin Rueff est celui de la traduction par saint Jérôme (4e s.) de la Bible chrétienne, appelée alors Vieille Latine, qui regroupait l’Ancien et le Nouveau Testament. Complétée et remaniée par les disciples du moine, elle donna lieu à l’édition dite Vulgate. «Jérôme, qui avait utilisé les versions grecques et les commentaires des Pères qui les citaient, revendiqua hautement la veritas hebraica pour la traduction latine du Premier Testament», précise le conférencier. Un vecteur de valorisation des langues vulgaires «La Vulgate demeura jusqu’au 20e siècle le texte officiel de l’Église catholique, de préférence aux versions en langues anciennes et aux traductions en langues ›vulgaires’ européennes, déjà présentes au Moyen Âge.» Ces dernières ont néanmoins «puissamment contribué à la formation des langues littéraires européennes», en particulier en Allemagne, avec la traduction de la Bible par Luther, et en Angleterre, avec la King James de 1611. Cette question de «l’authenticité» du texte revient en force à la Renaissance. Faut-il n’accorder valeur qu’aux Bibles en langues originelles ou à celle de la langue officielle de l’institution ecclésiale? Que penser dès lors des traductions dans les autres langues cibles «nationales»? La Renaissance et la question des obscura Orthodoxie théologique, exactitude linguistique et qualité littéraire restent toutefois encore au 16e siècle les piliers d’une traduction «honorable». Pierre Robert Olivétan, cousin de Jean Calvin et auteur de la première Bible en français, éditée à Neuchâtel, à partir des textes originaux en hébreu et en grec, évoquait la difficulté de «bien faire parler à l’éloquence hébraïque ou grecque le langage français (lequel n’est que barbarie au regard d’icelles), si que on voulait enseigner le doux rossignol à chanter le corbeau enroué». Un siècle plus tard, l’abbaye de Port Royal définira en France la problématique en termes différents. «Même s’ils recourent au texte grec et dans une moindre mesure au texte hébreu, Sacy et ses collaborateurs gardent la Vulgate comme référence», souligne Martin Rueff. Pour le Père Sacy, l’idéal d’une traduction consiste néanmoins «à être plus belle que l’original si l’original n’est pas excellent pour le style et pour l’élégance». Le théologien Martin de Barcos, janséniste lui aussi, lui reprochera d’avoir fait parler bien poliment le Saint-Esprit «et d’avoir voulu ôter de ses écritures l’obscurité et la rudesse qu’il y a mis exprès». Les obscura, pour Martin de Barcos, sont incontournables. «Dieu a voulu qu’il y ait beaucoup plus de lieux obscurs que de clairs et d’intelligibles à toutes sortes de personnes (…) témoignant par là qu’elles ont beaucoup besoin d’être exercées dans les peines et les mortifications pour pouvoir acquérir la vie éternelle. Ce sont les moyens et les instruments dont il se sert dans ce divin travail, mais il n’y a jamais employé la politesse ni la propreté du langage et il a choisi la simplicité et la rudesse.» Explosion des traductions au 20e siècle D’une certaine façon, la querelle des obscura résonne encore au 20e siècle, avec l’explosion des genres de traductions. Avec cette question sous-jacente: faut-il faciliter au maximum l’approche de la Parole (comme avec la fameuse Bible pour les nuls) ou préserver le langage parfois obscur du texte, qui sied à l’idée commune que l’on se fait de la poésie? En deux générations, le tableau s’est complètement transformé. Les traducteurs de la Bible des siècles précédents étaient avant tout focalisés sur la nécessité de rendre la Parole. Aujourd’hui, la traduction est devenue une œuvre à part entière. «Babel n’est plus une malédiction», lance le conférencier. «On assiste à une différenciation de ces objectifs que sont l’exactitude philologique, l’orthodoxie religieuse, l’évangélisation et la qualité littéraire. Cela aboutit à des pratiques de spécialisation traductrice et à des éditions différentes selon le niveau de culture ou les demandes des destinataires. Les unes vont faire porter l’accent sur le langage, les autres sur le texte.» La Bible, «objet culturel» Si par le passé les approches de la Bible par des non-croyants (Spinoza, Richard Simon, Holbach, Voltaire) n’ont guère eu d’impact sur la réflexion traductologique, ce n’est plus le cas de nos jours. Car une autre polarisation s’est instaurée au 20e siècle, avec d’un côté les traductions liées aux croyances et institutions religieuses, et de l’autre celles qui partent de la Bible «objet culturel». Mais tant les unes que les autres innovent dans leurs interprétations, souligne Martin Rueff, «grâce au développement des connaissances historiques et linguistiques sur l’univers biblique et sur son environnement proche-oriental». Deux groupes se distinguent chez les traducteurs «croyants», précise le conférencier. Il y a tout d’abord ceux qui portent l’accent sur le langage. Soit qu’ils privilégient les langues de départ ou langues sources, comme André Chouraqui pour la Bible juive toute entière, soient les langues d’arrivée pour élargir le public et évangéliser. C’est le cas de la traduction de l’Alliance Biblique universelle dans le milieu protestant. «Là, on ne fait pas de différence entre Élohim et YHWH Élohim, uniformément rendus par Dieu ou le Seigneur. Les mots savants sont évités. Ombre est préféré à ténèbres, brise à souffle du jour.» Martin de Barcos y trouverait probablement à redire… Le second groupe, note le professeur, «vise à reconstituer le langage du texte dans sa cohérence historique et théologique et cherche des solutions d’équilibre entre langues sources et langues cibles, en évitant à la fois les littéralismes et les transpositions approximatives». Et de citer la Bible d’Édouard Dhorme, dans la Bibliothèque de la Pléiade (dès 1956): Jean Grosjean, l’un de ses auteurs, plaidait pour une Bible ramenée «à sa simplicité âpre», afin de la rendre accessible à tous. Ou encore la Bible de Jérusalem (1955), élaborée sous la direction de l’École biblique et archéologique française de Jérusalem, celle d’Osty et Trinquet (1973), la T.O.B. (1976), la Bible de Segond révisée (1978)… La place des poètes Une place particulière dans le paysage de la traduction biblique est accordée aux poètes par Martin Rueff, lui-même poète. Des poètes métaphysiques ont tenté de restituer l’intraduisible qui nous traverse. Interprétant parfois dans certaines de leurs œuvres des passages bibliques, ils leur ont rendu leur universalité. Ainsi de Gérard de Nerval qui, dans son poème Le Christ aux oliviers, dit l’angoisse de Jésus au moment de sa Passion. «Frères, je vous trompais: Abîme! abîme! abîme!
Le dieu manque à l’autel où je suis la victime…
Dieu n’est pas! Dieu n’est plus!» Mais ils dormaient toujours!…» Gérard de Nerval De larges passages de l’Ancien Testament ne reposent-t-ils pas en hébreu sur des formes poétiques, tels les Psaumes, le Cantique des Cantiques ou Job, que seuls les poètes seraient amènent de traduire correctement? Tout est source de poésie dans la Bible. Impossible de ne pas rendre compte ici de la traduction de l’Ecclésiaste par Guido Ceronetti, poète piémontais des années 60, décédé en 2018. Les poètes ne visent pas uniquement la signification du texte original hébreu, défendait-il, ils veulent lui rendre sa structure, son effet poétique, sa rythmique. L’hébreu biblique ne connaît pas en effet le découpage vers/prose qui nous modèle. C’est ainsi que le fameux «vanité des vanités, tout est vanité» est devenu sous sa plume «Tout est fumée et manger le vent». Dans la même veine, Martin Rueff signale la traduction des Psaumes par Henri Meschonnic. «J’ai découvert, expliquait ce poète français, en amateur et très tardivement, et sur un plan qui n’est pas celui du religieux – sans porter aucun jugement de quelque ordre que ce soit sur le religieux -, que ce que je lisais en hébreu n’avait rien à voir avec ce que je lisais en français.» Il se proposait ainsi de «déchristianiser» la traduction de la Bible, et il ménagea des blancs, des pauses, pour poser le Souffle, pour retrouver son rythme originel. (cath.ch/lb) Colloque sur la traduction du sacré
La Faculté de théologie protestante de l’Université de Genève (UNIGE) et l’Association des Amis de la Fondation Martin Bodmer ont organisé à Genève, du 23 au 25 mars 2023, un colloque intitulé La traduction du sacré. Martin Rueff, professeur de littérature française et comparée à l’UNIGE, y a donné une conférence intitulée La chair du verbe: les poètes et la traduction des textes sacrés.
Traducteur de l’italien, poète, critique et philosophe, Martin Rueff a contribué à l’édition des œuvres de Claude Lévi-Strauss et de Michel Foucault dans la «Bibliothèque de la Pléiade». Il est aussi rédacteur en chef de la revue Po&sie. LB" #metaglossia_mundus
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"Before joining the workplace, you should be aware of language difficulties, including gestures. Corporate gatherings today regularly include speakers of many languages. Language barriers inhibit communication and collaboration. This post discusses 10 ways to overcome language problems in corporate meetings. These methods can help global teams collaborate, understand, and succeed. Provide meeting materials in advance
Preparing agendas, presentations, and papers in advance can help overcome linguistic hurdles. Thus, participants can read the documents in their local language and better comprehend the meeting’s goals. This aids comprehension and meeting participation. Participants can translate and study conference materials before the meeting. It helps non-native speakers grasp topics by processing information in their preferred language. Providing information in advance allows all attendees to participate in meaningful discussions without feeling left out owing to language barriers. Hire professional translators
Professional interpreters are language experts who can translate speech into the target language. Interpreters ensure real-time understanding and participation by using simultaneous or consecutive interpreting. Hiring a language translation agency of professional interpreters enhances cross-cultural understanding by transmitting conversational nuances and cultural context. Professional interpreters are fluent in both languages and trained in various interpreting methods. They listen well and understand the technical stuff. Interpreters overcome language barriers and facilitate meaningful interaction by delivering messages with the appropriate meaning and tone. Professional interpreters allow all participants to fully participate and share their insights, regardless of their native language. Utilize real-time translation technology
Real-time translation software can help overcome linguistic hurdles. These products translate meetings instantly using automatic speech recognition and machine translation. Headsets or screens let participants hear the translated words in their selected language. This technology improves communication and stimulates audience engagement. Multilingual meetings benefit from real-time translation. It instantly translates speech so people may understand and contribute. This method eliminates sequential interpretation and reduces translation delays and miscommunication. Encourage multilingual teamwork
Multilingualism and cross-language collaboration can assist multinational companies. Companies can decrease communication gaps by recognizing and rewarding varied language capabilities. Encourage team members to learn basic words or greetings in multiple languages to break down barriers and build mutual respect and understanding. Language classes and language exchange programs can help multilingual teamwork. These workshops might be part of employee development or optional personal development. Language training programs empower employees to develop their language skills, improving communication and collaboration across language barriers. Multilingual technology platforms can help teams collaborate. Multilingual project management systems let team members’ work in their preferred languages. These tools provide cross-language information sharing, work assignments, and progress tracking. Organizations can foster teamwork by providing a multilingual platform. Simplify language and avoid jargon
Corporate meetings benefit from clear language. Non-native speakers may struggle with industry jargon, acronyms, and technical words. Use simple language that everyone can understand. To ensure everyone understands and can participate, define words. Meetings must consider language and vocabulary. Avoid technical phrases and industry jargon to help non-native speakers understand. Simplifying language doesn’t reduce content quality or depth; it clarifies and simplifies. Provide a glossary or list of essential terms and their definitions before using specialist terms or jargon. This helps conference attendees understand the terms. Encourage participants to ask for clarification on unfamiliar terms and topics to improve communication and overcome language obstacles. Emphasize visual aids and non-verbal communication
Charts, graphs, and slides help overcome language obstacles. Visualizations help people understand data and concepts. Encourage non-verbal communication, including gestures, facial expressions, and body language, to convey meaning and bridge cognitive gaps. To minimize miscommunication, be aware of cultural variances in nonverbal communication. Visual aids can explain and emphasize difficult content in presentations and debates. Visuals are a universal language that helps non-native speakers understand things. Visuals must be clear, concise, and culturally relevant to be effective. Encouraging gestures, facial expressions, and body language can improve understanding and promote a more inclusive environment. However, cultural differences in non-verbal communication must be considered. Cultural diversity awareness and sensitivity facilitate appropriate nonverbal communication. Foster active listening and clarification
Overcoming linguistic hurdles requires active listening. Encourage patient, empathetic listening. Clarifying a statement’s meaning is crucial. A safe space where people can ask questions improves good communication and learning. Active listening entails listening to words, tone, intonation, and nonverbal clues. It takes listening and participating with the speaker. Participants can better comprehend and respond by actively listening. This technique helps participants understand the discourse and respond effectively, overcoming language limitations. A secure and inclusive environment encourages open communication and reduces misunderstandings. Use bilingual collaboration tools
Bilingual collaboration tools enable language-specific communication and collaboration. A project management application that supports various languages lets team members share documents and communicate in their native language. Bilingual collaboration tools improve productivity, communication, and misunderstandings. Bilingual collaboration technologies allow participants to communicate in their preferred language without translation or interpretation. This saves time and helps participants communicate. Language options, machine translation, and multilingual interfaces are examples. Encourage language interchange and learning
Language classes or programs for employees can foster a culture of language interchange and learning. These programs give team members linguistic practice. Language training programs empower employees to develop their language skills, improving communication and collaboration across language barriers. Language exchange programs let coworkers learn languages together. This encourages language learning, teamwork, and cultural exchange. Language classes, whether internal or external, assist employees to learn in a supportive setting. Organizations can also support self-paced language learning via online platforms or apps. These resources let employees study languages around their busy schedules. Organizations are committed to reducing language barriers and creating a culturally diverse and inclusive workplace by encouraging language acquisition. Follow up with meeting summaries and transcripts
After a company meeting, offering meeting summaries and transcripts in several languages ensures everyone understands the conversation. These documents summarize significant topics, conclusions, and action items for all attendees. Meeting summaries and transcripts in participants’ native languages help everyone understand moving forward. Meeting summaries and transcripts help participants assess meeting outcomes and discussions. Organizations ensure comprehension and follow-up by providing these documents in several languages. Professional translators or translation services can accurately transmit content and maintain language consistency. Endnote
Before joining the workplace, you should be aware of language difficulties, including gestures. Teach this to your staff as well. Many of you don’t stop considering your gestures’ consequences before making them. People are less likely to assume that someone was intentionally disrespectful if they are all on the same page about what is and is not acceptable." #metaglossia_mundus
"The Bible, being the most translated book in the world, has been made available in approximately 700 out of the 7,000 languages spoken worldwide. This means that many languages with thousands of speakers have been excluded. However, efforts are now being made to bridge this gap, thanks to advancements in artificial intelligence (AI). The goal of these translation efforts is to cater to communities of around 100,000 speakers. These languages are not on the verge of extinction, but rather have a substantial number of speakers. This ensures that the translated Bible can have a meaningful impact on the lives of the people who speak these languages. For many Christian communities, having a Bible in their native language is a life-altering experience. This sentiment is particularly true for communities that speak relatively rare languages. The Bible serves as a source of joy and comfort, and having it available in one’s “heart language” is extremely significant. This term refers to the language that individuals speak at home and feel the most connected to. In the past, Bible translation was primarily driven by larger agencies. However, this model has now shifted, with local churches taking the lead in initiating Bible translation projects for their specific language groups. These churches recognize the importance of having the Bible accessible and relevant to their congregations. This shift in approach has allowed for a more community-driven and culturally appropriate translation process. For translations to be accepted within the Catholic Church, they must undergo approval from the Vatican or the appropriate bishops’ conference. This ensures that the translations align with the teachings and values of the Catholic faith. Advancements in AI technology are playing a critical role in facilitating these Bible translation efforts. AI algorithms and language processing systems are utilized to automate and accelerate parts of the translation process. These technologies can analyze large volumes of text, identify patterns, and generate accurate translations. AI-powered translation tools are trained on vast amounts of linguistic data, allowing them to understand the nuances and complexities of different languages. This training enables the tools to produce translations that are contextually accurate and culturally sensitive. By leveraging AI, translators can save time and focus on refining and reviewing the translations, ensuring their quality and accuracy. The use of AI in Bible translation is not meant to replace the role of human translators but rather to assist and enhance their work. Human expertise is still vital in ensuring the theological accuracy and cultural appropriateness of the translations. AI serves as a valuable tool to support the efforts of translators, enabling them to reach more communities and languages. In conclusion, AI is revolutionizing the translation of the Bible into rare languages by empowering local communities and aiding translators in their work. The goal is to ensure that people from diverse linguistic backgrounds can access the Bible in their native languages. This development is transforming the way Bible translation projects are approached and executed, making the Word of God more accessible and meaningful to communities worldwide." #metaglossia_mundus
"A team of researchers is seeking to put AI to use for a different and more noble purpose — the translation of the Bible into extremely rare languages. St. Louis, Mo., Jul 18, 2023 / 07:00 am Artificial intelligence (AI) systems are having their moment. AI image generators such as MidJourney have proven capable of creating almost any picture imaginable — even a fake but compelling image of Pope Francis in a chic puffer coat. Meanwhile, advanced “chatbot” systems such as OpenAI’s ChatGPT continue to stun the public by mimicking human speech with almost frightening accuracy. But one team of researchers is seeking to put AI to use for a different and more noble purpose — the translation of the Bible into extremely rare languages. Ulf Hermjakob and Joel Mathew are researchers at the University of Southern California’s Information Sciences Institute in Marina Del Rey, California. They recently launched Greek Room, a computer program designed to streamline the process of Bible translation by providing needed quality-control services such as spell checking for translation drafts created by humans. “We don’t think that AI can replace the human translator. We see it as a support role to help in this very challenging task of translating the Bible into languages where there’s often almost no written records of any kind,” Hermjakob, a native of Germany and a Ph.D. computer scientist, told CNA. Hermjakob, a lifelong Lutheran, said despite the Bible being the world’s most translated book, it has so far been translated into only about 700 of the world’s 7,000 languages, which excludes many languages that have several thousand speakers — rare, yes, but far from tiny. “The main target we have is a community of maybe 100,000 speakers. It could be somewhat less, it could be somewhat more, but typically it’s not languages that are going to die out within the next 10 years where there’s like 10 octogenarians left — that’s typically not the target group,” he explained. Mathew, an engineer who works mainly in the field of natural language processing, was born to Christian parents in India and came to California to obtain his master’s degree. Mathew identifies as a nondenominational Christian and remains active in his church community. He told CNA the importance of having a Bible for speakers of relatively rare languages can’t be overstated, as he has seen it firsthand among Christian communities back home in India. “It’s life-altering for communities — the joy and tears that it brings to people to have printed book in their ‘heart language,’” he said, referring to the language that people speak at home and most identify with. “Having the word of God in your own heart language is very meaningful. And unlike in the past, where Bible translation was more of an agenda of a bigger agency, there is the local church now taking the initiative and saying, ‘We want the Bible in our heart language, because we are a bunch of believers here in this small language group, and we are now excited to have the Bible in our language.’ So that’s kind of shifted the model.” (For Catholics, translations of the Bible must be approved by the Vatican or the appropriate bishops’ conference before they can be published.) What does the AI do? Spell checkers for major languages like English have existed for a while, but for languages with only a few thousand speakers, commercial spell-checking software simply doesn’t exist, Hermjakob said. The Greek Room’s software can scan drafts of the translation and look for inconsistencies in spelling, flagging them for the user. It can also scan the text and make sure the alignment of the words appears to be correct, and again can flag inconsistencies for the translator. For a lengthy and technical translation such as the Bible, such tools can save the translator a lot of time and effort. Not everything the AI flags will be actual errors, but it will provide a helpful list of items for the human translators to look at and discuss, Mathew noted. The software can also present a “menu” of terms from other translations in an effort to help the translator choose a word for difficult terms. The example Hermjakob gave was for the term “battering ram,” which doesn’t have an equivalent in some languages. In this case, the software’s suggestions can help the translators choose a word in their language that makes sense. Mathew and Hermjakob both made it clear that their program is not intended to be an all-in-one solution for translating the Bible. The process requires a small team of native speakers of the rare language — ideally Christians — who also know a second, more common language such as English or French. The computer program is designed to “learn” from the native speakers of the rare language and will be able to pick up more words and grammar from the language the more input it is given. “Generally you would not do this [translation work] in isolation, you would do this as teams and in association with a local body of believers, Christians, so that there is generally quick feedback on what you are drafting. So the human element for all of us is extremely important,” Mathew continued. “We want to have humans involved because I think there is a Christian element where God has given the word to man, and for many years it was an oral tradition, you didn’t have the written word. So it is important to have that human involvement.” What’s next? In addition to garnering funding from their university, Hermjakob and Mathew’s work has received support from a major Christian Bible translation agency. Their goal is to make the software available for free, in keeping with their Christian beliefs about the importance of spreading the word of God “to every tribe and nation.” “It’s much more than an academic project for us. It’s a passion project also, where we’re excited to see Bibles being translated, however we can help. God has allowed us to be part of that for his kingdom,” Mathew said. Hermjakob agreed. “If we can support the Bible translation process, accelerate the quality checking, and help produce better-quality Bibles, that’s reward enough for us,” he said. Jonah McKeown is a staff writer and podcast producer for Catholic News Agency. He holds a Master’s Degree from the University of Missouri School of Journalism and has worked as a writer, as a producer for public radio, and as a videographer. He is based in St. Louis." #metaglossia_mundus
"« Se battre pour sa langue maternelle est un combat politique » – Jeune Afrique – « Je vais commettre un vol. Dès le début de son premier roman, La prophétie de Dali, Balla Fofana nous captive. Il se plonge dans la peau de son sosie littéraire, Balla, un enfant de six ans, qui commet un acte lourd de conséquences : dans la cantine de son école de Saint-Maur-des-Fossés (France), il s’empare de haricots avec les doigts avant de les manger. Ce geste, naturel dans son village de la région de Kayes au Mali, Sakora, lui a valu d’être placé en “classe de perfectionnement”. Selon un décret de 1964, ces classes étaient destinées jusqu’en 2005 « à recevoir des enfants présentant un déficit intellectuel »..." #metaglossia_mundus
"The American Foundation for Translation and Interpretation (AFTI) is pleased to offer a limited number of scholarships to students/recent graduates of translation or interpreting studies programs or related fields. Conference First-Time Attendee Scholarship The American Foundation for Translation and Interpretation (AFTI) is pleased to offer a limited number of $500.00 scholarships to students/recent graduates of translation or interpreting studies programs or related fields to defray the registration cost to attend the ATA 64th Annual Conference, Miami, October 25-28, 2023, in person. The deadline to submit your application is July 31, 2023 Eligibility Applicants must satisfy all three of the following eligibility requirements, or they will be disqualified: 1a. A current full-time or part-time student - Undergraduate or graduate level
- Enrolled at a two-year or four-year college or university
- In a program in:
- Translation
- Interpretation
- Translation and Interpretation
- A related field (terminology management, translation project management, etc.)
- Leading to an academic degree or certificate
OR 1b. Recently graduated from a program satisfying the requirements listed above - Recent graduates must have completed their program within twelve months of the starting date of the 2023 ATA Conference.
- Never attended an ATA Annual Conference in person. (Attendees of the 2020 ATA 61st Annual Conference online are eligible to apply.)
- Never received scholarship funding from AFTI*
*Exception: Recipients of the 2020 AFTI Scholarship to attend the ATA 61st Annual Conference online are eligible to apply to attend the 2023 ATA conference in person. Get Ready for ATA64! No matter what your language, specialty, or experience level, you'll discover ways to enhance your skills and grow your business. Get a glimpse of ATA64 in Miami, October 25-28, 2023. Board Elections Policy Every year, ATA holds elections for three Directors' positions (three-year term). In odd-numbered years, elections are held for the positions of President-Elect, Secretary, and Treasurer. The elections procedure, from the Nominating Committee to the campaign to the voting, is detailed here. Learn More ATA Logo Usage Guidelines The ATA logo is a unique symbol that represents and identifies the Association and its activities. ATA members may use the logo to highlight their professional affiliation with ATA on their websites, business cards, and marketing materials. Member use is defined within these guidelines. Learn More To access further details and submit the scholarship application, click below.
Sun Jul 09 2023 Calls: 2nd International Conference Translation and Cultural Sustainability: Challenges and New Avenues Editor for this issue: Everett Green <everettlinguistlist.org> Date: 07-Jul-2023
From: Technical Committee <congresotraduccion2024usal.es>
Subject: 2nd International Conference Translation and Cultural Sustainability: Challenges and New Avenues
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Full Title: 2nd International Conference Translation and Cultural Sustainability: Challenges and New Avenues Date: 17-Apr-2024 - 19-Apr-2024
Location: Salamanca, Spain
Contact Person: Technical Committee
Meeting Email: congresotraduccion2024@usal.es
Web Site: https://traduccioneinterpretacion.org/en/conference2024/ Linguistic Field(s): Translation Call Deadline: 31-Oct-2023 Meeting Description: Following the resounding success of the 1st International Conference Translation and Cultural Sustainability, which took place in November 2018, the Department of Translation and Interpreting of the University of Salamanca, Spain, will hold the second edition from 17 to 19 April 2024. The aim of this second gathering is to discuss the numerous challenges, research and development avenues and new scenarios (physical, technological as well as social and cultural) that we face in the field of Translation and Interpreting, be they in professional, research, intercultural mediation or teaching-learning activities. Call for Papers: https://traduccioneinterpretacion.org/en/conference2024/call-for-papers/ Program link: https://traduccioneinterpretacion.org/en/conference2024/programme/
Page Updated: 08-Jul-2023 #metaglossia_mundus
The language barrier is one of the biggest challenges people face when moving abroad. Daniel Oesterle explains how a translator or interpreter can help. What is one of the biggest challenges when moving to a different country? You guessed it: the language barrier. A translator or interpreter can help people overcome exactly these kinds of barriers. Daniel Oesterle looks at what translators and interpreters do, and when you might need to hire one in Germany. Before we get into when and how to work with a translator or interpreter in Germany, let us quickly define our terms. The distinction between an interpreter and a translator is simple, but it is something that people tend to get “wrong” a lot in everyday usage. What is the difference between a translator and an interpreter? It may not make much of a difference in most conversations, but when you actually need to hire a language professional, it’s a good idea to ask the right person. You wouldn’t be keen on a dentist doing your colonoscopy, and, presumably, neither would they. So, what exactly is the difference? The two professions are, of course, related, but they are two different occupations that require a different set of skills and tools. Still, there is also a lot of overlap, which is why some (but not all) people end up doing both. Translators Translators are people who work in written translation. They use computers, software and dictionaries to translate written texts - anything from laws and instruction manuals to works of poetry. The German word for translator is “Übersetzer” (masculine) or “Übersetzerin” (feminine). Interpreters Interpreters, on the other hand, specialise in oral translation. Whether at a conference, in a courtroom or at a doctor’s appointment, they listen to what people say and repeat it - as closely as possible - in a different language. The term “speech interpreter” gives a good idea of what the job entails. To accurately explain to somebody who doesn’t know the language what a speaker is saying, you cannot just translate word for word, you have to get to the meaning and thought processes behind the words. In this sense, it is a bit like interpreting a poem. Sometimes you have to venture an educated guess on what the speaker was meaning to say. Interpreters often use a combination of pen and paper and multimedia high tech, but sometimes all they use is their voice (along with their brains, eyes and ears). The German word for interpreter is “Dolmetscher” (masculine) or “Dolmetscherin” (feminine). When should you hire a professional translator or interpreter? Whether you are launching a website or starting a business in Germany, or simply looking for some help getting settled into life in another country with a new language and culture, hiring a professional translator or interpreter can save you lots of headaches and ensure smooth communication. In some cases, using a qualified translator or interpreter can be mandatory. Certified translations You may be required to use a certified translator for: - Documents used in legal transactions, court proceedings and lawsuits
- Documents needed for a notarised business transaction
- Diplomas and certifications for job applications or to get your foreign degree or professional qualification recognised in Germany
- Foreign birth certificates, death certificates or marriage certificates required by German authorities
Certified interpreters You may be required to use a certified interpreter for - Civil weddings: If the Standesbeamter (civil registrar), i.e. the civil servant responsible for officiating and registering marriages, determines that you or your future spouse are not sufficiently fluent in German, they will require you to use a sworn interpreter for a language in which you have a high level of proficiency. This does not necessarily have to be your first language - especially if your first language is very rare.
- Notarised business transactions: For instance, for real estate purchases / sales
- Police investigations: If you have been detained or summoned by the police as a suspect in an ongoing investigation, you have not only got a right to a lawyer, but also to an interpreter.
- Lawsuits: Whether you are a defendant or witness in a criminal case, or the plaintiff or respondent in a civil case, the court will arrange for an interpreter to be present whenever necessary. As a witness or defendant in a criminal case, you are entitled to an interpreter or translator at no cost to you. This applies to all court proceedings as well as any meeting with (potential) defence lawyers.
What to expect when hiring an interpreter or translator Interpreting usually happens under immense time pressure. The interpreter either speaks while the speaker continues talking (simultaneous interpreting) or starts speaking immediately after the speaker has finished a portion of what they are saying (consecutive interpreting). Either way, there is not much time to look up words or even think about an expression for a long time. This means that interpreting requires a lot of up-front preparation. That is also why, in some cases, interpreters might charge extra for prep time - in addition to travel time and hours on site. An interpreter’s hourly fee can be anywhere between 50 to 100 euros or more, depending on the circumstances. Translators, on the other hand, usually do not charge by the hour or day, but per word, or per line. Especially for certified or legal translations, translators in Germany commonly charge a fee per standard line, i.e. 55 characters including spaces. The typical price for a translation will be somewhere between 80 cents to two euros per line or 10 to 20 cents per word, again depending on a number of factors. One thing to keep in mind is that interpreters are communication facilitators. You should not expect them to double as tour guides, chauffeurs, personal assistants, or legal experts - unless this has been expressly agreed upon. However, any professional interpreter will be courteous and helpful, supporting you in finding the right kind of additional services. And some might even be excited to show you around town or offer some useful insider tips! Always make sure to clarify the task and ask for the estimated cost in advance to avoid unpleasant surprises. What types of translators and interpreters are there in Germany? Certified translations can only be provided by an Urkundenübersetzer:in. The exact title may vary depending on the state (Bundesland). You can find an official directory of all sworn legal translators online. Court interpreting and other legal interpreting services should be carried out by a “Verhandlungsdolmetscher:in” or “Gerichtsdolmetscher:in. The exact title may vary depending on the state and / or the underlying law. Just this year, a new federal law meant to simplify things (GDOlmG) has come into effect but is currently making matters even more complicated. You can find an official directory of all sworn legal interpreters online. Outside of these two specially regulated categories of “official” translators and interpreters, anyone can call themselves “Übersetzer” or “Dolmetscher”, as these are not regulated professions in Germany (unlike doctors or lawyers, for example). Serious translators or interpreters will either be state-certified (Staatlich geprüft / anerkannt) or have a relevant academic degree or solid professional references. How do I find the right language service provider? For official legal translation and interpreting, your go-to source should be the public “Gerichts-Dolmetscher” directory. It is jointly-operated by the justice departments of the 16 states of the Federal Republic of Germany. There are several reputable associations of translators and interpreters (e.g. BDÜ, DVÜD, ATICOM, UNIVERSITAS Austria), which publish searchable directories of their members on their websites. There are also regional associations specialising in legal translation and interpreting such as VVU (Baden-Württemberg), VBDÜ (Bavaria) & VVDÜ (Hamburg). Keep in mind that not every qualified freelancer is necessarily a member of one of the professional associations. A quick web search for “übersetzer [language] [city]” or “dolmetscher [language] [city]” should turn up some decent results, too. But exercise care, especially when using marketplaces such as fiverr.com, and make sure that the freelancer has the necessary qualifications for the assignment. There are also many translation agencies that operate nationally or locally. While they generally work with qualified freelancers and can take some of the hassle out of searching for a translator or interpreter (which may be especially helpful for larger or more complex assignments), keep in mind that they will want a piece of the cake, too. That means the agency takes a cut of the total fee for their services, which will either result in a lower payout for the freelancer or a higher price for you - compared to hiring a freelancer directly. Daniel Osterle is a certified and sworn English interpreter for court proceedings and legal affairs in Germany, and also offers certified translations of official documents, corporate communications and marketing materials. If you’re in need of a translator or interpreter, get in touch. " #metaglossia_mundus
"Dans dix ans, les étudiants algériens seront anglophones», a annoncé un responsable au ministère de l'Enseignement supérieur.
Cependant, l’annonce a été faite en langue française
L'adoption de la langue anglaise par l'université algérienne est, désormais, inéluctable. La langue de Shakespeare est un puissant levier de communication dans la société mondialisée d'aujourd'hui. C'est la langue des affaires, de l'Internet et de la culture moderne. Elle a toute sa place dans l'enseignement supérieur. C'est ce que vient de rappeler Djamel Boukezzata, directeur des enseignements du premier et second cycles au ministère de l'Enseignement supérieur et de la Recherche scientifique (Mesrs). Intervenant sur les ondes de la Radio nationale Alger chaîne 3, il a annoncé: «Dans les dix prochaines années, les étudiants algériens seront anglophones.» Il a ensuite précisé qu'opter pour la langue anglaise comme langue d'enseignement et d'étude, n'exclut pas l'intérêt pour les autres langues vivantes, estimant que tourner le dos à toute langue qui concourt à l'acquisition du savoir, serait suicidaire. Rappelons que le ministère de l'Enseignement supérieur et de la Recherche scientifique a décidé d'adopter l'anglais comme langue d'enseignement dans les universités algériennes à partir de la rentrée universitaire 2023-2024. L'anglais sera particulièrement opérant dans les filières techniques et médicales. Le choix de cette langue dans l'enseignement supérieur a été confirmée le 1?? juillet courant, par une note adressée par le ministre de l'Enseignement supérieur, Kamel Baddari. Cette note a été adressée aux chefs des établissements universitaires.
Le document officiel demande à ces derniers de se conformer aux directives de la tutelle en la matière, et ce, en mettant en place les dispositifs adéquats. «Conformément aux directives du ministre, et dans le cadre de la préparation de l'introduction de la langue anglaise en tant que langue d'enseignement à partir de l'année 2023/2024, il vous est demandé l'organisation de réunions à l'effet de constituer les équipes pédagogiques selon la matière ou le module, et ce avant le départ en vacances», a précisé cette note.
Djamel Boukezzata a en outre énuméré nombre de nouveautés mises au service des étudiants afin de mieux les aider à s'orienter dans le maquis des filières. Il a à ce titre évoqué la mise à contribution d'un ChatBot capable de répondre aux nombreuses questions des nouveaux bacheliers. Il a dans la foulée signalé «le retour de la moyenne calculée pondérée et associée à la moyenne générale du baccalauréat», tout en qualifiant: «C'est une bonne chose pour les bacheliers et leurs parents.» Selon le même responsable, l'autre changement apporté cette année consiste en l'offre de formation pour la filière pharmacie, très demandée, se voit renforcée par 5 nouveaux points de formation, 7 nouveaux points pour la formation en sciences vétérinaires et 40 nouveaux points de formation d'ingénieur en sciences agronomiques. «Aussi, les Écoles nationales supérieures (ENS) vont élargir leur spectre de formation, en intégrant la formation de PEP en langue anglaise, ainsi que la formation de PEP en éducation physique et sportive (EPS)», détaille-t-il, tout en précisant que «d'autres nouveautés seront annoncées par le ministre de l'Enseignement supérieur qui tiendra une conférence de presse ce 15 juillet». Boukezzata informe que le ministère a élaboré une circulaire d'orientation, qui définit les principes et condition d'accès à l'enseignement supérieur. «La circulaire numéro 1 du 4 juillet 2023, relative à la pré-inscription et à l'orientation, a été préparée en étroite collaboration avec les chefs des établissements universitaires, via les conférences régionales, qui fixent les grands principes d'accès à l'enseignement et à la formation supérieurs et définissent les règles générales applicables en matière de pré-inscription et d'orientation des titulaires du baccalauréat ou autre diplôme étranger équivalent», explique-t-il.
L'on apprend enfin que les nouveaux bacheliers peuvent prétendre à une inscription dans un parcours de formation soit en «présentiel», soit à distance. De plus, conformément à la réglementation en vigueur, les bacheliers peuvent, s'ils le souhaitent, poursuivre deux parcours en parallèle, selon les disponibilités des offres de formation, les conditions d'accès et les places pédagogiques libres."
#metaglossia_mundus
"Formes brèves en classe : abolir les frontières / Short Forms beyond borders : breaking down boundaries (Angers) Ce colloque international et interdisciplinaire constitue l’événement de clôture du projet Short Forms Beyond Borders (SFBB), qui a été lancé le 1er septembre 2020. Ce projet associe les universités d’Angers (France), Leuven (Belgique), Giessen (Allemagne), Szeged (Hongrie), Athènes (Grèce), et Santiago de Compostela (Espagne) - et la société Baludik (https://baludik.fr/). Son objectif est de développer une pédagogie innovante, autour d’outils de médiation culturelle, éducative et sociale en Europe, en réfléchissant tout particulièrement aux questions d’identité et d’intégration. La réflexion théorique sur le concept de « forme brève » et sur ses usages avec des publics étudiants et scolaires, s’appuie sur une exigence d’ouverture sur la cité (travail avec des jeunes migrants ; réalisation de parcours touristiques et culturels…). Le colloque Short Forms in the Classroom : Breaking Down Boundaries / Formes brèves en classe répond donc à un triple objectif : - une présentation de résultats d’expérimentations pédagogiques innovantes autour des formes brèves (étude, utilisation, création de formes brèves diverses dans un cadre scolaire ou universitaire) ; - des interventions plus théoriques de conférenciers français et étrangers, qui envisagent la question des formats brefs dans leur champ disciplinaire (la littérature, la communication, la culture, la médiation sociale, la sociologie, la didactique, la psychologie …) ; une ouverture sur d’autres approches des formes brèves : atelier d’écriture et de dessin, mise en scène théâtrale d’une fiction brève, exposition de petits formats, lecture d’une nouvelle et causerie.
Les langues du colloque sont l'anglais et le français. Les langues du colloque sont l'anglais et le français. Des sessions Teams sont programmées poru vous permettre d'y assister à distance (voir document joint ou site du CIRPaLL : https://cirpall.univ-angers.fr/fr/actualites/colloques/short-forms-in-the-classroom.html) Voir le détail du programme… — This international and interdisciplinary colloquium is the closing event of the Short Forms Beyond Borders (SFBB) project, which was launched on 1 September 2020. The project brings together the universities of Angers (France), Leuven (Belgium), Giessen (Germany), Szeged (Hungary), Athens (Greece) and Santiago de Compostela (Spain), and the Baludik company (https://baludik.fr/). The aim is to develop innovative teaching methods based on tools for cultural, educational and social mediation in Europe, with a particular focus on issues of identity and integration. Theoretical reflection on the concept of the "short form" and its uses with students and school groups is underpinned by the need to be open to the community (working with young migrants, creating tourist and cultural itineraries, etc.). The Short Forms in the Classroom: Breaking Down Boundaries / Formes brèves en classe conference therefore has a threefold objective: - a presentation of the results of innovative teaching experiments using short forms (study, use, creation of various short forms in a school or university setting); - more theoretical contributions from French and foreign speakers who consider the question of short forms in their own field (literature, communication, culture, social mediation, sociology, didactics, psychology, etc.); - an opening onto other approaches to short forms: writing and drawing workshops, theatrical productions of short fiction, exhibitions of short works, readings of short stories and talks. The languages of the conference are English and French. Teams sessions have been scheduled to enable you to attend remotely (see attached document or CIRPaLL website: https://cirpall.univ-angers.fr/fr/actualites/colloques/short-forms-in-the-classroom.html).
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