To Google Translate™ or Not? Newcomer Latino Communities in the Middle

Autor/inn/en	Rodríguez-Castro, Mónica; Salas, Spencer; Benson, Tracey
Titel	To Google Translate™ or Not? Newcomer Latino Communities in the Middle
Quelle	In: Middle School Journal, 49 (2018) 2, S.3-9 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2017.1413270
Schlagwörter	Computer Mediated Communication; Courseware; Translation; Language Skills; Spanish; English (Second Language); Vignettes; Parent Teacher Cooperation; Middle School Teachers; Prose; Word Order; Word Study Skills; Computational Linguistics + Suchen Sie Ihr Suchwort? Computerkonferenz; Lernsoftware; Language skill; Sprachkompetenz; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Prosa; Wortfolge; Wortschatzanalyse; Linguistics; Computerlinguistik
Abstract	LaRocque, Kleiman, and Darling (2011) characterized parental involvement as the "missing link" in school achievement. For this reason, especially, middle grades teachers and teacher leaders want very much to reach out to newcomer Latino families--and they do. Although Google Translate™ has emerged as a go-to tool for many teachers and administrators, sometimes machine-translation backfires. In this article, we leverage a series of vignettes to illustrate the hazards of Spanish/English pseudotranslation. We continue with a brief presentation of the PROSE checklist as a deliberate strategy for increasing the readability of school-to-home communication for all students--and its potential applications for framing communication using translation software. Our intent is grounded in the notion that middle school advocacy is not limited to teacher-student interactions. Rather, in the shifting demographics of middle school education, leadership must also include focused, thoughtful, responsive, and accessible communication with immigrant newcomer families (Allen, 2007; Delgado-Gaitan, 2001, 2004; López, Scribner, & Mahitivanichcha, 2001). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01