English Language Learners Need Assistance too...

Hola a todos tenemos un nuevo estudiante en clase hoy.  Su nombre es Thomas y acaba de mudarse aquí desde México con su familia.  Por favor, bienvenido a nuestra clase y ayúdale a comenzar con su trabajo de clase.  Gracias.

No, I haven’t begun speaking fluent Spanish.  I actually haven’t taken any Spanish lessons since I was in sixth grade and that was 45 years ago.  So how did I write this paragraph in Spanish, you ask?  By using the Google Docs Translator online resource.   In many of our schools today, English Language Learner students are suffering from “language barriers”.  These students of all ages have come from Spanish speaking countries and are now living in our communities.  Even in a small elementary school like mine, we are needing tools to help these students understand instructions for class lessons.  We have an ELL teacher that come every two weeks to help him take his tests, but on a daily basis can be a problem. 

By using the Google Doc Translator online tool this is the translation of my opening paragraph.

Hey everyone we have a new student in class today.  His name is Thomas and just moved here from Mexico with his family.  Please welcome him to our class and help him get started with his classwork.  Thank you. 

When you are using the Google Doc application you will find the word “Translate” under the “Tools” tab then click on the “Translate” line item.  You can translate the entire document or just a small section.  Link to website. 

Google Doc Translate Online Resource

I used this tool for an actual student in my school.  He just came to our school recently and I often feel helpless to communicate with him during our research and library lessons. 

Many students from other countries fit the definition of inclusion in our classrooms.  They are not separated or mainstreamed at my school.  They are in the classroom with all of the other English speaking students and just have to make it work.  Inclusion is defined as “placing students in classrooms with modifications in content, teaching methods, approaches, structures, and strategies in education to overcome barriers” (Hehir, Grindal, & al., 2016).  Teachers of students with language barriers must do all of these things.  The Google Docs translator tool is one of many things in their tool box.  This adapted technology resource allows the teacher and other school personnel to communicate with the student and the parents. 

Why shouldn’t a student with a language barrier not be allowed the time to use assistive technologies.  According to the U.S. Department of Education document states that “teachers provide supplementary materials on similar topics …and give EL’s opportunities to read in their home language to build the background knowledge they need for reading in English” (Education, 2015). 

Recently, we were in the library researching presidents, and while I could change the translations for web searches to be translated in Spanish, the actual results were not translated for him to read and create a document himself.  But not anymore.  We just have to copy the information onto a Google Doc and translate.  He can now use this information to fill out the research prompts, just as equally as the English speaking students in his class.  I am so looking forward to seeing what my student will be able to produce from this information in his native language.  

English Version sample

Adams, John, 1735–1826, 2d President of the United States (1797–1801), b. Quincy (then in Braintree), Mass., grad. Harvard, 1755. John Adams and his wife, Abigail Adams, founded one of the most distinguished families of the United States; their son, John Quincy Adams, was also President.

Spanish Translation sample

Adams, John, 1735-1826, 2d Presidente de los Estados Unidos (1797–1801), b. Quincy (entonces en Braintree), Mass., grad. Harvard, 1755. John Adams y su esposa, Abigail Adams, fundaron una de las familias más distinguidas de los Estados Unidos; su hijo, John Quincy Adams, también fue presidente.

(John Adams, 2020).

As I analyze this Google Docs translation tool, does it answer the following important questions.

·      Will the technology allow or enable the student who is differently able to participate in the lesson and/or related group work?

·      Will the technology increase the interest level of the typical student?

·         Will the student be able to achieve the goal of the task at hand? (Copeland, 2011)

All answers would be “yes” and I look forward to seeing his progress and the smile on his face when he can complete the assignment with the other students, instead of watching them complete theirs and not being able to understand the information on the website. 

(Who are the nation's English-learners?, 2017)

The U.S. Dept. of Education also recommends that ELL students have a bilingual Spanish/English dictionary available for the student at all times.
 

Another technology resource that we have found useful is a phone app called Say Hi.  This is a voice translator that we use to help giving directions during the day by Jonathan’s teacher and other school staff. 

Resources

Copeland, C. A. (2011). School librarians of the 21st century. Knowledge Quest, Vol. 39 (3), 64-69.

Education, U. S. (2015, January 7). English learner tool kit for state and local education agencies. Retrieved from Internet Archive: https://archive.org/stream/ERIC_ED564264/ERIC_ED564264_djvu.txt

Hehir, D. T., Grindal, D. T., & al., e. (2016). A summary of the evidence on inclusive education. Abt Associates.

John Adams. (2020). Retrieved from Columbia electronic encyclopedia, 6th Edition, vol. 1: http://eds.b.ebscohost.com.scsl.idm.oclc.org/eds/detail/detail?vid=1&sid=f7acc569-edd6-4970-aff7-2f8117059c20%40pdc-v-sessmgr02&bdata=JnNpdGU9ZWRzLWxpdmU%3d#AN=134521404&db=mih

Who are the nation's English-learners? (2017, September 26). Retrieved from YouTube website: https://www.youtube.com/watch?v=xvtkMfSQ6Kw