In 2017, the UN General Assembly adopted resolution 71/288 on the role of language professionals in connecting nations and fostering peace, understanding and development, and declared 30 September as International Translation Day.
This is an opportunity to pay tribute to the work of language professionals and their role in bringing nations together, facilitating dialogue, understanding and cooperation, contributing to development, and strengthening world peace and security.
30 September was chosen as it celebrates the feast of St. Jerome, who is considered the patron saint of translators. St. Jerome was a priest from Northeastern Italy, who is known mostly for his endeavor of translating most of the Bible into Latin from the Greek manuscripts of the New Testament. He also translated parts of the Hebrew Gospel into Greek. He was of Illyrian ancestry and his native tongue was the Illyrian dialect. He learned Latin in school and was fluent in Greek and Hebrew, which he picked up from his studies and travels. Jerome died near Bethlehem on 30 September 420.
Every year since 2005, the United Nations has invited all its staff, accredited permanent missions staff and students from select partner universities to compete in the UN St. Jerome Translation Contest, a contest which rewards the best translations in Arabic, Chinese, English, French, Russian, Spanish, and German.
Multilingualism, a core value of the United Nations
According to the UN, “languages, with their complex implications for identity, communication, social integration, education and development, are of strategic importance for people and the planet.
There is growing awareness that languages play a vital role in development, in ensuring cultural diversity and intercultural dialogue, but also in attaining quality education for all and strengthening cooperation, in building inclusive knowledge societies and preserving cultural heritage, and in mobilizing political will for applying the benefits of science and technology to sustainable development.
An essential factor in harmonious communication among peoples, multilingualism is also regarded by the United Nations General Assembly as a core value of the Organization. By promoting tolerance, multilingualism ensures effective and increased participation of all in the Organization’s work, as well as greater effectiveness, better performance and improved transparency.
Translation at the UN
The United Nations is one of the world’s largest employers of language professionals. Several hundred language staff work in UN offices in New York, Geneva, Vienna and Nairobi, or at the United Nations regional commissions in Addis Ababa, Bangkok, Beirut, Geneva and Santiago. Translators are one type of language professionals employed at the UN.
United Nations translators handle all kinds of documents, from statements by Member States to reports prepared by expert bodies. The documents they translate cover every topic on the United Nations agenda, including human rights, peace and security, and development. New issues arise every day. UN documents are issued simultaneously in the six official languages of the Organization (Arabic, Chinese, English, French, Russian and Spanish). Some core documents are also translated into German. This multilingual documentation is made possible by United Nations translators, whose job is to render clearly and accurately the content of original texts into their main language.
To meet the unprecedented demands of the COVID-19 pandemic, Translators Without Borders (TWB) has launched the COVID-19 Community Translation Program. They are providing community organizations with free and open access to TWB’s online translation environment so they can connect and collaborate directly with TWB’s community of over 30,000 translators, many of whom are generously donating their time to help people access COVID-19 information in their language.
TWB has received an unprecedented number of requests from small, local organizations desperate to translate information for their non-English speaking community members. Examples include translating travel ban information for refugees and immigrants into Chinese and Korean; translating what social distancing means into Spanish; and translating infection prevention and control information into Spanish, Chinese, French and Portuguese.
The shift to online learning calls upon educators to reimagine the ways we structure our courses and facilitate the learning experience. With that comes the imperative to modify the way that we assess student learning. Even this fall term will be different from the swift move to online that many instructors experienced in the spring, now that we’ve had some months to get used to the idea of teaching online and have some experience under our belts. It’s important to remember that we are teaching online in the context of a global pandemic and that these are indeed exceptional times. As such, it is crucial to be not even necessarily our best teacher-selves but our best human-selves. This means remembering that our students are going through it and that we faculty have a responsibility to teach with compassion. Compassion is especially important in designing assessments for our pandemic-era courses, and it does not mean fostering a culture of slacking off or aiming for pedagogical mediocrity in order to prove the point that in-person education is better than online. Indeed, the pre-pandemic fear of online education replacing the in-person seminar where learning magic happens seems to be less of a threat now that administrators see how much money their schools are losing with online classes and how much value students place on the college experience, complete with the campus landscape, the library, and even the hard chairs in the lecture halls. I do not see aiming for excellent online courses as selling out or abetting the impending automation of teaching; rather, incorporating online best practices into my brave new teaching world is making the best of the situation and helping me ensure that my classes are inclusive.
Whether we are zooming into our virtual class meetings or creating an asynchronous course, assessment is a constant in our teaching. How can we design assessments that are adapted to online learning while also incorporating the principles of personal learning, which in essence means empowering students to make decisions about their own education and learning and to participate in building their coursework? At best, personal learning can make the education experience compassionate. Again, incorporating a spirit of personal learning into your course does not mean dumping or watering down your learning objectives. Rather, it means offering some flexibility within a range of possibilities that could all satisfy the pre-established requirements and learning objectives. Yes, assessment can be humane, personal, and rigorous. Here are some ideas to add that personal-learning touch to online teaching.
First, Chill Out and Give Students the Benefit of the Doubt Perhaps you feel responsible for instilling good work habits in your students, and therefore you refuse to accept late work or you punitively grade work submitted after the deadline. Stop. Now is the time to give students the benefit of the doubt when they miss deadlines. Remember, some of them are essential workers, some have had to move back into abusive homes, some of them are taking care of children or other family members, and some are getting sick themselves. If you make it clear that your deadlines are soft and that they will not be docked points for late work, most of them will still turn in their work on time, and the ones who miss the deadline will turn in something better than they would have had they rushed it. Soft deadlines let students know that you recognize that life is unpredictable and that it is acceptable to prioritize their health and families during a pandemic. Of course, you should be clear about the hard deadline at the end of the term after which you will need to turn in grades. In my experience, creating soft deadlines also fosters a culture of transparency and care in the learning community, and students become more inclined to tell you when they are missing a deadline rather than just avoiding you and slipping off into the abyss.
Another way that we can give students the benefit of the doubt is to just say no to surveillance software that records students as they work. It’s an invasion of privacy, and I would argue that this kind of pre-emptive discipline is more aligned with the practices that make up the school-to-prison pipeline. Given education’s historically dominant role in enforcing and perpetuating systemic racism, police-like surveillance undermines any efforts toward anti-racist pedagogy and inclusive teaching.
Faculty and administration paranoia about cheating is our problem, not our students’ problem, and by that I mean that we need to eliminate the pressures and the opportunities to cheat from our assessment design. Consider an open-book, open-note assessment. Try questions with open-ended answers. Ask students to produce the knowledge instead of memorizing specific responses. Create assessments that don’t need monitoring.
More Assessment Opportunities, Lower Stakes Several colleges, including my own, are encouraging instructors who are adapting to online learning to scrap those high-stakes exams that determine the bulk of a student’s final grade. To be sure, instructors who pivoted online in spring 2020 mid-term who had designed their students’ grades to be based mostly on a big final exam were flabbergasted when their institutions implemented rules for “no-harm” finals, meaning that students were suddenly given the option to either take the final or not and that those who decided not to take it would keep their pre-final grades. Indeed, how can students choose their pre-final grades when there has been no assessment prior to the final?
It’s important to offer several low-stakes assessments that simultaneously give students numerous opportunities to earn their grades and enable you, the instructor, to get to know their work over the course of the term. This is especially crucial in asynchronous classes.
Low-stakes assessments can be short multiple-choice and true/false quizzes about the material. Required participation in a discussion forum can be a low-stakes assessment. Reading responses and short-answer quizzes are excellent low-stakes assessments.
Creating more assessments might sound like a time suck, but many learning management systems and plug-ins have tools to help you design assessment activities that are self-grading and enter the grades automatically into a gradebook.1
The Choose-Your-Own-Adventure Model One of the possibilities that asynchronous online teaching offers is to allow students to choose their own adventures. This model is already pretty common in assessment, for example when we let students choose topics for their own assessments. Another common choose-your-own-adventure practice is to give students options for a high-stakes assessment such as a midterm paper OR a presentation OR an exam OR a creative project and to allow students to pick the assessment that works best with their interests and strengths. Implementing the personal-learning strategy of having students pick their own assessment style can result in more meaningful work for them, and more interesting work for you to grade.
The choose-your-own-adventure model can be expanded to the course design and can result in an inclusive and compassionate course, especially during these unpredictable times. One implementation would be to offer several options of assignments and require a minimum to complete. For example, perhaps the course website has 20 possible activities and students must complete 15.
They can choose those 15 based on their interests, or they can choose what they are able to do. For example, in the event that they fall ill or that they must care for a sick family member, they can skip certain activities and pick up where they left off to still complete the minimum requirements for the course. This model ensures that students can be successful despite the unprecedented challenges they are facing. A choose-your-own adventure course works best with soft deadlines and several opportunities for assessment.
Reimagining Assessment in Online Language Classes Language courses present unique challenges for reimagining online assessment to be personal, inclusive, and compassionate. Many language departments are insisting on video chat as the centerpiece of their online classes, even though such an approach is anxiety-inducing and disregards the damage the video dynamic does to the affective filter. To lower the affective filter in the class, instructors can create more asynchronous communicative activities without required use of the webcam. For example, simulate the kind of communication that students would have with a friend in the L2 by assigning texting or chat partners. Provide a prompt with questions that students can ask each other using the target grammatical structures and vocabulary and ask students to certify to you that they had their texting conversation by a (soft) deadline. Similarly, conversation groups with prompts for their discussions can meet on video or audio chat. When assigning text or conversation groups, be mindful of student privacy by allowing them to choose their own platforms for meeting with their groups. For example, some students might prefer instant messaging instead of giving out their phone numbers for texting, and others might not want to use their cameras for conversation. To keep a low affective filter for oral assessments, consider allowing students to submit recordings of their voices to give presentations or respond to prompts. While this kind of assignment is inherently very different than live oral exams where students role-play or answer questions in real time, it enables them to have more control over what they turn in and it avoids the double blow of anxiety that speaking an L2 and using video chat can cause. Ultimately, our focus should be on fostering a supportive environment and designing assessments that enable students to demonstrate their mastery without adding unnecessary stress.
Dr. Kristal Bivona holds a PhD in Hispanic languages and literatures. She is the assistant director of the Behner Stiefel Center for Brazilian Studies at San Diego State University, where she also teaches.
A new directive in the Inner Mongolia region is causing parents to protest. The directive will require three subjects — language and literature, politics, and history — to be taught in Mandarin. Inner Mongolia– the landlocked autonomous region within China as opposed to the country of Mongolia– has a population of over 24 million people, the majority of them Han, and has Mandarin as the official language.
The policy, announced ahead of the start of the new school year, requires schools to use new national textbooks in Chinese, replacing Mongolian-language textbooks.
In an act of protest against the announcement, schools across Inner Mongolia stood empty as parents pulled their children out of class for several days, making the language protest the largest demonstrations in Inner Mongolia in more than thirty years.
The move is similar to what has happened in other ethnic minority areas in China. In Tibet and Xinjiang, the primary language of instruction in such schools has become Mandarin, and the minority language is a language class. The new language policy “is not a special requirement only asked of ethnic Mongolians, because regions such as Tibet and Xinjiang have already undergone the same transition,” Inner Mongolia’s education bureau wrote on its website.
In Inner Mongolia, rows of schoolchildren in uniforms gathered this weekend to chant “Our mother language is Mongolian!” and “We are Mongolian until death!” according to videos uploaded to YouTube by the Southern Mongolian Human Rights Information Center, a New York-based activist group.
“I’m worried that if children learn Mandarin from first grade, they will forget their mother tongue,” a parent told VOA news. “This has happened. The father and mother are Mongolian, the child who learned Mandarin since primary school has become Han and doesn’t know anything [in Mongolian]. He can’t read or speak Mongolian, even doesn’t know how to say eating or drinking in Mongolian.”
The protests, however, did not come without backlash from the government.
In Tongliao, a city in which protests were among the fiercest, residents told NPR that cars were banned from the roads for four days to stop parents from congregating.
According to the South China Morning Post, authorities are using a facial recognition system to identify and then arrest the protesters.
“Mongolian parents, the civil servants, party members and teachers of Mongolian descent are under tremendous pressure to send their children to school,” says Enghebatu Togochog, the director of the advocacy group Southern Mongolian Human Rights Information Center told NPR. “Threats of arrest, detention, imprisonment, even confiscation of property are the most common methods of intimidation being used.”
While academic institutions around the world struggle to decide the way forward for the upcoming school year, how to test students safely and accurately is often at the forefront of their decision making. There is no way around it. We must embrace new methods so that testing as well as the entire academic process can continue. It is no longer a choice but an imperative.
The Fear of Change Comfort and familiarity resonate so strongly that we continue to ignore the deluge of research clearly outlining how the process negatively affects test takers and their results. Trifoni and Shahini describe a correlation between a student’s test anxiety and how it affects motivation, concentration, and achievement negatively. They go on to show how anxiety increases errors during the exam and creates problems recalling the material previously learned. Additionally, Peyman and Sadighi’s research on the English language learner finds a negative correlation between a test taker’s level of stress and their performance on reading comprehension of English tests. None of this is new or surprising information. Yet the pull of what is familiar has led to a lack of testing improvements and innovation.
The Transition to Online Testing The emergence of COVID-19 and the move to online programs has led to the development of myriad online testing software options. Security is often discussed as the main concern of online testing, but not only is the technology to maintain a secure online testing environment available, it has been around for quite some time. Artificial intelligence (AI) is used to monitor a test taker’s behavior and flag instances of noncompliant actions, such as looking at a cell phone or speaking to another person during the test. Tests are recorded and/or proctored remotely to enable a secure testing experience. AI is also used to evaluate sections of the assessments, which means faster, and in some cases more accurate, test results. For those who worry that software like a spell check will give the test taker an advantage they would not have had in a classroom or test center, studies show that spell checks rarely make a writer’s writing better, but in fact can actually decrease a person’s ability to recognize errors and cause them to make changes to writing that are suggested but aren’t grammatically correct, due to overconfidence in spell-check software. For those who are still not convinced, there are even ways to disable such programs during a test.
Institutional Benefits Testing online helps us keep up with the increasingly fast pace of society. Not having to reserve a seat for a test means more tests can be taken in a shorter period. This is not only highly beneficial for educational institutions, which must wait for test results before admitting students (and receiving their tuition), but also equally important for corporations that require tests be completed as part of the hiring process or for career advancement. Immigration could greatly benefit from online testing since proof of language proficiency is often required. This can result in serious processing delays, preventing the applicants, many of whom are highly skilled workers, from joining the workforce and, in turn, benefiting the economy.
Benefits for the Test Taker For test takers, the transition to online testing can be incredibly positive. Less stress due to not needing to travel to a test center at a defined date and time and avoiding a room full of nervous test takers means a more relaxed test-taking experience, possibly from the comfort of their own home. In the instances where a reliable internet connection is not available to every household, or when living conditions do not allow for a quiet workspace, one solution could be for the community to step in. Libraries, community centers, and youth centers could help support online testing opportunities by providing a quiet workspace, a computer, and a secure internet signal, when needed and where possible.
The purpose of a test is to provide opportunities for the individuals taking it to demonstrate their skills, knowledge, and abilities. We want test takers to succeed. If test takers succeed, it begins a domino effect of success. Schools get better results; universities admit students who do groundbreaking research; companies hire highly skilled people who promote innovation and ingenuity. Therefore, it only makes sense that we provide a testing experience that encourages the most authentic demonstration of the person’s abilities. We can do this by providing the test taker with choice—choice of when and where to take the test, without the need for extensive travel or high costs. We can do this by regularly providing testing online.
Tanya Davis ([email protected]) is the founder and CEO of PELMO International, an online proof of English language testing system for secondary and postsecondary program admissions and corporate hiring and career advancement. PELMO’s mission is to challenge the status quo of English language testing and empower the test taker by providing a unique testing experience that is low stress, confidence building, and highly accurate.
A new study suggests that English speakers create more droplets in the air when they talk, which may make them more likely to spread COVID-19. The amount of droplets varies based on different languages due to the amount of aspirated consonants (like the letter p) within the language.
While we know that COVID-19 is transmitted through infected people coughing and sneezing– which creates high velocity of droplets– researchers also found that large quantities of droplets may be created by talking and breathing. Further research demonstrated that English, as opposed to Japanese, produced a lot of droplets, most likely due to the amount of aspirated consonants.
An researcher in regards to SARS also came to similar conclusions when the one to three million Japanese travelers in 2000 were not infected with sars while American visitors in China were infected. The researcher concluded that Chinese shop assistants may have spoken to Japanese tourists in Japanese, while they most likely spoke to American tourists in English.
The researcher concluded that countries in which the dominant language has aspirated consonants, there were more cases of individuals infected by COVID-19 in comparison to countries in which the dominant language does not have aspirated consonants.
A USC Professor is under fire for using a Chinese expression that sounds like an English-language slur. The professor, who was suspended, came under fire from a group of students who wrote a letter and signed it by, “Black MBA candidates c/o 2022.” Professor Greg Patton of USC’s Marshall School of Business was teaching a communications class via Zoom call on August 20, according to the university. An online video recording of the call, which USC confirmed was authentic, shows Patton discussing the use of pauses while speaking, and giving an example of how Chinese speakers use filler words.
“In China, the common word is ‘that’ — that, that, that, that,” he said in the video, before using the equivalent Chinese term nei ge several times to demonstrate.
“Taking a break between ideas can help bring the audience in,” Patton said, according to a recording of one of the Zoom course sections and a transcription that appeared next to him on screen. “In China,” for instance, he continued, “the common pause word is ‘that that that.’ So in China it might be ne ga, ne ga, ne ga.”
“The way we heard it in class was indicative of a much more hurtful word with tremendous implications for the Black community,” wrote the students, who identified themselves as Black M.B.A. Candidates c/o 2022. “There are over 10,000 characters in the Chinese written language and to use this phrase, a clear synonym with this derogatory N-Word term, is hurtful and unacceptable to our USC Marshall community. The negligence and disregard displayed by our professor was very clear in today’s class.”
“It is simply unacceptable for faculty to use words in class that can marginalize, hurt and harm the psychological safety of our students,” The dean of the business school wrote. Patton “repeated several times a Chinese word that sounds very similar to a vile racial slur in English. Understandably, this caused great pain and upset among students, and for that I am deeply sorry.”
One petition for Patton’s reinstatement with thousands of signatures says, “For him to be censored simply because a Chinese word sounds like an English pejorative term is a mistake and is not appropriate, especially given the educational setting. It also dismisses the fact that Chinese is a real language and has its own pronunciations that have no relation to English.”
This week, editors at The Miami Herald and its Spanish-language cohort, El Nuevo Herald, apologized to readers over a Spanish-language insert that said American Jews support “thieves and arsonists” and compared Black Lives Matter protesters to Nazis. The editors said they were “deeply sorry” for the column that was posted in an insert in the newspaper called “LIBRE” and stated they would no longer include the paid Spanish-language supplement, which has included anti-Semitic and racist columns for months. The editors were first informed due to a reader flagging the material.
The column’s author, Roberto Luque Escalona, compared Black Lives Matter protesters to the Kristallnacht (a group of Nazis that destroyed Jewish businesses during World War II), but suggested that BLM protesters were worse than Nazis because “the Nazis didn’t steal; they only destroyed.”
According to the New York Times, a top editor of El Nuevo Herald has resigned due to the debacle. The announcement came from Kristin Roberts, vice president of news at McClatchy, which publishes The Herald and El Nuevo Herald in an email to staff, which The New York Times obtained.
According to Roberts, Nancy San Martin, El Nuevo Herald’s managing editor, had resigned. Aminda Marqués González, the executive editor and publisher of The Herald and El Nuevo Herald, will no longer be publisher, a job she had held since April 2019, but will remain executive editor.
According to Organizations including NBC News, Spanish-speaking Floridians are facing increasing disinformation leading up to the 2020 Presidential Election. Democrats fear the disinformation is having a powerful impact on Latino voters in Florida, skewing their views and amplifying Trump’s messaging. Florida is the largest battleground state where Trump has seen increased support among Latinos, according to a recent NBC News/Marist poll.
Jean-Christophe Verstraete, a professor of linguistics at the Katholieke Universiteit Leuven, worked closely with two sisters who were the last speakers of Umpithamu to create a new dictionary. The Dictionary was released as a 500-page book and an audio app on which their voices were recorded for posterity. Published by the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), A Dictionary of Umpithamu, with notes on Middle Paman, is the first comprehensive dictionary of a Cape York language released in two decades.
The dictionary not only teaches language, but has information about grammar, meaning and use of Umpithamu words. More information can also be found through an English translation index.
Umpithamu is a language of the Princess Charlotte Bay region on the east coast of Cape York Peninsula, in northeastern Australia. A Dictionary of Umpithamu, with notes on Middle Paman is the first comprehensive dictionary of a Cape York language to be published in over two decades. The dictionary provides detailed information about the grammar, meaning and use of Umpithamu words, generously illustrated with example sentences. All information can also be accessed through an index of English translations, organized alphabetically and thematically.
For users with more specific interests, like linguists, anthropologists and biologists, the dictionary further offers phonetic transcriptions, cognates and (Middle) Paman reconstructions for most words, as well as ethnographic notes and identifications of plant and animal species.
“The need was most urgent for Umpithamu because it hadn’t been recorded enough and there were two very good speakers around so there was a chance there to record the language in sufficient detail,” Professor Verstraete told ABC Australia.
Sheikh Khalid bin Mohamed, chair of the Abu Dhabi Executive Office, has approved the Arabic Language Center’s strategy for 2020 to 2025, which will focus on a few core areas to preserve and encourage the use of the language, including using Arabic content, developing digital platforms in the language, and encouraging research to promote it at all levels.
The center was established in March under the directive of Abu Dhabi president Sheikh Khalifa to bring attention to the language and strengthen its use among Emiratis. The center will also perform periodical reviews of Arabic language curricula at schools to ensure pupils are developing a strong grasp of Arabic. The reviews will also help deduce what the challenges facing modern Arabic language are, reports the state news agency, WAM.
The center will be responsible for preparing studies and reports about Arabic content, launching initiatives to enhance Arabic materials, and spreading awareness initiatives to support Arabic language development. It will measure how effectively language is being used to enhance Emirati national identity while strengthening a culture of Arabic reading throughout the community. Other projects include plans for scientific research in Arabic, translation to encourage non-Arabic speakers to learn the language, and establishing Arabic language libraries, artworks, book fairs, and conferences.
Promoting the Arabic language and preserving cultural heritage has long been a priority in the United Arab Emirates. Last year, Sheikh Khalid bin Mohamed, member of the Abu Dhabi Executive Council, called on the Emirates executive committee to develop new programs to improve Arabic language skills and foster storytelling through poetry in the community. He said the aim of the initiative was to revive Emirati cultural traditions and to ensure young people had access to those traditions.
In celebration of the 13th anniversary of the United Nations Declaration on the Rights of Indigenous Peoples, ALNF partnered with Twitter Australia to celebrate; Indigenous languages and amplify Indigenous voices across the platform.
In a world first, Twitter Australia’s account was hosted by a number of First Nations peoples, each sharing exclusive voice Tweets in a variety of Indigenous Languages including Erub Mer, Kunggandji, Pitjantjatjara and Yankunytjatjara, and Adnyamathanha. ALNF’s ambassadors joining the action included Electric Fields, Jeremy Donovan, Boori Monty Prior, with a number of additional community members and friends of ALNF also generously sharing languages and stories to mark the occasion.
The aim of the project has been to educate users of the social media platform on the importance of Indigenous Language preservation and revitalisation.
With UN estimates that four out of ten Indigenous Languages are at risk of vanishing, there has never been a more important moment to highlight the tragic loss of thousands of years’ worth of knowledge, culture and tradition that takes place each time an Indigenous Language is lost. As the world’s longest surviving culture, the potential loss of further Aboriginal and Torres Strait Islander languages would be devastating.
Kara Hinesley, Public Policy Director at Twitter Australia and New Zealand, said: “Together with the ALNF, Twitter is proud to utilise our platform to raise awareness of Indigenous languages and make them more accessible in the public conversation”.
ALNF Co-Chair, Professor Tom Calma, has strongly supported the initiative, recognising it as an important opportunity to expose the Australian public to Aboriginal and Torres Strait Islander language and culture. “Through sitting on the board at ALNF, I’ve been involved in some fantastic partnerships and this latest initiative with Twitter will help highlight Indigenous languages and cultures across Australia to new audiences”, Professor Calma said.
This latest project is part of ALNF’s ongoing commitment to preserve and revitalise Australia’s Indigenous Languages through its award-winning First Languages Program which aims to see community-driven, sustainable language and literacy teaching and learning flourishing in Australia’s First Languages, supporting their intergenerational transmission.
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