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The lack of a common language between children can be frustrating so we often assign buddies who have a common language to help our learners. Someone who speaks the same language can help the new student feel less alienated by speaking the same language and recounting what is being said and explaining what is happening. Students are often used as interpreters in schools. However, as with any translation, it can result in unintentionally misinterpretation.
Interpreting is a difficult skill. Although they find it easy to interpret for classroom language, they understandably often struggle to translate academic content that demands more complex concepts and subject specific vocabulary.
How can we help our young interpreters?
Firstly, they need some guidance. Perhaps you have a learning mentor, EAL or class teacher or school council leader who will take on the responsibility of training those buddies who are often translating.
When selecting an interpreter, consider that they will need a good short term memory to remember what was just said as well as a good long term memory to put the information given into context.
Here’s a guide for a young interpreter:
(Available to download for free by clicking on the green button)
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In previous articles we discussed the need for learners to obtain Basic Interpersonal Communication Skills (BICS). These skills need to be the initial focus of learning alongside curriculum content in the early days. Class teachers are required to make significant adjustments to their programme of learning which is not an easy task, especially for those teachers who are new to teaching foreign languages.