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Title: TRANSLATE.
Authors: Goodwin, Amanda P., Jiménez, Robert
Source: Reading Teacher. May2016, Vol. 69 Issue 6, p621-625. 5p. 2 Charts.
Subjects: Literature translations, Bilingualism, Guided reading, Vocabulary education, English language, Education
Abstract: This teaching tip shares a research-based instructional model that uses translation to improve the English reading comprehension of English Learners. Within this instruction, English learners work collaboratively in small groups and use translation to facilitate understandings of their required English language arts curriculum. Students are taught to identify key excerpts and to use selected cognitive strategies to facilitate translation and comprehension. After students create translated texts, they compare and evaluate their translations, and then summarize their newfound understandings. The three main lesson components are described and examples and instructional resources are provided to help educators implement the model within their own teaching. We also provide suggestions of productive teacher moves for teachers who do speak students' native languages. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: This teaching tip shares a research-based instructional model that uses translation to improve the English reading comprehension of English Learners. Within this instruction, English learners work collaboratively in small groups and use translation to facilitate understandings of their required English language arts curriculum. Students are taught to identify key excerpts and to use selected cognitive strategies to facilitate translation and comprehension. After students create translated texts, they compare and evaluate their translations, and then summarize their newfound understandings. The three main lesson components are described and examples and instructional resources are provided to help educators implement the model within their own teaching. We also provide suggestions of productive teacher moves for teachers who do speak students' native languages. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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