It’s So Easy to Translate, but Should We?
It happens thousands of times every day: a conscientious teacher, who is being responsive to their multilingual students, turns to Google Translate to convert English text to their students’ home languages instantly making subject-area readings, directions, classroom announcements and other texts accessible. And in the classroom next door, another diligent teacher has provided her multilingual students with the opportunity to listen to a live translation of the class lecture. But is this responsiveness and diligence in the best interest of the students?
Translation software has gotten pretty good in the last few years. It’s definitely not the Google Translate of ten years ago. Estimates of accuracy vary, but studies consistently show an accuracy range of 90-98% across most language translations, even Chinese. Of course, it does best with short phrases and sentences and texts that are low in idioms and jargon. Like with all of us, the more complex the text is, the greater the chance of the translation accuracy going down.
However, the crux of the issue isn’t really about how accurate the translation is, but whether the act of translation in the classroom is beneficial to the learning of language. Or is it just a shortcut to getting the information in the students’ heads as quickly as possible? It is good to take a pause and wonder if efficiency is always our friend. And we have to question if these well-intentioned acts circumvent getting to know our students deeply as a language learner as only a teacher can.
Researchers and esteemed organizations such as WIDA have long stated that there needs to be “a functional approach to language development” and the “simultaneous development of content and language.” If the goal is to learn a language through content, then we must aim to adjust our teaching to include opportunities to practice language with others. People learn through discourse, not just through a teacher, and when it comes to language development, it’s essential that multilingual students have an opportunity to practice both language and content.
Additionally, in secondary subject areas in particular, it is commonplace to run a translation of content with instruction and then give to a multilingual student without much other support. Technology is not a replacement for a teacher. To make matters worse, often the translation is filled with new content terms and concepts (e.g., atoms and cosines) but often the translation is written at a higher readability level. Teacher support is needed and cannot be replaced.
Before running to the translation tools, talk with your students and collaborate with them to see whether they would like directions, classroom content, and other text based content translated and when and to what degree. Many just need the content to be adapted to an easier reading level, and fortunately, AI can help there, too. Both Chatgpt and Quillbot can assist teachers in making text simpler to understand, which actually can prove to be a fairly difficult and time consuming task to do. And of course, district adopted tools like Newsela already can supply you with texts at varying reading levels.
When it comes to audio translation for conversing, similar experiences abound. Don’t rely on it solely. Because of the nature of speaking and listening, speech-to-audio translating tools can aid understanding in the moment while the conversants navigate both languages through the act of language production. Consider how it might be used as part of translanguaging during student discussion of content. The goal is learning and practicing in both languages to be flexible and nimble in reading, writing, listening, and speaking in both languages and thus aiding collaborative endeavors.
As research shows, translation tools can be a useful aid for language learners, but it's important to use them appropriately in order to get the most benefit. Here are some cautionary rules of thumb:
Use them to supplement learning, not replace it: Several studies have found that using translation tools as a supplement to other language learning methods, such as classes or textbooks, can be effective in helping learners to improve their language skills. For example, a study published in the Journal of Language Teaching and Research found that using translation software as a supplementary tool can help learners to improve their listening, speaking, and writing skills, but the goal wasn’t to replace written and spoken language production.
Use them to aid understanding, not to produce work: A study published in the Journal of English for Academic Purposes found that using machine translation tools to produce academic writing can result in errors and inaccuracies that can lower the quality of the work. The study recommended that students use machine translation tools to aid their understanding of texts, rather than relying on them to fully produce written work.
Use them selectively: Research has shown that using translation tools selectively, rather than relying on them for every word or phrase, can be more effective in helping learners to improve their language skills. A study published in the International Journal of Emerging Technologies in Learning found that using translation tools selectively can help learners to focus on the most important words and phrases in a text, and can improve their overall comprehension of the language.
Practice using the language actively: A study published in the Journal of Second Language Writing found that practicing writing in a foreign language can help learners to improve their writing skills more effectively than simply reading texts or using translation tools. Similarly, a study published in the Journal of Language and Social Psychology found that practicing speaking with native speakers can help learners to improve their speaking skills more effectively than relying on translation tools.
Be aware of the limitations of the tool: Several studies have highlighted the limitations of machine translation tools, particularly when it comes to idiomatic expressions, cultural references, and technical jargon. For example, a study published in the Journal of Computer-Assisted Language Learning found that machine translation tools can produce errors when translating idiomatic expressions, and recommended that learners consult human translators or language experts when encountering such expressions.
Shift pedagogical mindsets as to when and how to use translation tools. Instead of using translation tools to help students understand what’s happening in English, consider how translation tools can be used to surface and make public the brilliant thinking of multilingual students. Like all students, they think, they wonder, they question, and they deserve to be engaged in conversation with others, not just isolated to translated text and headphones.
Ok, now that we’ve given you the warning and clearly stated that you should partner with students to better understand their translation needs. While folks play with Google Translate and Microsoft Translator, here are a few lesser tools worth exploring responsibly and in a truly responsive way that allows students to learn, grapple, and practice content and language from and with the teacher and classmates.
iTranslate: iTranslate is a translation app that offers translations for text, voice, and even photos in over 100 languages, including English and Spanish. It is available on both iOS and Android.
Linguee: Linguee is a translation tool that provides translations for single words or phrases in context, which can be helpful for understanding the meaning of specific phrases. It can be accessed through the web or as a mobile app.
Reverso: Reverso is a translation tool that provides translations for text, documents, and even speech in over 15 languages, including English and Spanish. It can be accessed through the web or as a mobile app.
SayHi: SayHi is a translation app that offers translations for voice in over 100 languages, including English and Spanish. It is available on both iOS and Android.
SDL FreeTranslation: SDL FreeTranslation is a free online translation service that offers translations for text, documents, and even websites in over 40 languages, including English and Spanish. It can be accessed through the web.
DeepL: DeepL is a translation tool that provides translations for text in over 26 languages, including English and Spanish. It uses machine learning and neural networks to provide more accurate translations. It can be accessed through the web or as a mobile app.
Ok there you have it - technology into practice. The key is forming a relationship with your students and asking them what they need to succeed. They are often more tapped into their own learning than we the teachers, so it is good to have a discussion with them about their needs before pressing translate, no matter how good your intentions are. And if we want multilingual students to grow in their knowledge of content and language we need to shift our practice.
References
Jung, S., & Kang, H. (2018). Effects of different types of annotation tools on learners’ reading comprehension, vocabulary learning, and motivation. International Journal of Emerging Technologies in Learning, 13(5), 96-108.
Liu, J., & Hansen, J. G. (2002). Peer response in second language writing classrooms. Journal of Second Language Writing, 11(2), 147-170.
Lu, X., & Ai, H. (2019). Effects of machine translation on academic writing quality. Journal of English for Academic Purposes, 40, 43-54.
Salem, A. A., & Zughoul, M. R. (2013). Translation Problems and Techniques in Arab-American Literature: The Case of Randa Jarrar’s A Map of Home. Journal of Language and Social Psychology, 32(3), 341-356.
Zhang, X. (2015). The Effects of Translation Software on Language Learning: A Study of Chinese EFL Learners. Journal of Language Teaching and Research, 6(2), 338-345.
