Character #247: 朋 Friend

Friend – we all need them here is the symbol and stroke order animation in chinese

來學正體字 | Learn Traditional Chinese Characters

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Chinese Numbers 1 to 1 trillion

Lets learn numbers in Chinese with 1 and 0 in right up to a trillion thanks to thinking about languages.

One thing that can be confusing is the names of numbers in Chinese. It is not simple to translate one to the other, especially for numbers above one hundred. In English, the name change occurs at the thousand. For example, a million is equivalent to a thousand thousand. In Chinese, the name change is at 萬, which is ten thousand, so the names do not change at the same numbers. 一億 is equivalent to 一萬萬. I do not know if this makes a difference in the perception of numbers. Does 十萬 seem larger or smaller than one hundred thousand? I’m not sure. If I write down the number, I know the two terms are identical.

1 = one = 一

10 = ten = 十

100 = one hundred = 一百

1000 = one thousand = 一千

10000 = ten thousand = 一萬

100000 = one hundred thousand = 十萬

1000000 = one million = 一百萬

10000000 = ten million = 一千萬

100000000 = one hundred million = 一億

1000000000 = one billion = 十億

10000000000 = ten billion = 一百億

100000000000 = one hundred billion = 一千億

1000000000000 = one trillion = 一兆

Character #242: 父 father

Character #239: 清[ㄑㄧㄥ]平[ㄆㄧㄥˊ] – peace and tranquility 清[ㄑㄧㄥ]早[ㄗㄠˇ] – early morning

清[ㄑㄧㄥ]平[ㄆㄧㄥˊ] – peace and tranquility 清[ㄑㄧㄥ]早[ㄗㄠˇ] – early morning
I love the peace and tranquility of early mornings particularly on the beach. Here are the Chinese Characters and stroke order animation.

來學正體字 | Learn Traditional Chinese Characters

The character 清[ㄑㄧㄥ] means pure and clear. Here is the stroke order animation and pronunciation. Here are the individual strokes for writing the character. Here is the evolution of 清.

清[ㄑㄧㄥ]冷[ㄌㄥˇ] – chilly; desolate
清[ㄑㄧㄥ]平[ㄆㄧㄥˊ] – peace and tranquility
清[ㄑㄧㄥ]早[ㄗㄠˇ] – early morning

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Character #236: 衣 Clothing

Clothing – todays word continuing chinese characters and their stroke order animation with pronunciation.

來學正體字 | Learn Traditional Chinese Characters

The character 衣[ㄧ] means clothing. Here is the stroke order animation and pronunciation. Here are the individual steps for writing the character. Here is the evolution of 衣.

衣[ㄧ]夾[ㄐㄧㄚ] – clothespin
衣[ㄧ]服[ㄈㄨˊ] – clothing
衣[ㄧ]櫃[ㄍㄨㄟˋ] – clothes chest or drawers

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What language should be used in maritime training? The maritime industry, by definition, is international. Yet mariners from all corners of the earth are required to work together, communicate and interact.

Sometimes we find similar problems in such unexpected places I was really interested today in this:

“There is hence a common practice that in non-English-speaking countries and regions seafarers are completely educated and trained in [their] native language except for the maritime English course… [This may] give rise to an academic knowledge gap between the transfer from English to [the] native language and further causes a delay for seafarers to appropriately apply the academic knowledge in the real English-working environment onboard.”

It says exactly the same thing that I having been saying to colleagues alike for nearly 20 years but without the children being able to back me up I have been  a lone voice until I found similar thinking people.  Here from the maritime industry is a debate which clearly looks just at prior learning and the need to just know the technical words in the language required. I could not have said it better myself.  Perhaps the conclusion they come to will help those of us in education who are still knocking at brick walls on occasion.  I will keep an eye and update.

also interesting food for thought is this

Standard English maritime testing, such as MarTEL, has been created and employed to further ensure a minimum universal communication proficiency. This is all good and necessary, but it does not negate the fact that English is not the native language of most mariners, and that by some accounts 80% of maritime accidents are caused by human error, with 50% being attributable to poor communication.

The full article which is actually quite interesting can be found here

http://www.maritimeprofessional.com/Blogs/Maritime-Training-Issues/August-2012/What-Language-Should-be-Used-in-Maritime-Training-.aspx

The Problem

According to Chen and Geng, most MET institutions provide instruction wholly in the native language of the students. Yet this creates a problem:

“There is common practice that in non-English-speaking countries and regions seafarers are completely educated and trained in [their] native language except for the maritime English course… [This may] give rise to an academic knowledge gap between the transfer from English to [the] native language and further causes a delay for seafarers to appropriately apply the academic knowledge in the real English-working environment onboard.”

The authors further reflect that teaching non-English speakers wholly in English is impractical at best, and is therefore not a viable alternative. Instead, they propose bilingual MET.

Bilingual Education

The authors describe bilingual education as follows:

“Bilingual education involves curriculum instruction used alternatively in two languages. In the broad sense, bilingual education is a strategic approach to deal with the proficiency relationship between a minority language and a majority one for the student …. However, in the specific sense, bilingual education is mainly focusing on the method that the lecturers use alternatively two languages in class, very often a native and a secondary language.”

They describe two general forms of bilingual education – additive, and subtractive. In the first, the goal is to add new knowledge by teaching that knowledge in the non-native language. In the latter form, the goal is to replace existing native-language knowledge using terms from the new language. In the words of Chen and Geng:

“[Bilingual education can] either be additive or subtractive, being premised either on the value of adding academic knowledge of another language to that of the student’s existing language repertoire or, conversely, of losing or replacing one of language with another.”

The authors talk about ways to measure success of bilingual education – notably there are two goals that it is meant to address:

  1. Language and literacy development – the main goal here being to make non-English speakers proficient in English by teaching them domain-specific knowledge in the language they are to use when operating in that domain (as mariners).
  2. Academic achievement – it must be acknowledged that it is not sufficient that the students learn English. They must also, of course, learn the topic of instruction.

Bilingual MET in China

According to the authors, as early as 2001, the Chinese ministry of Education had implemented bilingual education in universities and colleges as a way to “cultivate the international talents to meet the educational challenge of the future”. In 2011, the Shanghai Maritime University launched a bilingual Bridge Navigational Systems course. In this course, teachers are selected who are at least Second Mates and who have significant seagoing experience. They are also selected to have proficiency and academic knowledge of the subject both in English and Chinese.

“[The] teaching syllabus is also developed in both languages. Students … are provided with both the Chinese textbook and original English one including the English electronic slides. The academic knowledge in class is introduced in full English firstly and then repeated in Chinese if students [have any] doubt. Assessment is conducted in English.”

So clearly there is a good deal of English used in the course, and the students are supported with materials both in their native language and English. I find it particularly interesting that assessments were conducted in English. This, no doubt, was an instrumental factor in providing the necessary incentive and motivation for students to make use of, and pay attention to, the English language materials even though this would have required more effort on their part.

Although the authors do not present any empirical evidence of the program’s success, they do provide the following:

“According to the assessment results and the participation activities of the students in class, it is concluded that students were well motivated and expressed high enthusiasm to attend this class since their maritime English and academic knowledge were also further improved compared to the students’ instructed in full Chinese language.”

Conclusion

The authors conclude that while bilingual MET does create additional burdens for instructors (such as additional time, costs and a higher degree of language and pedagogical competence), they feel as though the positive outcomes are worth it. Indeed, at the very least this is an area that deserves further experimentation and analysis. It would be great to hear from any readers who have experience in this area – either as instructors or as trainees.

About The Author:

Murray Goldberg is the founder and President of Marine Learning Systems (www.marinels.com), the creator of MarineLMS – the learning management system designed specifically for maritime industry training. Murray began research in eLearning in 1995 as a faculty member of Computer Science at the University of British Columbia. He went on to create WebCT, the world’s first commercially successful LMS for higher education; serving 14 million students in 80 countries. Murray has won over a dozen University, National and International awards for teaching excellence and his pioneering contributions to the field of educational technology. Now, in Marine Learning Systems, Murray is hoping to play a part in advancing the art and science of learning in the maritime industry.

Bilingualism wasn’t always perceived to be an advantage

Bilingualism wasn’t always perceived to be an advantage, says Johanne Paradis, a linguistics professor at the University of Alberta. She says that in the past, many new immigrants preferred to keep their heritage under wraps so their kids could assimilate more smoothly into Canadian culture.

In the UK many parents of new arrivals tell us teachers that we must make sure they only speak English.   As you know from this blog I feel this is a shame because they have learnt previously just with another set of words and sounds. This not only happens with those from abroad but those from inside the UK i.e. like my daughter who moved from Wales to England having had her previous teaching and learning in English. They can then be taught really slowly so they get bored, not always the case I know but it happens more than we choose to admit. So it is really nice to read that bilingual programmes can work. It should give all of the bilingual converts hope.

http://www.edmontonjournal.com/life/Mandarin+bilingual+program+links+students+their+heritage/7032777/story.html

Tsang, an immigrant from Hong Kong, has been living in Canada for the past three decades. He speaks mostly Cantonese Chinese and English. But his daughter Megan and his son Michael are trilingual, fluent in English and both Cantonese and Mandarin, two dialects of Chinese.

“I’m really content,” says Tsang, the vice-president of the Edmonton Chinese Bilingual Education Association, a parents’ group dedicated to bringing Mandarin into local public schools. “English is still their first tongue, and my kids still talk to each other in English, but … they can switch back and forth from Mandarin and Cantonese.”

Tsang’s children have been enrolled in a bilingual English and Mandarin program in the Edmonton public school system since they were in kindergarten. Megan, 16, is now in Grade 11 at Ross Sheppard High School, and Michael, 12, is in Grade 8 at Parkview School.

Although Tsang and his wife speak Cantonese Chinese, they didn’t hesitate to enrol their kids in the Mandarin program. Now, more than a decade later, Tsang says he doesn’t regret their choice because he’s confident his kids have retained something of their heritage.

“Our Chinese background is important to us,” he says. “Both my wife and I were educated in Hong Kong, so we studied classic literature. And there are translations, but some of the meaning is lost in translation … We wanted to be able to share something like (this) with our children.”

Between the three languages, the Tsangs usually stick to Cantonese at home, but Tsang says his kids know they’re about to get a lecture when he slips into English with them.

“When I talk to them in English, they know they’re in trouble,” says Tsang with a chuckle.

Families such as the Tsangs are becoming increasingly common, with more and more households giving their children a bilingual education in a language other than French.

The Edmonton public school system offers seven programs for students who want to learn Arabic, American Sign Language, Chinese, German, Hebrew, Spanish and Ukrainian, with about 4,100 students registered for these programs in 2011. The Catholic board also offers bilingual programs in Spanish, Ukrainian and Polish, with about 1,400 students.

The Mandarin bilingual program alone has spread to 12 public schools in Edmonton, making up roughly half of the public school’s bilingual student population. And delegates from as far away as Finland have come to visit and take pointers on setting up a similar system in their own country, says Peter Wong, the former president of the Chinese bilingual association.

Yet bilingualism wasn’t always perceived to be an advantage, says Johanne Paradis, a linguistics professor at the University of Alberta. She says that in the past, many new immigrants preferred to keep their heritage under wraps so their kids could assimilate more smoothly into Canadian culture.

“I do think the broader social and political shift … all began with the (Royal) Commission on Bilingualism and Biculturalism at the end of the 1960s. That set the stage for multiculturalism,” Paradis says.

 

 

GCSE Success – UK

GCSE results for EAL students are doing well in inner London but not as well in the East of England, the North East and North West. In London English as an addional langauge learners are outperforming native English speakers by 4% points last year.

http://www.tes.co.uk/article.aspx?storycode=6241719

To support these pupils EMASUK have a set of GCSE Success books.

Every child that sits their GCSE has the same battle, understanding the questions. This is even more difficult if their first language is not English, research has shown that it takes twice as long to answer questions due to the translation and deciphering of terminology. This book supports non English speaking examinees with a simple to understand booklet showing and explaining the term then giving actual exam questions to develop understanding and clarify the response.

In English, French, German, Gujerati, Somali, Polish, Chinese Cantonese, Chinese Mandarin, Hungarian, Russian, Turkish and Slovakian.

http://shop.emasuk.com/category/2617/exam_success_books