YouTube team keep it clean Happy Friday, man. Happy. Happy Friday. This has been a great Friday so far and This is gonna be a great weekend. I appreciate y'all. Thank you. We if y'all were with me yesterday on Thursday What's up, DJ? If y'all were with me yesterday Thursday, y'all know all day Thursday was an extremely busy day It was a lot of I can't even say a lot of it was a lot of videos for me Or even it might not have even been Been so much videos, but the videos that I put out yesterday. They were long. They were streams.  They were just all sorts of stuff. But anyway Man appreciate y'all love y'all. Thank you so much for coming through on these streams Thank you so much for just showing support on the channel Like I said, I know I say it all the time in like every video, but I do really really sincerely appreciate it Thank you because it's a lot of people a lot of people that come to these streams a lot of people that check out the videos It's a lot of the same people And I love that and some people are some people are new people I appreciate the old people the new people everybody But thank y'all for rocking with me Thank you for coming through on the streams coming through on the regular videos and whatnot because we have a lot of fun Here y'all make this thing even more fun. But anyway Team keep it clean. Let me introduce myself real quick because I haven't done it already Me my name is I mean Graven. This is my YouTube channel engraving vids. He said old people squad appreciate it John hop on 90. Okay. Yeah So y'all starting already appreciate that damn month This is my YouTube channel engraving vids and I'm a Ravens fan But we talk about everybody on here all 32 teams So if you are Ravens fan or not, you could subscribe because you'll enjoy it or hopefully you'll enjoy it I don't want to put no thoughts in your head or words in your mouth or whatever But hopefully you enjoyed these streams when we talk about your team or any team somebody commented the other day I think his or they commented commented today. Actually his user name was it was Marquette King of King Marquette or something like that And I was like oh he commented. He said I really enjoyed these streams and I first saw When I saw the comment come up on my phone It didn't have his picture next to it because when the comments come up on the phone You don't have a picture next to it Unless you go into the app So it came up as a notification when it when the notification first came up He said man, I really love these streams So I figured okay It's another Ravens fan that came through but then I went to the YouTube app to look at the actual comment and he said He said man, I really loved these streams and I'm not even a Ravens fan But I really enjoy your passion and stuff for the team and I was like why that's the data And you can look at it if you want to on the last video the stream We did from last night, but yeah, that that means a lot man. Yeah, I Appreciate it man. I appreciate it. Thank you. Thank you. Thank you. Thank you. But anyway So yeah, y'all make sure y'all subscribe make sure you if you new here subscribe if you old here stay subscribe and Also turn the notifications on turn notifications on so you don't miss any of these so Vesta I've been pretty good, but let's get into this and oh, it's 31 people in here But only 17 likes y'all make sure you leave a like on a video man So anyway Team keep it clean Let's first get into Zachary or Zachary or we know Zachary or story He played for the Ravens Undrafted guy played for the Ravens came in and he was killing it. He was doing this thing. Oh, you already know pyro He caught that but yeah, he came in and he was doing this thing. We like Zachary or he played nice He missed a couple plays or two, but what player doesn't miss a couple plays it is what oh Sylvester knows too. Yeah, I appreciate y'all cuz y'all know about that Mike's lemonade. It's good, man I like it and Sometimes it just makes me sleepy out of nowhere, but anyway So Zachary or he played for the Ravens Raven picked him up. He he was a great player But then it came out this offseason that he had Something was going on with his neck where it was I think something with the spine wasn't fully I Forgot exactly what it was. What's up, Carrie? But either way Zachary or retired because he had a neck. He had neck problems neck injuries and but something that was career threatening So he retired he retired and Rate he would have been a restricted free agent with Baltimore. Oh, I never had the pink kind pyro I had I got we got the margarita kind and we have the lemonade kind. I never had the pink one Oh, yeah, it wasn't fully developed. There we go. Thank you Delmont. Appreciate it See, that's why I love streaming because y'all correct me if there's something that I don't know I'm not sure. Thank you. I appreciate it, man Um So, yeah, something in his spine or his neck wasn't fully developed shout out to Delmont Um, so he he retired he was he was going to be a restricted free agent for the Ravens But what's up number one baller? Uh, but he He ended up um Since he retired the Ravens didn't they didn't get a chance To uh, what's up slimbo? How you my team of 79 already you've been putting a lot of work But yeah, he didn't he didn't get they didn't get a chance to put a restricted Tender on him so they could have kept him so he retired So when he when he unretired, he was a free agent So he was talking to all these different teams and stuff. I think he talked to the coast He talked to the Texans. He talked to the lions. He talked to the Jets Um, and I don't know who else he talked to that's when after he talked to all those teams That's when his agent and him kind of got silent And I think it was because those teams wasn't going to let him uh I think those is because those teams wasn't going to give him the okay They weren't going to give him the green light. They weren't going to give him the thumbs up like okay, Zachary Or you had a career career threatening neck injury with the Ravens, but we're going to go ahead and let you play with us Oh, he talked to the Giants too. Oh, yeah, so there goes another one But after he talked to those teams Everything died down. They shut up about everything and then what made me think the agent was lying that there were a lot of teams Even uh, there were a lot more teams interested in in him Excuse me What made me think the agent was lying about a lot more teams being interested in Zachary Or was because after he talked after they talked to those teams and put those teams in In the public Uh, I the agent was like, oh, um, we're just going to keep all of our visits We're not going to say anything about any of the teams that we visit now We're going to keep that on the on the hush on the hush hush So I think that's when they realized, you know what ain't nobody biting on this He was speaking with 17 teams. I I don't know though. I don't I don't believe it I think that was just the agent putting putting stuff out there to make it seem like he had more interest than he really did Um, just to try to get somebody to bite but Nobody bit nobody bit and then it came out today Um, probably about way way earlier today. Um came out that Zachary or decided, you know what I'm done I'm calling it quits I'm calling it quits because he did not get the green light nobody gave it to him And by all means they shouldn't have Oh, he said 17 when 17 teams wouldn't clear my day was really good ddj It was really good. What do I think about woodrum? Oh, we're gonna that's not off topic at all You see woodrum in the title. We're gonna talk about woodrum in a little bit. We're gonna get there. Oh, trust me We I love woodrum. No, we're gonna we're gonna talk about him. Um But yeah, so he's done Am I starting brandon car marlin humphries?  He's been doing this thing for a while. Uh, but we'll see Did I oh, I didn't hear about c'mon agon. I didn't hear I haven't heard anything about him period Um, but they don't even have andrew luckback yet. So they don't have their top quarterback So I wouldn't really expect any of their receivers to be doing too good I mean, look at us right now. We're ryan mallard situation. So anyway, um So yeah, Zachary or decided to call it quits and that's it. That's it. He's done. That's a wrap Oh, y'all make sure y'all leave like on the video too, man That um, it's 36 people in here, but only 27 likes that hill kid is good. Yeah, I like jaylon hill. He's he's been pretty nice, man He's been solid. Uh, I would like to see him against some starters um, I would like them to just give All the young guys like marlin humphries jaylon hill I would like to put them I would like for the ravens to put them against the other team starters to really see how these guys hold it down That's what I want to see. Um, but anyway, no Zachary or I think he's he's done for good. That's it Yeah, um, he ain't coming back for a few years.  I think I don't I don't remember how old he is but he ain't I don't think so your left arm hurts a lot. What are you throwing the football around? Um, but anyway Real quick tidbit. Uh, we talked about this yesterday and we talked about this.  Um, we talked about it yesterday and we talked about it Like a week ago too, uh, they officially announced, um, jeremy zuda signing him. They waived, uh, kenny bale, I believe I believe was it kenny bale the wire receiver. I think it was kenny bale Um, so now I ain't gonna have a kick returning matter So I got to change my depth chart up a little bit once they update the rosters But anyway, um, so jeremy zuda is officially back now It's officially back. It's no more rumors. It's no more speculation It's no more there and heated talks with them. It's done. It's a wrap. It's final is finished finito I thought it was going to be done yesterday, but then I said yesterday I thought it was going to be finished yesterday, but it wasn't came out today. Oh, that's your favorite kick returning to, um He said why would they cut zuda they they traded zuda because he hadn't been playing good the past two years But then all this injury happened to our offensive line So we needed somebody who knew the system and who was familiar with it and whatnot. So they came through What's up, will you miss mike wallace and pittsburgh? Yeah, I like mike wallace. He's been doing this thing for us I mean sometimes he just Sometimes he had some drops that are like uh, but what receiver doesn't have drops every once in a while Well, Larry Fitzgerald would be that guy because that dude never drops. But anyway, um So yeah, so Zachary or jeremy zuda Moving on moving on to john harbaugh. I'd rather see jensen at center. Yeah, I hope they give him a shot there It doesn't seem like they are but I hope they do I hope they give him a shot most had his drops too. Oh most had him too. Um, but On to uh, yeah, john harbaugh big loyal long life big loyal long life stealers fan I also appreciate your live stream and basically keeping it real keep it up Even though you're Ravens fan, but for what I've seen you seem like a uh thumbs up dude man respect Hey, I appreciate that Lewis. Thank you, man. Thank you very very very much I always got plenty of respect for pittsburgh man for plenty of respect for really everybody But with the whole rivalry thing. Yeah, we talked trash and all that and we just had fun with it But it's always respect whether it's for the actual pittsburgh team or fans of pittsburgh fans of cleveland fans of Cincinnati fans of everybody man because we all talk trash to each other and that's fun But we keep it clean and keep it classy.  That's it. But I appreciate that man. Thank you Um, but john harbaugh john harbaugh Is still we talked about a little bit last night because my boy yg mech had brought it out while we were live streaming That john harbaugh is still saying that mallet played good. He's still saying that mallet He's he's playing winning football. He's he played a good game and it's just Yeah, as long as we friends at the end of the day, that's all that matters base. Um, but with mallet There I feel like with john harbaugh still praising him. Um, I feel like he's just trying to give him little confidence boosters And trying to just continue to let him know and let us know That it's mallet's job and nobody's gonna take it It's mallet's job and nobody's gonna take it. Um And I think That is a big a big part of that is because of the salary cap Um, he said test harbaugh for substance abuse. You might need to yeah, it is the glasses It is the glasses. We talked about that already. It is the glasses. Um, yeah, go ahead But yeah, he ever since he's been wearing those glasses. He just been I don't know what what's wrong with him but yeah, he mallet just mallet got work to do man, um, but you know what I can't even say he has work to do because If somebody really had work to do that would mean they would have to work at keeping that job I don't see mallet getting cut. I don't see them Replacing him with anybody. It's just it's not gonna happen. It's not gonna happen Um, I would hope it would but it it ain't going to so I don't want to give anybody false hopes out there I don't want y'all to be thinking.  You ever think there'll be another guy who plays like airy. I don't know, man That's that's tough That's tough. Maybe because it's that's he's wearing number 15. We need to drop harbaugh and get Dan Quinn Harbaugh, he's harbaugh is not a bad coach man. He just wants control. He's a very controlling coach I mean, but it is his team. That's why he is the head coach. So you can't have a head coach Not an assistant coach not a defensive offensive special teams coordinator You can't you can't expect a head coach to not want control of his team Um, but he just wants everybody to go by his rules. He wants everybody to play his way And that's it. Yeah, madden is great. Mike madden is great.  Um But yeah, he's he's been pretty good. Oh my fault harbaugh has been pretty good overall I mean last couple years have been a little wishy-washy, but Other than that and I'm not one of the people that live in the past I'm because I'm not still talking about the super bowl from like what was that five six years ago because that's long gone I mean, it was nice. It was a great time We all loved it and then two years after that when we almost got there again But overall he's been a good coach recently. It's been shaky and I thought last year for sure I thought he was gonna be out of there I thought they were gonna get rid of this dude and start over but they surprised me and they didn't I really thought and but I know for sure if this year he don't get it together It gotta be it's and I'm not saying that because I necessarily I will I necessarily want it to happen because I like continuity and I like consistency, but it's If he don't get it together this year something's gotta happen This Collin cabinet stuff got coached talking reckless. He's scared to talk about the that's a good point That is a that is a great point. That's a really great point That could be a big part of the reason too why he's giving mallet such a push and so much He's giving them that uh He's just sending all them positive vibes his way. Oh, yeah, mallet. You play good.  He played winning football Now while you can look at that from two different sides of it You can look at that from two different sides of it And again, thank you for bringing that up man. That's a really good point. Um mallet. Yeah, he didn't turn the ball over So, yeah, that's good. He didn't give the other team He didn't give the other team go field position by turning the ball over and whatnot Um, he didn't do any of that. He didn't fumble the ball. He didn't throw picks or whatever Well, he did throw a pick last night, but um He didn't score either. Well, he did score. Well, that was because of the dolphins though I think that's when they fumbled on that kick return. Um But he he didn't He didn't score a lot of points He didn't score a lot of I was you know me. I was thinking of the game from two weeks. I mean last week my fault, but um Mallet's bad man. He's bad. Ain't no saving that dude, man I can't Ain't no saving that dude. He just ain't good. He's just not good Uh, patriots use the third round pick on him and I was thinking man, that's a big that's a big quarterback right there That's a giant. He got a big arm. Um He's bad He's just really bad They use the third round pick on him and then they went over there and uh They they sent him the Texans Texans the dude the dude didn't wake up for practice and that got put on blast like crazy. Um and it It's just crazy, man. And then he came to Ravens and I mean he didn't beat the Steelers, but that was two years ago Uh, but I he's just been bad, man He's been bad. He's been bad. So I mean it is what it is. Um And then last but not least Woodrum Woodrum, why do we love Woodrum? Why for what? What does it take to be number one? Why do we love Woodrum? Well, because whenever Woodrum gets in there, he just he just looks so great, man He looks great. And again, we talk about it every time because I don't want to Make anything and make anybody think we're over hyping him But he because he is playing with like second and third stringers Um, so we got to acknowledge that but he comes in there Max he comes in there and he looks so comfortable, man The guy looks so comfortable. He looks like he's been playing for a long time The there was one pass that he completed to max williams. It was like for a gain of like 10 or 12 yards Um, I don't know if y'all remember the exact pass He threw it max williams was in tight coverage the cornerback or lineback or safety whoever it was Um, whoever he said matter of playing with the back of us, too Uh, well, he's playing with yeah Yeah, because a lot of those guys ain't started. So I mean, but he didn't play with uh Like mike wilds and macklin though So no, they I think they should let Woodrum get a shot with the people that Mallard are starting the game with to give him a shot with those guys. Um But with Woodrum He it was a pass like for 10 or 12 yards that he completed to um, max williams and max with the guy was in tight coverage on max williams and For him to complete that pass max williams had to dive a little bit But it was like the perfect pass. He put it in a perfect spot. Y'all have to watch Maybe it's in the highlights from the game last night. I don't remember But it was like a perfect pass and when he complete I said wow I said wow.  I don't think so um Madden's fine. I like it. I like it a lot. I have a lot of fun with it, but um He does he does this thing he goes in there does this thing Makes it look comfortable But I just I want him to get a shot with the guys that mallard mallard is playing with and just see how um Yeah, he did throw it like a dollar there, but I just I just want to see how he plays with those guys And then see how mallard plays with those Second third four string guys. So just to give him a shot just to see just to do it Um, but they're most likely not going to do that because I'm sure they don't want to shake mallard's confidence Even more than it's already shook Rob lean said by the way, thank you for playing playing with nice with my stillers My mom is dating a stillers fan and they aren't all bad He said just an awkward Thanksgiving. No problem. Man. Appreciate you joining us, man. Thank you um Hardball is too stubborn to give Woodrum a real chance. Yeah, and um, it's Some of that could be him being stubborn, but a lot of it. I think it's got to do with the salary cap They don't have that much money. So cutting cutting mallard it would It would uh, I think it would kind of even itself out No, it'll be one million dollars in dead money and then they will save a million dollars um So I think the dead money. I think it would go against the cap next year. I believe I know some of y'all probably know that more than me though, but I'm not 100 percent sure how that would be Mike said is it harder or easier to throw the ball this year? What about the deep? No, it's harder to throw because you have to The passes that you could complete in manna 17 a lot of stuff that you could do in manna 17 You can't do in 18 um Well, we're gonna get into it in another video every year. I'm happy with a new fresh season But we we still start vets and don't let the young guys play I mean right now we ain't got no choice but to let a lot of young guys play because a lot of vets is getting hurt He says sign your markets. Oh boy I remember when everyone questioned Woodrum now feel bad for question. He has potential I remember my question.   I wish they would give him a shot period I wish they would just give him a shot um Another thing another reason why we love him. Did y'all see his interview last night Please if you have twitter going or I yeah, if you have twitter Um, if you and follow me on twitter, it's in great movies. Just like the youtube channel I quoted a tweet. I said, this is why this is why I say I used to like him But now I love him. This is why we love Woodrum If you watched his interview last night when he was on the podium with the Ravens That was that was nice, man That was nice Oh, see, okay, see Rob that yeah, it that it was really really nice I I loved that loved it loved it loved it loved it loved it loved it loved it loved it He and for them and and it's crazy big. It's crazy for me just seeing that because Since when think about this, let me know if i'm wrong think about this when has When have the Ravens or really any team But think about the Ravens Um, you know, well, you could really think about any team think about any team when has any team In the pre and week two of the pre season When have they given a third string quarterback? Not first string not second string But a third string quarterback when they had when have they given him an interview When have they ever done that? I I can't think of anybody Especially when there's no qb controversy so to speak When have they ever given a third string quarterback an interview? They don't give those guys press time. You don't know what third string quarterbacks even sound like you barely even know What second string quarterbacks voice sounds like but to be the third string quarterback and they give you a chance to speak That says a lot that that said something to me last night. I was like, whoa, they never do that. They never do that So just something to think about but yeah, his story he said his brother Um, I think he said his brother had down his little his little brother had down syndrome. He's 21 Um, he says sometimes he'll have tensions but he said his little brother never complains about anything And he obviously got all all the right in the world to complain but He said his little brother never complains about anything ever ever And that's pretty good, man That's that says a lot about his little brother. That says a lot about That says a lot about his how they were raised Um, it just says a lot man and that it was touching man It was touching. Yes. My my parents are still alive Um, but that was it was just really really nice That that was deep that touched me deep. Um But yeah, man, it made me I already liked him as a player But stuff like that it just it takes you away from the game of football and it makes you just appreciate people that much more I don't know how old Woodrum is When he's in his jersey, he looks young, but when he's out of the jersey, he looks old I don't know how old he is though. Um But yeah, man, it was it was great just seeing that I really really appreciated that interview And Yeah, I really appreciated a lot man. Yeah, David, you're right. He does have a good perspective on life Are you close to them and are you I am the only child? I'm only close to my mom I met my dad for the first time About four years ago. I met him for the first time four years ago And he was the exact same person that he seemed to be before um I thought he was an undrafted rookie. I think he is he just looks he looks old. I didn't say he is or he just looks old James Harrison the old beast But not just for his fans, but everyone on ESPN and FS1 is questioning mallet Oh, well, I mean they got every they got every right to they got every single right to Um, they got every single right to Um same situation ever. Yeah, I just met him for the first time like four years ago and he uh It was weird because and we we had went to Atlanta for a wedding and I was like, you know what? We in Atlanta, uh, let me just let me just go stop by see if he's there So I stopped by he um came to the door. I was like, I'm Justin Are you you I don't want to put his name on like on blast like that But I was like, I'm just not you you and he's like, yeah, oh Justin. Oh come in come in so then um We talked for me. It was me and my wife. We talked for a while and stuff and um We we were chilling at his house for a while. He took us to the mall and While we were at the mall he saw um He saw somebody he knew and he was like, oh, yeah, this is my son.  I didn't act on it anything But I was just thinking like, okay, what like why are you doing that? Um It's like he was like putting on the front So, uh, he took us out to eat we ate and he was like, oh, yeah, let me know if you ever want to Come back up here go to some falcons game because he's a seasoned ticket holder He loves football So I love football too. So got some characteristics from him. Uh, he loves chicken wings too I love chicken wings, but anyway, um I was like, okay, cool I didn't man. We got way off topic. I don't know where this came from I think somebody asked that but um, he was like, yeah, let me know if you ever want to come to a falcons game Let me know. I said, okay, cool so then About maybe a month later I had uh, I had called him. I said, oh, yeah, we would like to go to this falcons game and um He was like, okay, let me let me see about it Disappeared again off the face of the earth Never heard from him again That was it. Let's see. I think this is second year. He was picked up and dropped. Okay. So he's not an undracted rookie This is second year. Cool, man. We shut down Antonio brown still not sure about aj green We We're gonna need to step up man.  Ain't no problem, Mike I don't mind you asking any questions, man Long as it ain't no disrespectful questions. You can ask whatever you want to have no problem with that No problem with that Who's worse bottles of mallet? Ah, that's that's a toss up, man Yeah, man same situation. Okay. Appreciate you trying to have meet me chin. Justin boy, too, man. Appreciate y'all Um, yo, yo, this is ridiculous or didn't get signed.  Y'all got other options I mean a is what it is. But anyway, man, appreciate all y'all coming through. Thank you Um, this was a lot dang. This was only 27 minutes. I thought I thought we weren't here for longer Had a lot of fun though, man. I was never raised around people drinking or doing drugs. That's a good thing, man That's a good thing Me me neither for the most part. I wasn't raising around our mom didn't do it. Uh My family didn't do it my friends and my friends and Elementary middle school. They didn't do it In high school. That's when all that stuff started happening. What a bunch of people that I knew Um, but yeah, appreciate it. DJ DJ Um, mallet did beat the Steelers when they were going to the playoffs. He did but that was two years ago We can't ride that man. We can't ride that. That's that's two years ago. And he He I don't know it Maybe he took pd's that game or something because that ain't the same the same mallet that we've been looking at That ain't the same one that beat the Steelers two years ago, man. That ain't him Uh bb said i'm pissed. We resign judo. He's terrible They just needed that for somebody who knew overcome a disability by graduating from high school. That's good, man That's a real good thing, man See and that help out your people. That's good, man And improve people wrong somebody some people might think oh, yeah, justin boy.  Here's my oldest brother was there where my mom and dad passed away Oh, so i'm sure you and your you and your oldest brother closer. So that's a good thing, man Y'all gotta stick together stick together Y'all can't keep riding mallet like that. He beat Pittsburgh then was a turnover of machine next Oh, I don't even remember the next game. Honestly I don't even remember the next game after that. I don't I don't really remember many games that year I do remember jimmy clausen coming on for a little bit man that year was just bad It was bad bad bad bad hardball needs a challenge man. Oh good luck with that If that like pimps, you know, you'd only consider consistent source of radio news. I appreciate it, man Thank you base appreciate it But yeah, man This stream turned a little bit deep, but it's all good man. That's why I appreciate streaming because we get to talk to y'all Just like this man and we get to talk straight up man. You can ask whatever question straight up Just just like that man, but I appreciate y'all. Thank you Um Appreciate y'all coming through. Thank you for coming through like I say if you subscribed already to the channel Thank you. If you're not make sure you subscribe We talk about ravens and just talk about the whole NFL here. Thank you. Oh, you never did a stream in this Oh, I appreciate it Rob. Well, thank you for joining us man and sharing that too man. So shout out to your son too Um, appreciate y'all. All right mark mark. Oh, you came in at the end man But thank y'all for coming through man. We about to go ahead and get out of here Make sure y'all leave a like on the video if you haven't and subscribe to the channel and I'll see y'all next stream I gotta come out with some money players for matter. All right. I'll see y'all in a little


And today we're going to talk about how we can prepare translation assignments for the language class, particularly keeping in mind that many of you probably have been heritage learners in your classes. So how many of you like to use translation activities in language learning. And how many of you were told that is a bad thing to do. How many of you were told don't do it. Right. Why did they tell you not to do it. What's wrong with translating in a language class. You're not ready for that right. Yeah, in English, we don't always use the same tenses it doesn't line up in Spanish, we love progressive tenses in English, we don't love them in Spanish, any things like that. What else. You're missing the context right where we don't want to do that literal translation. So right now, I'm going to have you go to. I also use Mentimeter. I thought I was being unique and creative. It don't says. But I don't have the qr code so maybe that makes me different. Maybe that's how they that's how. Let's see. So I am present yet. Oh, but you can't see my screen is showing this. Let's see. Maybe there is another screen. She's really the only one that can make this happen. And it says, look, my screen is showing this, and nothing changed up here. Yeah, here it's showing. Right. What am I missing. Okay. Change. Okay, can you get out of. Let's do in show. Okay. I'm sorry about that. Okay, we.  Jonathan with qr code, but you know. So go to mental.com. And then those numbers. Yeah, if you don't want to be, you know, famous you don't have to use your real name. You just put in a name. Yeah. Yeah. And I'll go ahead and get started and as, as more of you get to mental calm you can either do it on a cell phone or a computer. You can add to the conversation. So let's just work on a scale first. First, maybe one about yourself, and then one about your heritage learner student. Maybe you could say whether you strongly disagree, or strongly agree, or somewhere in the middle, find that you are a competent translator. And then whether or not your heritage learner students see themselves as translators. Yeah, look at that we mostly feel like we are. Translators and our students somewhat see themselves as translators to why do you think our students, many of them have not taken an official translation class why do they see themselves as translators because they have to do it all the time. I agree. They do it for their parents. Yeah. Okay, see the numbers people. This one to translate something well, you just need to know both languages. I need you to know the words. Totally disagree. What about I know how to develop a learning activity. I guess it could have said translation. I will tell you my, my biggest it's well it's really an interpreting fail it wasn't a translation fail, but I used to work in college teaching English classes at a church. And now and then they would say, Oh, well, Emily's the bilingual thing and so let's just have her interpret for us. Right. And I didn't grow up in a church but I was like, I know lots of words so I can totally do this. And, well, the guy kept talking about La Santacena La Santacena La Santacena and I was going in my head I was like I'm such a good translator, because I'm going to call it the holy dinner. I'm going to call it the holy supper because I was like, I know it's not the holy dinner because dinner sounds like it and supper sounds like fancy. So the whole time I thought I was just hot stuff. Talking about the holy supper I felt pretty great. And then at the end, the guy said yeah, good interpreter but did you mean to sit communion. And I just kind of wanted to like melt into the floor because I thought that I was making all these decisions I knew it wasn't dinner it had to be suffer that sounds better. So just though I knew the words, I hadn't grown up in a church atmosphere, I didn't know those words in context, even though I knew what they meant at a superficial level. And me, my, my interpreting experiences sales in that sense. Okay, well, and you kind of have some ideas about how to develop a learning activity. So we're going to look at today. We'll explore a few more impressions first. What's that you like about translating. It stresses me out sometimes, but it's also really enjoyable. Maybe you can add a phrase of something. I'll wait until I get three or four. I'll show you some very creative translations today. Just share something that you're working at your own pain, making a text accessible. We're going to talk a lot about social justice and language access today. It's funny to see different senses of humor. Yeah, have you ever had to try to translate a joke? It never goes well. Feeling useful. Yeah, things are open to interpretation. Deep reflection on language use. Yeah, because you have to make a lot of decisions at a micro level. Many decisions at the same time, learning words. It's useful. I'm going to scroll down because many of you had lots of ideas. Translation definitely doesn't suck. It is something that's enjoyable to us. And I think our students find that too. Okay, so why is it so hard? We know that it's fun. What makes it difficult? Like me saying the Holy Seper instead of communion for probably about 30 minutes. Oh, yeah, it's something else. It's a body part. Yeah. Yeah. Or how do you think? How do you think that jewel? When am I coming? It's different cultures. So let's see. It's difficult because it requires training. People think differently lack of knowledge. So many different cultural literacies. And it wasn't just that I was unfamiliar with US culture when I couldn't say communion. It was that I thought I was familiar with culture, but I wasn't that familiar with church culture in England. So I was still missing a subculture that didn't, that kind of kept me from translating well. Okay, so accomplished translators do well. I won't dwell on this one, but we'll see a couple of you have ideas about what accomplished translators do well. Maybe you haven't done much translating, so you're not sure. But they really have to take in both culture, right? They have to take in both context. Anything else? Accuracy. Not change meanings. They know how to compare. They have trained. Now, but if you have some ideas that would be interesting. Translation has kind of fallen out of favor for a while in pedagogical practices, and I think that it is making a comeback. We start to see lots of certificates in translation at universities, undergrad and graduate level. They're all over the place now. Why not? We're all so interested in translation and coming certified. There is a global need. And our students want jobs. Our students want to major in something that they know will connect to their real world and will make them human. And Google Translate will never be, will never be enough. You're right. And I think that our students are more focused on inclusion and diversity, for sure. And yes, mistakes have caused this. That's one of our big lessons in class is some of the translations that have gone wrong in the past. It has caused illness and some places that, whoops, hang on. And what do you think heritage learners might have in terms of advantages in the translation? What would they already know how to do well? They know both cultures. They get the jokes sometimes, right? They're in on the jokes. They get the register differences. When I say something like, let's get on the seat versus make a blessing. They already perceive the differences in informality, even if they've never heard those words before, they pick up on kind of subtle people. They have that bicultural confidence. Our students, let's see what else do you say. They know, they know more. They have knowledge of the cultures, and they can relate to their own knowledge. And they've, I think, been in these situations before where they've had to be language brokers or language mediators in those situations. Okay, so maybe you have not used Mentimeter before today, and now you've used it three times. I'm sure you are mentored out at this point. And we're seeing, there's a lot of screens up here. Let's see, if I click, talk about the history of translation and education. I just kind of put this up there so that you can see that ever since we have been teaching languages, we have been using translation as a pedagogical strategy. Sometimes we view it as very favorable. Sometimes, like some of you say, we were taught not to use translation in the class. I would say that the recurring theme with how we do translation in a language class tends to be where we view that there is a text in language A, and we have to get it into language B. And language B should have no rascals of language A in it because it should be totally separate, right? And we do that like my students call it the floor is lava game with their translations, right, because there is this side and then there's this side, and that but it's in between should not have any evidence on the result that we give and text B. Unfortunately, that's really not how our brains work. Those of us that live our lives by ruling. So, if you were one of those people at the beginning of class or at the beginning of this workshop that said, yeah, they taught me not to ever use translation and language instruction because you're missing out on all of the context and all of the social cues is not real language. I would like for you to maybe think about translation in a different way today, but sometimes translations do have the rest of the previous language in them, and sometimes our texts are lived by lingually and are better when they are bilingual. And sometimes translations give us windows into both cultures at the same time and allow us to experience two languages in a classroom and two cultures at the same time. Maybe you also mentioned social justice in the mentor meter. I also would like you to think about translation as a way that we can help our students connect to social justice aspects of their skills that they already have right because they can use their translation skills to benefit their community. So, what are some ways that our heritage learner students already use translation or translation type skills in their daily lives? For their parents, yeah. Do they often have to translate for their parents at the doctor? What else? They're in teacher conferences. Translated said, oh, wow. Helping other students? Well, the grocery store. What else? Did you ever have to translate for your parents? Immigration forums. Talk about high stakes. Yeah. Our students already have a good idea of what it's like to be a translator or interpreter. They've already done it in their daily lives. They've done it where the stakes have been high sometimes like in the doctor's office and filling out forums and telling their parents how they did in class. Not sure how they're going to navigate that one if it didn't go well. But our heritage learners are already very experienced with some of the aspects of translation in their daily life. So I'm going to show you today how, when I teach a translation class, or also when I teach a grammar class, how I incorporate translation to teach different aspects of the language. A lot of times when I teach grammar, when I teach vocabulary, when I teach syntax, when I teach pragmatic, and when I talk about language rights and language equity, a lot of those kinds of skills, I build them through translation. So this is when I said that I wanted you guys to open up the slides. I think this is slide six. If you could all go with me to the Jamboard. I don't know. Have you guys used Jamboards before? Okay, I guess it's like a typical pandemic thing now, right? When we taught online, we all had these Jamboards. Oh, but you can't see. I can see it up here. Okay, I have to. All right, we got to do this in show. We don't all teach at the same level. So we're not going to be teaching the same grammar vocabulary, syntax, and pragmatic concepts in class. But if you can put a sticky note or two of maybe some topics. Maybe some different topics. One of the ones I do a lot with translation is transition words. There's always a lot of translation words and texts that students don't usually use in oral communication. What this one means with syntax, this was just a fancy way of saying that in Spanish, we don't always go subject verb, like we have to in English, a lot of sentences with verbs that have to do with things arriving or appearing. The subject naturally falls better after the verb, and our students aren't always aware of that. And so I teach that through translation things like jiggle. So that's what I'm teaching verbs. Teaching reflective ones. What are some other advice and requests? Maybe some of you, any of you teach dual language and have to teach content areas like science. Okay, you could think about specific vocabulary domains within a science class, or a social studies class. What subjects do you have in Spanish? That would be translations would definitely have some vocabulario de la universidad. Subjects, materials, matriculas, you could do that with translation. Word order. Maybe somebody could put something about questions. Questions have different word orders in Spanish that we don't always use in English. Sometimes my students also want to know how to swear. In college we can do that. Very good. Different types of activities that we could do in class by incorporating some translation work. I know that many of you were probably taught that translations are very discreet and boring and erased context of real life communication, but real life people like our students are already translators, so we might as well get them from compound and complex sentences. Okay, so on the PowerPoint slide it tells you why don't you take one minute and look at one sticky note. What kind of text do you have with the person or the two people next to you? Why don't you think of a text type that might have that structure in it that you could use for translation? One sticky note in where you might, what kind of text you might use that would have a lot of that recurring structure, vocabulary or complex. You've got a minute to do that. So I'll share with you some of the kinds of translation projects that my students have done, and I'll go through the process of how I kind of look at a text and pull out things that I think students are going to need to know before they work on the translation. And then I'll give you some time to work on a synthesized version of an activity. So one of the things that my students did once this translate legal briefs for equality texts is a organization here based out of Austin that fights for transgender rights. And so they gave me their legal briefs. This was what they gave me, obviously they gave me quite a lot and we divided it up and we worked on it. Before I gave them the text I read it through and I picked out some of the pitfalls that I thought we would be able to do. And one of them was gendered language. So when I look at it, how would you translate. Most Texans believe that. How would you do it, just if you were, la mayoría de los dejanos creen, which that's how I do it too. And that's how they did it too. And then I said, but let's try to take out los dejanos this time. And of course they said, well, we could put an X or we could put an aroa. And I said, yeah, yeah, you can, but let's try to do something else like let's say la mayoría de la gente te cana. Right. So I was trying to take out any reference to gendered language. If you care, let's call it using a name where you have a noun like personal next OK, instead of a noun that would correspond to a social gender as well. Another thing that I picked out, I saw a lot of I and G words in this text. And whenever you see a lot of I and G words in text, it's a great opportunity to teach students about infinitives and garrans. Because when they get in that rhythm of just translating literally, they want to say what here. They love seeing, they love I and G, because in English, we love I and G in English, and they want to apply it to Spanish. So we talk about that. Another thing whenever I see lots of different conjunctions, it's a good opportunity. They love por qué de, I don't know where they get it from, but they love por qué de. So we talk about, well, can you start a sentence with por qué, what do you do, how comes there, how do we use como versus por qué versus por. That's a whole lesson out of there. So anyways, I usually pick out a couple of grammar topics, a couple of vocab topics for person mini lessons and then we start working on translation. Let me show you another example of like a thought process. So there's a school here in Austin, where most of the students speak Spanish, most of their parents speak Spanish and their conduct was only in English. And so we talked to the school. That was also the year that there were lots of reverse about ice raids, and in a class of 20, one day, five showed up. So it was very important that semester for the students, they really felt the pressure of like high stakes getting it right. They really wanted their translation to get quality. So when I write through the manual and divided up, I said, okay, manual language sounds very impersonal. How are we going to do that. So this is a great opportunity for us to learn how to do impersonal sentences with say, they are not very good at that, but they're not very good at it because in daily life, you don't use impersonal sentences right. It's, it's harder for them. I think it's something where English and Spanish are quite different. So, yeah, they're their first impression was not to use any says, and we worked on that. There was a lot of like, passive voice kind of things that I didn't love. Um, I also noticed that there was going to be a lot of future. So that was a good opportunity to talk about when should we use one of the received person to receive it and two different options what do they mean that they're kind of the same, not totally at the pragmatic level so we talked about that. And one that's very difficult for them is applying formal or informal. So now you should consistently. They love to mix. And especially commands. I'm not sure why in commands. It's like a fuzzy area for them. So we talked about how to select one and how to be consistent. And then we simply had a lesson on how to use word reference and determine how to form or the informal command. Just off of word reference to make sure that we had like a check for ourselves. So this was obviously version that they came up with. And another fun one in here in Texas, we have Mexico Museum. And they every year do a very nice day of the dead exhibit and they have a program where they bring elementary schools and they have this big study guide, and they didn't have their activity guide for the bilingual teachers, they were giving them the activity guide in English and said, Well, we can help you guys with that. And so we translated their activity guide. And one of you mentioned that it's fun to tap into the creative process and translating this is one of the things where we really got to be creative because what was the crossword. So what makes for the same. And you're welcome to click on the and see the full activity guide. I just gave you an example of using that they translated for it. I mean, one of the big things that we worked on was capitalization, because they, what do they want to do here. They definitely want as tech and my jet to capital because that's what it is in English and so we work on capitalization. And I mostly give them texts to do from English into Spanish, but this really had to do with social justice so we took it on anyway, even though it was from Spanish and the English. We were contacted by a pro bono lawyer who was doing a case that she can really tell us about. And that it was an asylum case for a trans person that was trying to gain asylum here in Austin, and they were preparing the case of this person and so they had lots of articles in Spanish, and we had to translate them into English. And we don't do that route but it was really connected to social justice and there were so many different things that had pedagogical value and they're the biggest one I noticed was when we had proper now of organizations. So we talked about how do we decide if we're going to leave it the same or if we're going to change it should we like translate association to association of or should we just put association at the end or should we leave the abbreviation what do we do. And so he looks for options about that. And there are translations were used in a legal case. I also did a lot of like brazil verbs and like how to searching Google. If you put it together just in quotes to figure out what's going on and get it in context and then I think I just listed a couple of more. I normally, and it depends on how many students I have and how strong they are, but I usually pick two or three big ones for for semester and then two or three small ones for semester. So why don't you think about wherever you live. Probably, most of you are here in Texas but not all of you think about your own community in what text language minorities in the community don't have access to, and what they might need access to it could be really local. It could be something at your school. It could be something in your community could be like some clinic. It could be, I don't know posters that you've seen at the grocery store. Think about something, because we'll work with that in a little bit. And before I send you off to do your work preparing an activity. This happens a couple of times while we're working on our translation, I prepare reflection assignments. I'm kind of like that. That really like down to business straight professor in some ways, but I really kind of am.  But I have really changed my perspective on reflection assignments in the past three or four years, I would say, I now give reflection assignments after we do our first round of translation so after we've had the many lessons on the vocabulary and we started working on it. I give them reflection assignments that asked them to identify specific strategies that they used when they approach their translation. And then after they read through it and find things that feel off specific strategies that they're going to fix it. And I'll show you some questions. But also apart from just giving them direction on how to monitor their learning and how to think through the revision, the reflection assignments also give us space to really think about social justice in the language classroom and why we have such an asset that we can use for our community. So let me show you a reflection assignment. Here we go. Okay, so I think this might have been one for a doctor's office. Okay, but I asked them, you know, some questions about social justice. Why does this document disturb a translation? Why do we need a translation? What is this about social justice? I asked them sometimes some easy questions like what was difficult about this and they have to give me something specific. This happened to be, I've got to keep that information that was actually a specific strategy that we were working on in that chapter called So I asked them to revisit that strategy was another strategy that was specific to that chapter. So I asked them to pick from them. And then I asked them, this is like the meat question I asked them like what theory or what grammar topic did you apply in what chapter was it in show me that one right and they go back to that and then they have kind of a more concrete way of monitoring there. I'm going to give you guys some time to work on a translation activity. In a perfect world, you would be able to upload yours back to the, to the Google five, but it's not a perfect world classroom. So what we're going to do is this you can see that file in my folder, but I'm going to give you a paper copy. I would say work in pairs. I think if you have, I think if you do it in pairs. Nothing bad will happen if you work in groups bigger than that. I would say work in pairs or more or less. I will give you a copy to write and maybe just take one per pair. Okay, that's one per group of three. Yeah. So sometimes when you're put on the spot you're like, I'm not quite ready to like pick my own text. I have some sample text up here that you're welcome to use to think about for translation activities but I would say first, try to think of a text that maybe you don't have one gun on your computer, something that you think it already exists in your community but should be translated and isn't. If you run out of ideas. I've got let's see if you wanted something easy. I've got a poster here about COVID safety rules. Yeah, and those are on there too but I if I'm going to work with the text and I have the option of a paper copy I always want. I have an intake script for an asylum case. I have something about climate change because we talked about colonialism in Puerto Rico. Yeah, you can just take one. So if you can think of your own text, use your own. If you want one of these. I have, what is this? I have a narration that I've separated in sentences. If you'd like to do a narration. Yeah, you can do one of these. Or I have a poster about therapy services for a child. Whatever you want. I don't have time anymore now that I can't see the time until four. Yeah, so take about 15, 20 minutes and I'll come around and offer some ideas if you get stuck on one of those areas. Fill out your sheet on paper and then later, I can scan them, write it down. You can browse, you can shop for a text if you would like a text. You guys have a text? Do you guys have a text? Did you come up with something? You have a text to use. You've got something. I have samples and I have paper copies of those if you want one of those. Yeah, they're all over there. Feel free to go shopping for a text over there. Yeah, do you guys have a text to work with? Okay, so let me some grammar topics that you think these texts that you found would work for. You can just throw out a couple of grammar topics. Sure, give me some ideas of some grammar topics that you found that would be good many lessons to do before preparing students to do these translations. What are some grammar ones? Uh huh. Commands. Signs are really a great way to work on commas, because for some reason our students love to mix formal and informal. Yeah, what else? Articles. When to put it. When to put it. Yeah, I get a lot of like, you know, like people always say, yeah, so articles, when to add them, when they're necessary. What else? Other grammar topics? Questions. Questions. The order of words in a question. Do you have the narrative one? Yeah. The narrative one is great for past tense. So after grammar, what did you guys have next? It was after grammar. I would say that that might be a phrase idiom. See, that would be an idiomatic phrase. Difficult feelings. Difficult feelings. You don't have same deal. Yeah, that would definitely be under these like idiomatic phrases. So then you have to say, well, what's more important? Like, you know, yeah, what are we looking at here? You know, like, what do we know about this? Like, what do we know about difficult feelings? Like, difficult feelings? They're definitely not. What did you come up with? Problematic. They might even say like express distressed or something. I don't know, because it's, see, see, expressing some problems or something. Yeah. Yeah, because it's not difficult feelings. So I'll give you a few more minutes and then we'll share some things. Okay, you guys shared a lot of grammar topics with me already. Let's look at step three. What were some either idiomatic phrases or difficult vocabulary concepts that you notice when you read the text that stuck out to you as something like, oh, this is, this is going to be, this is going to be tricky. But if it all words about ownership and properties and ground covering, and we have a pool and the ground covering and how I would begin to talk about permeability. Yeah, there's probably a lot of very specific words in that. What else did you guys find in your text that were difficult vocabulary domains like that, or idiomatic phrases in particular. And I guess it makes sense that in if you, if you're 18 years old, you probably haven't had to use a lot of numbers in the hundreds you probably don't have a lot of money, you probably don't have to make, make number decisions. So yeah, why would they know that's something that you'd have to talk about. Yeah, you why would they know that yet it's just like why would I know to talk about ownership in Spanish until somebody's given me that opportunity to explore that domain. What else, what were some other vocabulary domains, or idiomatic expressions that you saw that you go up. That would be something we need to talk about before I turn them loose. What else caregivers protective parents, protect. What would you, how would you approach a lesson where you say okay we've got this specific vocabulary. There's some idiomatic expressions in there, who has had the idiomatic expression about feeling that was an awkward. What was it. Difficult feelings, we got to talk about difficult feelings that's a hard one because they're not sending them those be faceless. Right, they might be in commos, they might be almost but yeah we've got to talk to students about okay well what, what are we going getting at with this text in the beginning, why, what's the message that we're trying to get across.  In Spanish I don't think I don't know if we have a difficult emotions. Yeah, it doesn't quite line up that way but they could be them as the faceless, right they could be them as if it but I don't think we have difficult emotions. I haven't just think that anybody else come up with a very unusual or what you do with it, what do you think how would how would we help students. Yeah. Sometimes we got to move around things yeah. So. Yeah, but you can see that we could spend. That's probably another pragmatic level, probably not what they're going to text, but we could have a conversation about formality level and closeness. So what were some topics on mechanics. We kind of forget to teach things like utilization and punctuation quotations look differently in English and Spanish and if we're producing a written text that somebody's going to read, we have all these mechanics that we forget in Spanish what were some things that you notice that you could teach off of a translation or punctuation marks mean kind of the same thing but are realized slightly differently in other languages right. Yeah, those kinds of things. I always notice capitalization issues. I noticed capitalization issues all the time, maybe like days of the week. No months. Even like subject names, when they do vocabulario de la universidad. Those are always things that I have them mark and double check.  Tejanos, but I also in when they, then they fix it to la gente tejana, but they had la gente tejana with big tea, and I didn't want that either you know there were all kinds of many lessons about that. So, for the step five, I'm actually going to go back. Sometimes it's good to have a model, just in speed out of the vocal. So this these were questions that were very specific assignment. Now that I think about it, I think this was one that they had done after care information for breast cancer patients. I think that's what this one was. Anyways, I usually try to give them about five specific questions. And when we get to the next slide and then we will be almost. When we get to the next slide, I will give you some more like guidelines, but how many of you already got to write three reflection questions about your translation. Okay, take one more minute and get at least a reflection question and then I'll have everybody share their favorite reflection question. So get at least one take one more minute if you haven't done that yet. And if you need some inspiration. Any questions that I asked them. Merita or a Merita both work. So I'm a Merita Merita. I'm a Merita. Volunteers, could I hear some of your ideas for reflection questions. And I would say, not all reflection questions have to be specific, but you should always have some that are specific. Some can be general. What did you guys come up with to find something formal and something informal. You guys had one with lots of commands in it, didn't you reflection questions, examples, somebody else. I'd like to hear five or six sample. Whenever we tell them like, was this hard or was this easy way. Or like, no, it was fine. But giving them a specific thing to talk about helps them kind of monitor that learning. Yeah, in the commands, like asking them, how did you make that decision because we make decisions when we talk constantly. I realize that we're making decisions right like I'm constantly probably deciding how formal or informal to be, how much I can use my hands without looking, you know, nuts and we were constantly making those decisions and we got to teach them to reflect on those decisions that they've been making. What else did you guys come up with for reflection question. Yeah, I did some kind of a museum text. There was something about we feel is, you know, the font shows that what they might have, and what it was like, what do we do are we just going to call it a we feel and just put we feel but say it will be in English.  And so what we did. Yeah, we had we ended up calling it a repeat but in parentheses explaining and I'm sure with. Yeah, with. Yeah, and they came up with a short phrase as I don't go nuts but you know something short in parentheses, and they ended up adding adding because culturally, the languages didn't line up evenly where there was one specific word that worked with. I mean, it was, you know, it wasn't really upon show but it was kind of upon show but we couldn't really say poncho because, you know, and so we sometimes have to add things and ask students how they made those decisions. Any other reflection questions that you wanted to share. Questions are questions are hard for us to monitor where we put things. I've noticed even really advanced heritage student heritage learners students sometimes have difficulty in questions, knowing where they want to put the subject and asking them what what do you think about when you made that decision kind of helps them situate themselves back in the press, especially when they get in that like, I don't know this kind of like rhythm where they, they just start like doing literal translations. It's really good to give them those reflection questions about well, what are you trying to do why do you think the author sort of this way and bring them back into that thought process. I think there's a weird one with with verbs in English, we often use the present progressive to talk about the future.  And then, but you're definitely not picking up at the airport tonight, because you're not doing it right now it must be right, or you say things like, Oh, I'm working tomorrow. You know, wait, it doesn't line up the same way in English and Spanish and we have to make those decisions because they likely know implicitly that I'm working, but you can say I'm working tomorrow, but you can't see if we're working tomorrow. Yeah, we've got to line those up again right they don't always mean what they mean at the superficial level. Okay. That's it. Anytime I see ing I always plan a mini lesson on that in the text because they love ing in many ways and then, well, because in English it's very common we have lots of jaren's we do a lots of things with jaren's more than alternatives, and bringing them back and then not everything's and we can't do that all the time. So, then the last question was, I think, I guess, I'm struggling with moving that how they will revise their work, let me give you some thoughts, and then I'll hear from you. It's always hard to come up with a plan to revise work and it's going to depend on how big your class is. Sometimes I have 25 students in the translation class, and it's a circus. If we all work individually with right into sometimes that means that I have to shorten the translation projects and give them less so that we can really revise it and get quality work. If the stakes are not high. Then I don't have to revise it as well, but most of the things that we do that are for a big grade it's because the stakes are high and these are real people that are going to be basing real life decisions on the words that we write for them and want it right. And so a lot of strategies that I've done before are welcome. Work on the essence, work on the assignment, have them work in pairs. I often pair up a heritage and second language learner, because they kind of tend to complement each other with different knowledges. I usually have more heritage learners and second language learners in my classes though so it's not always a perfect mix, but I often do that. I always try to grade their reflection, because they don't know what to fix until I remind them that they have to fix things. I always try to separate at least a week from the first draft. They actually get to read my comments on their reflection assignment and start over, because everything sounds great to you when you have both languages side by side you're like I would totally say at this like, and you wouldn't. Right, but I always try to distance them for at least a week before we go back and work on it again so we work on something else in the meantime. And then a lot of times I have them grade. So I have them work on their revisions and their grade either comes from how much they revised based on their reflection or how much they offered to somebody else to revive. Because in my classes, not everybody has the same linguistic experiences, and some of my students are able to offer more corrections, and some of my students can't because they don't have as many. They haven't had as much input in their life. So sometimes so they can pick whether their revision grade comes from how much they offered as a suggestion to somebody else, or how many suggestions they incorporated from somebody else. Otherwise, it's just not fair because they all have different experiences and like, so what are some ideas that you had about how students could revise their work. And even present on the decisions that they made about, yeah, that's nice. Talk about how they made those decisions of what to pick. That's great and especially reminding them to be very intentional about how they're fixing things. Yeah. Otherwise, some of them are great at turning on that monitor, and some of them just go with it. We got to remind them to turn it on. I think a lot of times we were taught not to incorporate translations in the language classroom, because we have this idea that there's like a right answer with the transition, and there really isn't a white right answer because we're all going to receive texts differently as readers we all have different experiences and are going to want something different in that text and we might need a different level of explanation right like we might need more parentheses. If I'm translating with me into English, whether or not if I'm translating it I don't know into another language that we might have different levels of familiarity with things. What else can we do to help students revise this one that's kind of by in it's online the devil's bridge. If you wanted a narrative translation this is one of the options. I have people work I do like the jigsaw technique. Yeah, and I'll have a lot of people work on like one through three and then a lot of people work on four through six. And then they combine and then they look at it together and pull out decisions and they kind of debate out which situations were best. That's another strategy if you're just doing a short translation, like separated into sentences like this one here. I think this one ended up with 11 sentences. And then I'll usually have like some people. I'll say okay you guys do one through three and then you guys do four through six and then like okay, well, you've all of you had one through three so what did you say what did you say what did you say and like I don't know how but which one's better. Oh which one has different elements that we could combine. Yeah, so I have a lot I have students. A lot of times like work independently and then bring it back together and make those decisions. Yeah. I haven't done that kind of like telephone strategy but that yeah, but I do like to have students like move back and forth between my which is in the classroom. The idea that like oh when we're in a Spanish class. Like, that's not any of our lives. Have you ever, like, you know that people speak both languages have you ever just spoken one to them for that long. Right. So I like that idea of going back and forth and playing with the languages, you know I'm not going to pretend that I don't know English in the Spanish class because I lived in my life in English to it's fair that I can pretend that I know that. And I think that's a great strategy of having them then do the inverse and see if it lines up with the original message and intention, and it might not sometimes which would be interesting. Right to see where those gaps are and how we divide up the world different languages. Any other thoughts about that should revising the translations really is a hard part you really have to come up with a with a plan before they get started and kind of parcel it out for them. So, okay, these would be some of my recommendations, obviously, in a perfect world we would have shared those online, and you could have seen all of the grammar and vocabulary topics that other people thought it's like, hopefully you got to share. And before you got some ideas that way. Um, I recommend if you're doing high stakes translations and to have only two or three for semester. If you're not ready to do high stakes translations that real people will use in their real lives, then you can do more. Right. It depends on the level. But for a high stakes translation, it should not be one great it should be lots of grades like it should be how well did you learn this grammar topic and how well can you explain this grammar topic and how well did you find it in this. And then how well did you reflect and then how well did you revise or offer revisions to another students and then how well did you turn in the final copy. There should be lots and lots of different grades on it. I also like to have students work independently and then work together and then revise independently and then share it again. So we do a lot of back and forth movement. Um, I also teach them how to like search words in Google, because I'm terrible with preposition sometimes it's like is that on or is that in which one is it and I just Google it in quotes, and I teach them how to Google things in quotes and like when you don't know what how what's what sounds more natural. We spend a lot of lessons of just learning the symbols and word reference so that we can all be independent translators and go back to word reference and use our materials online. And I teach them how to be tricky with Google searches and get better Google searches so that they can get better ideas about what sounds natural. And I do work at a university that is socially just as social justice oriented. And so this is part of our curriculum and this course is flagged as a social justice mission marker in our university. And even if that's not a goal for your university, I would also encourage you to think about how so how social justice is completely connected to translating and interpreting and how you can incorporate that as the why for students. And then I have offered translations on like the student parent handbook that they did so well on right after that I gave them a narrative translation which have been way easier. And it just wasn't very good. And it wasn't very good. Why do you think motivation that because I was like this is this is not very good use of the dictionary and they were like, you know, I was really going to like base anything off of it so I just picked one of the words that I saw in word reference and went with it. Right. And so, having that social justice connection to translate about how their ability connects to the real world and can be used to improve language equity and language access for people in their community kind of establishes the why. I don't do the certification but I, I met some pay everything's different now after the pandemic, but before the pandemic I had someone come in and offer a presentation to students about becoming certified. And they can do it if they want afterwards. Everybody has the same level in class and I would say, at least half of my students really could, and could do it well, but there's close to half that might not be able to get certified so yeah I don't do the certification process but I used to bring in and have them present how the students to get certified in different areas. They can't use my. Yeah, it's just a college class for the major. Yeah, or, or if they're not necessarily a major but they need hours in experiential learning for social justice, they take this class because they, and that's also why a lot of the reflection questions are about that. Anything else. All right, see you guys. Yep.


Hello everyone. I am Dr. Archana. I am the consultant in pediatric infectious disease at Manipal hospitals, Old Airport Road and Whitefield Bangalore. So I missed this COVID-19 infection everybody is running through the difficulties of which children with chronic medical conditions and chronic surgical conditions are going through the difficulties even more. So I am here to address few of the concerns of these children and how it can be tackled. There are many children with chronic conditions like chronic lung disorders or congenital heart diseases or anybody with diabetes and many people with primary immunodeficiencies who cannot come for that regular follow-up and cannot come for that regular updation of medications from the regular concepts. And there are many kids who have to postpone their elective procedures surgeries during this lockdown period to protect themselves from the COVID-19 infections. But these kids are actually in more risk of acquiring the COVID-19 infection. So it is always better to postpone the elective procedures in these kids and especially like for the children who have to undergo surgeries for congenital heart disease or elective procedures it could be a circumcision or anything it is better to actually postpone the surgery. And suppose if the children have to get their medications upgraded or they need a consult like especially the chronic lung diseases and chronic heart diseases then actually Manipal Hospitals provides the consultation facilities for these children from the respective specialty doctors. So such children can avail these facilities and they can get even the prescriptions from the respective specialty doctors so that you can buy those medications and keep them in stock for the next two weeks at least. And the other things are that try not to venture out during this period as much as possible because these kids are at higher risk when compared to the other normal kids. So other precautions which can be taken to avoid the COVID-19 infections are social distancing even within the family at least from those people who are those adults especially who are venturing out to buy the groceries from them better to social distancing that is it is called a protective social distancing of the child from those adults. And other than that you can encourage these children to follow the hand washing precautions you can encourage them to you know sing a rhyme like it could be a happy birthday song and then do the hand washing technique so they also will do it happily rather than that if the child has to come out for any emergency purpose then please do provide the child with a cloth mask and then get the child outside. So these are the precautions which you can follow and if the child has to be brought for some emergency visits to the hospital kindly call your respective pediatrician or the specialist doctor and inform them priorly so that the necessary arrangements are made in the hospital for the safe examination of the child so that the COVID patients and any other infected patients are not allowed during that particular period and also the waiting time for the consultation can be made to the minimal waiting time so that the consultation can be made fast and the child can be sent home safely. So other than this even with all these precautions suppose if the child develops the infection these are the symptoms you have to look out for especially for any fever, cough, cold, running nose or some children even present with diarrhea that is news tools or body aches and headache if the child presents with any of these symptoms kindly inform the pediatrician and get back to the hospital and these are the symptoms you have to look out for and kindly follow all the lockdown orders which have been given by the government and the regulations given by the government and please stay safe.


You know, there are sometimes in your career when you meet teachers that really sit at the heart of the school and represent the core values of the school, Tony is certainly one of those. And one of the real impacts I see Tony having is on students' values, of service, on the value of giving back to communities in which we live and work. The first service trip I went on was to Ecuador in grade seven. There we helped build a school. We got to know the kids really well, which was really influential for me, I think, getting to, like, have a one-on-one experience with the kids there. The experiences that they have are really just catalysts to kind of future engagement and learning. Those experiences can often lead to students questioning, like, why are those inequalities there? You know, why do these experiences exist for these people and what can I do to make a difference? I hope by getting students out in the world that they find out where they want to be in the world, what they want to do, what their place might be, and make a difference.


Because back again, appreciate your content, not sure where you went. I share it, that's fantastic. Sharing is the one way in which we can bring about a revolution. Sharing is the one way we can get into people's heads. Thank you for your work. That being said, it feels as if it is a losing battle fighting this anti-rationalism statism. It is clear freedom produces better results, but these people continue to win. They do continue to win. And it's going to be a losing battle for a long time. But you have to reconceive the context of the battle. The battle is not and cannot be and should not about changing the world and bringing freedom to the world. That one day, we'll get there. The battle is one mind at a time. It's about changing one mind at a time. And if you have that perspective, if the other perspective that when you bring objectivism into a person's life, you've made their life better. That when you bring objectivism into a person's life, you've made them now an ally. You've made them now a fighter for your ideas. If you have that perspective, then what we're trying to do becomes more real. What we're trying to do becomes more accessible. What we're trying to do becomes more achievable. I mean, I think, unlike Friedman's show, my interview with him, I converted or not converted. I inspired a lot of people. I don't know how many hundreds, maybe to check out objectivism. Some of them will be inspired, will change their life, will become allies of ours. Some of them will. But every day, if we can get a few minds, if every one of us sets a goal to change one mind, one mind at a time, one mind a week, one mind a month, one mind a day. I don't know whatever, whatever scale you can do it. That changes the world. That will change the world. If you start out by trying to influence politics, if you start out by measuring our influence in terms of politics, then it's hopeless. It's hopeless. When I think that I don't know how many people voted in the last election. I think it's 140 million people, let's say. 140 million people, 140 million people. I'm inspired by the fact that 100,000 listened to my interview with the experiment. I'm happy that I've got 23,000 followers. We're talking about 140 million people. If I think about 140 million people, if I think about the need to change the minds of 140 million people, I can't do anything. And it shuts me down. But if I understand that to change a culture means to change the minds of a few people and those people will change the minds of a few more. And it's some of the people whose minds I change or you change or I in Rand ultimately, ultimately changes. Some of them will go into education and influence the curriculum of the future. Some of them will go into science and use Iran's epistemology to discover new things in science. Some of them will go into art and create new romantic art. And the cumulative effect of all those people doing all those things will be what? Will be to change the culture and the cumulative impact of changing the culture will be what? A change in the political world that we have. But if you start with the political, if you start with 145 million, it's over. It shuts you down. It's impossible to do. You've got to start with one mind at a time. And you've got to start with one mind at a time, thoroughly changed. And you've got to start with, go out and do your thing, influence the world in your way, influence the world in those areas of life that you're engaged in. And particularly if you're in education, particularly if you're in the science and particularly if you're in art, those are the areas where the world will be changed. What we need today, what I call the new intellectual would be any man or woman who is willing to think. Meaning any man or woman who knows that man's life must be guided by reason, by the intellect, not by feelings, wishes, whims or mystic revelations. Any man or woman who values his life and who does not want to give in to today's cult of despair, cynicism and impotence and does not intend to give up the world to the dark ages and to the role of the collectivist. All right, before we go on, reminder, please like the show. We've got 163 live listeners right now, 30 likes. That should be at least 100. I think at least 100 of you actually like the show.  But but at least the people who are liking it, you know, I want to see. I want to see a thumbs up. There you go. Start liking it. I want to see that go to 100. All it takes is a click of a click of a thing, whether you're looking at this. And you know, the likes matter. It's not an issue of my ego. It's an issue of the algorithm. The more you like something, the more the algorithm likes it. 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