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Integrating Google Translate

Published on Jan 28, 2016

Almost all second language (L2) students admit to using online translators at some point (Jolley & Maimone, 2015) and almost all language departments prohibit students using translators, such as Google Translate (Clifford, Merschel, & Munné, 2013; Knowles, 2016). Second language students persist in using online translators despite overt policies by their institutions to the contrary. This workshop will outline the reasons students use online translators, the advantages of an integration approach to online translators, and the benefits and limitations of using Google Translate in the L2 classroom. The presenter will also outline practical methods and approaches for incorporating this tool that supports language acquisition and academic integrity at all levels of language learning.

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PRESENTATION OUTLINE

1.

Integrating Google Translate

to Support Language Acquisition for All Second Language Learners.
Photo by Rafael Peñaloza
2.

google translate:

how does it work?
Photo by Geir Halvorsen
3.

database

all human-translated docs from UN & other organisations, ebooks, & web sites
UN languages: Arabic, Chinese, English, French, Russian, Spanish.
Photo by stuandgravy
4.

statistical analysis

not rule-based algorithms
Photo by stuandgravy
5.

English to L2  and L2 to English

does not translate L1 to L2
Google Translate launched in April 2006. It offered translations between Arabic and English.
With less commonly spoken languages like Basque, for example, it may translate from L1 to another language to English to L2. Basque to German would be translated from Basque to Spanish to English to German.
Offers 90 languages, in the process of adding more, including Scots Gaelic & Hawaiian.
Photo by stuandgravy
6.

200 million daily users

Photo by stuandgravy
7.

Free Google Translate App

Fee-based Translate API (automatic programming interface)
UN languages: Arabic, Chinese, English, French, Russian, Spanish.
Photo by stuandgravy
8.

interface

speak ~ snap ~ write ~ type
Photo by stuandgravy
9.

Untitled Slide

10.

L2 Classroom

Photo by Joybot
11.

students

Photo by Shane Global Language Centres
12.

Do you use OMT? Duke: Clifford, Merschel, & Munné (2013) & 5 universities: Jolley & Maimone (2015)

13.

L1 to L2 Clifford, Merschel, & Munné (2013)

14.

L2 to L1 Clifford et al. (2013)

15.

Clifford et al. (2013)

16.

Jolley & Maimone (2015)

17.

Jolley & Maimone (2015)

18.

Jolley & Maimone (2015)

19.

teachers

Photo by cybrarian77
20.

concerns

  • encourages less engagement in or avoidance of the target language (Harris, 2010; Musk, 2014)
  • may be true especially for weaker students (Somers, Gaspari, & Niño, 2006)
  • using OMT conflicts with institution's honor code or language program policies (Correa, 2011)
21.

Jolley & Maimone (2015)

22.

Jolley & Maimone (2015)

23.

Jolley & Maimone (2015)

24.

prevent & detect

Photo by andercismo
25.

why?

  • train students to use dictionaries well
  • limit tenses/grammatical structures to force focus on taught grammar & vocab
  • collaborate in bespoke vocab lists
  • consistency between out of class work & in class work
  • weaker student encouraged to work within the limited grammar & vocabulary they know
Photo by sweetjessie
26.

why?

  • stop weaker student from relying on OMT
  • avoid using grammar students have not studied/unable explain/use well
  • using OMT to translate instructions & disengage from L2 (avoid online text)
Photo by sweetjessie
27.

why not?

  • clear prohibitive policies do not prevent use
  • examples of OMT errors not obvious in all languages
  • strong students avoid detection &. weak students get caught
  • L1-L2 translation is normal for beginning students
Photo by sweetjessie
28.

why not?

  • lack of training encourages poor use of tool
  • avoid conversations about the tool
Photo by sweetjessie
29.

Jolley & Maimone (2015)

30.

integrate

Photo by Rafael Peñaloza
31.

why?

  • train students to use OMT well
  • create instructions that promote mindfulness: outlines tenses & grammar to include/avoid
  • students have access to this tool
  • as students increase fluency, use of OMT decreases
  • encourages communication in l2 language beyond classroom
Photo by sweetjessie
32.

why?

  • use of OMT meets ACTFL, P21, & Council of Europe guidelines
  • l2 -l1 speech to speech / speech to text to practice pronunciation
  • used alongside other tools like Linguee
  • 21st century learners
  • raise “awareness as to the complexity of translation and language learning” (Niño, 2009, p. 253).
Photo by sweetjessie
33.

why not?

  • OMT training takes time
  • students fulfilling degree requirements may over-rely on OMT
  • online courses more difficult to manage student use
  • lack of coherent policies creates confusion & promotes hidden use by students
  • weaker students unable to use well
Photo by sweetjessie
34.

Jolley & Maimone (2015)

35.

Jolley & Maimone (2015)

36.

looking back

Photo by dullhunk
37.

Untitled Slide

Photo by psd
38.

Untitled Slide

Photo by Marcin Wichary
39.

looking forward

Photo by Pathos Photos
40.

Google Translate
Linguee
WordReference
Spa¡nshD!ct

Photo by prozla
41.

instructions

Photo by Leo Reynolds
42.

comparison & analysis

Photo by Leo Reynolds
43.

writing activities

Photo by Leo Reynolds
44.

pronunciation

Photo by Kikishua
45.

moving out of classroom

Photo by Moe_
46.

accept the things you cannot change

Photo by Anne Marthe Widvey
47.

travel

48.

connect

49.

Untitled Slide

A quick-witted paramedic might just have been the first person to deliver a baby using Google Translate.

Gerry McCann and his colleague Shane Mulcahy were driving a female patient to Cork University Hospital in Ireland when she went into labour.

The pair were struggling to communicate with the woman, whose native language was Swahili, but it became clear that the baby needed to be delivered then and there.

So they pulled over to the roadside and Gerry used Google Translate on his smart phone in order to translate Swahili into English.
http://www.mirror.co.uk/news/technology-science/technology/quick-witted-par...
50.

Untitled Slide

Niki Smith watches her new 14-year-old daughter Guan Ya use Google Translate to "speak" with her in their Rienzi, Miss., home on April 4, 2013. (AP / Rogelio V. Solis)

http://www.ctvnews.ca/sci-tech/google-translate-helping-family-talk-with-re...
51.

online learning module

bit.ly/1NX8FIJ
Photo by Rafael Peñaloza

Claire Knowles