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Tech giants Google, Microsoft and Facebook are all applying the lessons of machine learning to translation, but a small company called DeepL has outdone them all and raised the bar for the field.
Its translation tool is just as quick as the outsized competition, but more accurate and nuanced than any we've tried.

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DeepL Translate: The world's most accurate translator

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Translate texts & full document files instantly. Accurate translations for individuals and Teams. Millions translate with DeepL every day.

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Lingvanex translation applications will help you any time! Our applications that work on various devices - android, iOS, MacBook, smart assistants from Google, Amazon Alexa, and Microsoft Cortana, smartwatches, any browsers - will help translate from English into Mongolian anywhere! It's easy and free! Lingvanex also provides online translation from Mongolian to English.

English to Mongolian translation by Lingvanex translation software will help you to get a fulminant translation of words, phrases, and texts from English to Mongolian and more than 110 other languages.

Use Lingvanex applications to quickly and instantly translate an Mongolian English text for free. Lingvanex provides an accessible alternative to Google translate service from English to Mongolian and from Mongolian to the English language.

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English to Mongolian to English Translator | Mongolian-English Online Translation and Dictionary - Lingvanex.

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Lingvanex free service instantly translates words, documents(.pdf, .txt, .docx, .xlsx etc.) and web pages from English to Mongolian and from English to Mongolian.

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No 1. Nepali to English Translation tool powered by Google

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Online Nepali to English Translation Software - Official Nepali Site for Translating Nepali to English for FREE. Typing ‘तिमीलाई कस्तो छ?’ will translate it into ‘How are you?’.

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The Tibetan and Himalayan Library is a publisher of websites, information services, and networking facilities relating to the Tibetan plateau and southern Himalayan regions. THL promotes the integration of knowledge and community across the divides of academic disciplines, the historical and the contemporary, the religious and the secular, the global and the local.

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Understanding Students' usage of resources

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Understanding Students' usage of resources

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I have found that Japanese, Korean, Mongolian, and Spanish students who are proficient in their written home language are receptive to alternative resources in different languages. However, some students (Nepali and Tibetan) are less receptive to it. I think this is due to them not having a strong academic background in their home language. I will have to further explore and adjust resources base on students' need and receptions.

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How can I apply a translanguaging lens to an upcoming unit on Industrialization in my World History Classroom at Albany High School? 

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How can I apply a translanguaging lens to an upcoming unit on Industrialization in my World History Classroom at Albany High School? 

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Translanguaging Final Paper - Pankaew Boonbaichaiyapruck 

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Emergent Bilingual Students can request specific seating that benefits their learning style. In 4th period, two Emergent Bilingual students requested to sit next to each other and collaborate during group work. In 6th period, one Emergent Bilingual student sits next to a peer who is able to translate when needed.

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All students take lecture notes during the lecture.
We provide Teacher Notes for Emergent Bilingual Students in English. We encourage students to translate to their home language to help build connection and foster classroom participation.

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Vocabulary worksheets are given to all students and are used regularly in class.

All Emergent Bilingual students receive translated vocabulary words but are also encouraged to translate these words on their own and write their own meanings down.

We hope that the connection to their home language will help foster participation in the classroom.

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Alternative Reading Assignment (TPE 3.5)

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Alternative Reading Assignment (TPE 3.5)

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All students are assigned the unit reading and required to hand in notes relating to it. These notes are done in a two-column graphic organizer with one saying I read, and one saying I noticed.

Emergent Bilingual Students are required to do the same work and they have the choice to do the work in their home language. Furthermore, the resources below are provided in addition to the reading and the alternative reading.

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Exploring Ideological Becoming in Professional Development for Teachers of Multilingual Learners: Perspectives on Translanguaging in the Classroom by Jennifer Holdway and Caryl H. Hitchcock

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Exploring Ideological Becoming in Professional Development for Teachers of Multilingual Learners: Perspectives on Translanguaging in the Classroom by Jennifer Holdway and Caryl H. Hitchcock

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Exploring ideological becoming in professional development for teachers of multilingual learners: Perspectives on translanguaging in the classroom

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This paper explores teachers' perspectives on the pedagogical resource of using students' first languages in the classroom. The authors implemented th...

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Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment

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Website https://motamem.org/%D8%A7%D9%86%D9%82%D9%84%D8%A7%D8%A8-%D8%B5%D9%86%D8%B9%D8%AA%DB%8C/#definition

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انقلاب صنعتی در تاریخ اروپا

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https://concepto.de/revolucion-industrial/

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video https://www.youtube.com/watch?v=a70suCk--YU

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Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms by Cati V. de los Ríos and Kate Seltzer

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Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms by Cati V. de los Ríos and Kate Seltzer

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Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms on JSTOR

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Cati V. de los Ríos, Kate Seltzer, Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms, Research in the Teaching of English, Vol. 52, No. 1 (August 2017), pp. 55-76

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The Translanguaging Classroom by Ofelia Garcia, Susana Ibarra Johnson, and Kate Seltzer

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The Translanguaging Classroom by Ofelia Garcia, Susana Ibarra Johnson, and Kate Seltzer

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Declaring Freedom: Translanguaging in the Social Studies Classroom to Understand Complex Texts by Brian Collins and María Cioè-Peña

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Declaring Freedom: Translanguaging in the Social Studies Classroom to Understand Complex Texts by Brian Collins and María Cioè-Peña

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The Impact of Loss and Alienation in English Language Learners by Miguel Abrantes Antunes

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The Impact of Loss and Alienation in English Language Learners by Miguel Abrantes Antunes

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Reading Resources https://www.y-history.net/appendix/wh1101-000.html
^^ I think this website is like Encyclopedia Britannica but in Japanese ^^

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ミジンコでもわかる時事ニュース

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イギリスの産業革命についてわかりやすく解説します

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https://mn.wikipedia.org/wiki/%D0%90%D0%B6_%D2%AF%D0%B9%D0%BB%D0%B4%D0%B2%D1%8D%D1%80%D0%B8%D0%B9%D0%BD_%D1%85%D1%83%D0%B2%D1%8C%D1%81%D0%B3%D0%B0%D0%BB

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Аж үйлдвэрийн хувьсгал- 8 анги Түүх

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Translated Vocabulary Words for Emergent Bilingual Students (Korean, Japanese, Spanish, Tibetan, Nepali, Mongolian, Farsi)

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Translated Vocabulary Words for Emergent Bilingual Students (Korean, Japanese, Spanish, Tibetan, Nepali, Mongolian, Farsi)

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These translated vocabulary words are made for our Emergent Bilingual Students and will be given to students at the beginning of our unit.

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We understand that students have a diverse language home-life and language practices, we hope this vocabulary words will be use as guides for students to comprehend the in-class lecture and reading materials.

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During this week, we will explore the start of the Industrial Revolution in Britain. There will be in-class lectures and reading assignments.

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We conducted a language survey during the 5th week of our school year. We based the questions from our survey on the course reading, “How and When Did You Learn Your Languages? Bilingual Students’ Linguistic Experiences and Literacy Instruction". (Brooks 2017)

We added one question at the end for students to communicate anything they wanted to tell us about their languages. We also prompted them to tell us what languages they were learning or what language they would like to learn.

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Results from Language Survey (TPE 5.7, TPE 1.1)

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Results from Language Survey (TPE 5.7, TPE 1.1)

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We had 97 responses, and we have determined 23 home languages. We acknowledge that different students have varying degrees of home language abilities and relationship to the language. We hope to highlight cultures from these languages to uplift students voices in the room.

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Across the four periods, we have a total of 9 Emergent Bilingual Students who are put in our classroom under the 'Sheltered World History Course'.

Their home languages are Spanish, Mongolian, Tibetan, Japanese, Korean, Farsi, Nepali.

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How and When Did You Learn Your Languages? Bilingual Students’ Linguistic Experiences and Literacy Instruction by Maneka Deanna Brooks

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How and When Did You Learn Your Languages? Bilingual Students’ Linguistic Experiences and Literacy Instruction by Maneka Deanna Brooks

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How and When Did You Learn Your Languages? Bilingual Students' Linguistic Experiences and Literacy Instruction on JSTOR

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Maneka Deanna Brooks, How and When Did You Learn Your Languages? Bilingual Students' Linguistic Experiences and Literacy Instruction, Journal of Adolescent & Adult Literacy, Vol. 60, No. 4 (January/February 2017), pp. 383-393

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Interpret English learners' assessment data to identify their level of academic proficiency in English as well as in their primary language, as applicable, and use this information inplanning instruction.

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Plan instruction that promotes a range of communication strategies and activity modes
between teacher and student and among students that encourage student participation in
learning.

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Apply knowledge of students, including their prior experiences, interests, and socialemotional learning needs, as well as their funds of knowledge and cultural, language, and
socioeconomic backgrounds, to engage them in learning.

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Pride in being a Bi/Multilingual Educator

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Pride in being a Bi/Multilingual Educator

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I am a bilingual educator and I value my bilingual capabilities. I want to model a sense of pride in being multilingual to students. As a child, I often struggle expressing being bilingual and I often the need to assimilate my language practices to fit the monolingual norm. In order to combat those ideologies that persist in my classroom today, I will proudly say to students that I am bilingual. I would model how think in different languages, how I dream in different languages, how I forget some words some times because I only know the specific word in my home language , how I might not have the 'right' pronunciation, and how proud I am of being able to utilize my full language corriente.

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I will commit to constantly embracing the diversity of languages students speak in the classroom. I aim to encourage Multilingual Conversations and Multilingual Identities.