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News Translation Strategies by Japanese Newspapers

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News Translation Strategies by Japanese Newspapers

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"One of the important points raised [by this experiment conducted by 6 Japanese newspapers in 2018] was the value of the triangulation of [translation] methods, particularly by combining product-oriented (e.g., text analysis) and participant- and context-oriented (e.g., interviews or observation) approaches" (Davier, Schaffner, and Van Doorslaer 2018, 160).

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International news stories provided to the public basically rely on translation. Most of this translation is done not by translators, but by journalists with practically no training in translation. What happens when the norms of journalism and those of translation clash? In this book, the author, a trained conference interpreter and former international journalist, investigates translator decisions in the practice of Japanese news translation. Her extensive analysis of texts from six major Japanese newspapers and interviews with Japanese "journalators" focuses on direct quotations, where accuracy is a journalistic priority but can generate loss of communication impact if implemented rigidly. She argues that many shifts from accuracy can be explained as risk management strategies. When News Travels East provides invaluable insight from an insider about news translation in Japan and beyond and paves the way for further research in the field.

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International news stories provided to the public basically rely on translation. Most of this translation is done not by translators, but by journalists with practically no training in translation. What happens when the norms of journalism and those of translation clash?

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Current affairs and news around the world, delivered via 40 languages and counting.

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While only 25% of the world's internet users classify themselves as English-speakers, more than 75% of data/media available on the internet includes English translations: why is this not often offered for other languages, despite non English-speakers representing the majority of web users?

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Top Ten Internet Languages in The World - Internet Statistics

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The top ten language groups of Internet users are currently English, Chinese Mandarin, Spanish, Arabic, Portuguese, Japanese, Russian, German, French, and Malay.

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News Article Analysis Lesson Plan (English)

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News Article Analysis Lesson Plan (English)

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Something like this could be tweaked to include translations for directions and prompts, options for responding in other language forms, and options for students to share their personal findings with one another

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Help students identify and analyze the key characteristics of the three most common types of news articles.

English & Language Arts

History

Social Studies

The resources I'm getting from my colleagues through Facing History have been just invaluable.

- Claudia Bautista, Santa Monica, Calif

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Help students identify and analyze the key characteristics of the three most common types of news articles. English & Language Arts History Social Studies The resources I'm getting from my colleagues through Facing History have been just invaluable. - Claudia Bautista, Santa Monica, Calif

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In this dynamic guide, we will help you to understand what is a critical analysis writing and how to write a good critical analysis paper that fits news articles and research journals.

Here is a flow of our guide:

Critical analysis writing means evaluation of author's work where it can be a news article analysis, a research journal article, a book, transcript of a conference or even a movie.

In most cases, it has an aim to increase reader's understandig of an article's thesis and the contents. A critical analysis article writing is subjective because it expresses writer's opinion, analysis or evaluation of a given text. In order to understand that you are working with a critical analysis, you have to remember that analysis means breaking down and studying of the parts. As already mentioned, there can be many types of articles to analyze. You have to understand what type of an article you are going to work with, so you can come up with a right tone and format of your future essay.

Remember that when you analyze your paper, your main task is to make sure that your audience understands the major points without much difficulty. You have to show your critical thinking skills and make judgments about the subject as you analyze an article, so you can come up with clear opinion and conclusions.

When you read an article or a news report, find and identify author's main points and the thesis. Analyze the structure of the article step-by-step as you read. Always give yourself enough time to read through the article. If writing is " a must " for you as you read, you can start with an outline draft first where you mention the most important points. In most cases, look for a purpose of author's written work. There can be several purposes of writing:

Inform the reader: look if the article has a clear structure and whether it provides sufficient evidence supported by facts and additional research.

Persuade the reader: look to find if the author has presented logical reasoning and counter-arguments, opposite opinions to persuade someone about particular opinion.

Entertain the reader: see what emotions are caused by the article and how does it personally influence and inspire you.

At the end of the day, Linda resolves her Chicago citation problems - being mentored by a Professional Nerd. Let Nerdify find your perfect match using AI! 🤖

Start with reading an article in question to help yourself understand author's opinion and a purpose. Next, start working with an outline that will guide you through the main ideas as you prepare to write a critical analysis. Make sure to:

Try to avoid speaking of your ideas by starting with "I think", "I believe" and "In my opinion" as the subject of your critical analysis is a subject, not your personality.

Always make sure to introduce the subject in your paper, as the audience may not be aware of what you are writing of.

Focus on both strengths and weaknesses of the author by trying to follow the same structure used.

Always use evidence and the facts to support your claims and presented ideas.

Use critical analysis writing to tell of article's value and relevance.

Always remain open-minded and unbiased as you analyze, read, and write your paper.

Since the news article has a purpose to inform the audience, it is important to understand that the news reports are time-sensitive and usually relate to particular events and incidents. When working with the news article critical analysis, look out for the following:

Check the headline of the news article and include it in your thesis

Focus on structure, voice of the article, tone, and rhetoric

Examine the structure of the news report to see how much of a personal opinion is included

Look for metaphors, alliterations, and allegories to understand author's true opinion.

Determine the tone of the article by trying to identify the news report with one word. It can be critical, angry, passionate, satirical or even neutral.

When you have to analyze research articles, you should make sure that you:

Describe the article briefly and explain it to the reader what the article is about. While you are reading the article, you have to look for details that identify the topic of the article.

Identify the purpose of the author or a reason why the author believes that a topic of research is relevant and important.

Identify the research methods and try to identify whether they appear to be suitable or not.

Check and provide evidence and facts as you speak of a research article and back it up with your own examples.

Check (and state, if applicable) whether the author refers to other research articles and if similar studies have been done. If yes, it should be mentioned and explained in your work as you speak of research methods and evidence.

Analyze the sources that were used by the author to get a better idea of how the author has formed his or her thoughts. It will help you to analyze research articles with greater professional competence and a higher level of confidence.

To make it easier for you to write a critical analysis essay, we have a helpful analysis writing template that will guide you through the most critical points. This helpful writing template will make sure that you are following the right format, structure, and do not miss anything important!

Introduction

1. State the title of the work that you analyze, specify author's name and the date of publication, if available.

2. Outline the main ideas of a news report or a research journal article to identify the author's thesis.

3. Come up with your own thesis statement and talk briefly of your main vision and ideas related to original paper.

4. Keep it short! After all, it is an introduction!

The "Things They Carried" by Tim O'Brien is an educational and a self-critical story because the author makes a point about...
The article "Racial Prejudice in Pretoria, South Africa" by Joost Van Der Graaf provides an unbiased insight on racial relationships in South Africa in a unique manner because the author has studied...

Summary

1. Provide a brief outline of the main ideas presented in your research article, news report, book or a movie.

2. This is an actual part that should answer to the questions what, why, who, when and how exactly.

3. Discuss the structure of an article that you are working with, talk about the style and the point of view presented by the author.

Examples to Follow:
This article tells about... An academic environment where the research has taken place is... The main subject in the news report is telling a story of his own vision of a financial crisis... The theme of a research article focuses on... The author clearly argues that... The research makes an important point of a difference between home-schooling and public education through the lens of ... The authors conclude that...

Analysis

1. State what you like and what you do not like about the article or a news report in a critical way.

2. Explain your own ideas by offering specific examples from an actual article, a news report or a book.

3. Next, you have to state and explain whether the author has achieved his or her intentions and goals or not.

You have to use analysis to see whether an original journal article or a paper is focused, clear, unbiased, informative, and persuasive enough. Another important point to check is whether an article directs to appropriate and specific audience and if it really meets intentions and a purpose. Check for correct conclusions and summing up of a research being done.

Conclusion

a) Restate your thesis in a different way, using new words.
b) Summarize your main thesis and ideas presented, using core points in a different tone.
c) If necessary and if appropriate, you should make a call to action for your target audience.
Examples to follow:
This article is important because it provides a unique... This article has a biased attitude because the author only focuses on... Instead of turning to real-life examples and the actual statistics, the author of the news report only makes assumptions...

Now let us move on to an actual critical analysis writing example of a research article, so you can learn and start with your own work!

At the end of the day, Linda resolves her Chicago citation problems - being mentored by a Professional Nerd. Let Nerdify find your perfect match using AI! 🤖

We want to offer you a real-life critical analysis example of a research article. Therefore, we did an actual work for you, based on an important topic of virtue ethics approach and morals in the field of healthcare.

An original article can be accessed here.

"A Virtue Ethics Approach to Moral Dilemmas in Medicine" Critical Analysis

"A Virtue Ethics Approach to Moral Dilemmas in Medicine" article by Patricia Gardiner, published in 2003 in Journal of Medical Ethics, is an example of innovative study of the role and place of morals and the virtue ethics in medicine and nursing practices. While majority of complex moral dilemmas are analyzed through the lens of consequences and the facts, the author takes a different approach where the virtue ethics play a key role in analysis and strategic thinking. In other words, the author tries to make it clear to the audience that once the principles of a person or an organization enter a conflict stage, there is always bias that forces an individual to choose the factors that should or should not dominate. Considering emotional and moral elements of an equation, Gardiner turns to virtue ethics as to a framework that focuses on the character of a moral agent itself instead of being limited by studying the rightfulness of an action alone.

Turning to analysis of two different moral dilemmas, the author walks an extra mile to illustrate the ways how different scenarios can be enhanced by the virtue ethics in such complex environments as healthcare. While the subject may appear to be philosophical to general audience, Gardiner approaches moral dilemmas as a general practitioner, which makes her opinion less biased from practical perspective. Still, turning to philosophy, the research article studies the place of a reason and analyzes the role of emotion on a daily basis. It allows the audience to see diverse circumstances and apply their emotions in practice. An important role is given to motivation because a virtuous person approaches a situation where internal attitudes, professional skills, and a reasoning should come in balance. The cases presented by the author, while familiar to most of us, speak of moral dilemmas in healthcare from a different point. Even though Jehovah's Witness case has legislation's element, the author speaks of a moral side and the virtue ethics. The same relates to the case of a doctor where professional judgment collides with anxiety, stress, and personal experiences. What kind of a moral choice should be made? The article helps a reader to understand decency and professionalism from a moral point that replaces consequentialism and deontology.

It is important to understand that Gardiner does not try to persuade a reader that virtue ethics is a superior solution or an only way to deal with moral dilemmas. One of the differences with the virtue ethics is that it recognizes emotional constituent as an integral and an important element of moral perceptions. It considers the role of motivation as important to provide a space for unbiased human interactions. Finally, it provides additional flexibility and allows a person to look for creative solutions in moral and ethically-complex situations where not all the parties involved can be satisfied. The article makes an important call for every professional in the field of healthcare to look beyond usual solutions used on a daily basis and implement such virtuous personal and professional characteristics as honesty, courage, empathy, integrity, and an ability to follow one's obligations and responsibilities in a natural way.

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Guide on Article Analysis (with 1 Analysis Example)

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In this dynamic guide, we will help you to understand what is a critical analysis writing and how to write a good critical analysis paper that fits news articles and research journals.

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Case Study: Salem Witch Trials, rectifying "fake news" from the past

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Case Study: Salem Witch Trials, rectifying "fake news" from the past

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Featured Article: "She Was Declared a Witch at Salem. These Middle Schoolers Want to Clear Her Name." By Neil Vigdor
In 1693, Elizabeth Johnson Jr., a young woman living in what is now North Andover, Mass., was convicted of witchcraft. Unlike the vast majority of other people who were wrongfully convicted at the Salem witch trials, Ms. Johnson's conviction was never overturned. This year, an eighth grade civics class set out to clear her name.

In this lesson, you will learn about the Salem witch trials and how a group of middle schoolers put their civics skills to the test in an effort to exonerate Ms. Johnson. Then, you will write a letter supporting or opposing a bill that could rewrite history.
Read the article, then answer the following questions:
Jot down what you know about the Salem witch trials. What were they? Where did they happen? Why did they happen? Who was often accused of being a "witch"? How were the accused treated?

Then, watch this two-minute video from NBC Learn and add at least three more key facts about the witch trials to your list:

1. Summarize the life of Elizabeth Johnson Jr. in a few sentences. Based on the article, why might she have been convicted of witchcraft? What does that tell you about the fears or prejudices held by people during that time period?

2. Carrie LaPierre, the teacher of the eighth grade civics class at North Andover Middle School taking up Ms. Johnson's cause, said they were learning about "acceptance" in class. Why might learning about acceptance be important in a class about government? How might it relate to the Salem witch trials?

3. In what ways did the witch trials affect the communities of Salem and the surrounding towns? What effect did it have on Ms. Johnson's family?

4. According to Emerson W. Baker, a history professor at Salem State University in Massachusetts, what are some of the reasons that people were so afraid of the idea of witches?

5. What efforts have been made over time to right the wrongs of the Salem witch trials? Do you think these actions are enough? Why or why not?
Additional Teaching and Learning Opportunities

Analyze primary sources. Read the two original examinations of Ms. Johnson, and use these questions to help you analyze them and think about their significance today.

Consider the meaning of historical, and contemporary, "witch hunts." What does that term mean to you? What do you think of when you hear it? Watch this video on the history of witch hunts. Then, take a look at any of these three examples of modern-day "witch hunts":

" What a Witch Hunt Really Looks Like," a guest essay on former President Donald J. Trump's invocation of the term during the investigation into Russian interference

" Fighting Modern-Day Witch Hunts in India's Remote Northeast," a four-minute video about accusations that have led to violence against women

" Memories of a Real 'Witch Hunt,' " one woman's story of her father, who was swept up in the anti-communism sentiment of the 1950s, which many considered a "witch hunt"

What connections can you make to the origins of witch hunts or the Salem witch trials? What other examples of modern-day "witch hunts" can you come up with? What further questions does the term raise for you?

Learn about the reclamation of the "witch" label. Read an article about witches in popular culture, an interview with a Brooklyn-based witch, or a personal narrative on what it means to be a witch. Do you identify with being "witchy" in any way? Are there people in your family or community who are proud of the ways they are able to heal or help others with witchcraft or supernatural powers?

6. How was Ms. LaPierre's class able to learn from the process of trying to exonerate Ms. Johnson? Would you be interested in learning about the government through a project like this?

In March, State Senator Diana DiZoglio, who had been working with Ms. LaPierre's class, introduced a bill to clear Elizabeth Johnson Jr.'s name. You can read it here.

Do you support or oppose the exoneration of Ms. Johnson? Why? Write a letter to Ms. DiZoglio explaining your position. In your letter, make a clear case for why you support or oppose the bill and use examples from the featured article or your own research to help convince the legislature to take your side. Then, if you like, you can send your letter to Ms. DiZoglio's office.

Learn more about Lesson of the Day here and find all of our daily lessons in this column.

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Lesson of the Day: 'She Was Declared a Witch at Salem. These Middle Schoolers Want to Clear Her Name.'

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Featured Article: " She Was Declared a Witch at Salem. These Middle Schoolers Want to Clear Her Name. " By Neil Vigdor In 1693, Elizabeth Johnson Jr., a young woman living in what is now North Andover, Mass., was convicted of witchcraft.

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The Guardian- US, UK, INTL News via multiple languages and modalities

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The Guardian- US, UK, INTL News via multiple languages and modalities

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News, sport and opinion from the Guardian's global edition | The Guardian

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Latest international news, sport and comment from the Guardian

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NPR: Navigating an English-centric world as a non-native English speaker

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NPR: Navigating an English-centric world as a non-native English speaker

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Picture this: A group of nonnative English speakers is in a room. There are people from Germany, Singapore, South Korea, Nigeria and France. They're having a great time speaking to each other in English, and communication is smooth.

And then an American walks into the room. The American speaks quickly, using esoteric jargon ("let's take a holistic approach") and sports idioms ("you hit it out of the park!"). And the conversation trickles to a halt.

Decades of research show that when a native English speaker enters a conversation among nonnative speakers, understanding goes down. Global communication specialist Heather Hansen tells us that's because the native speaker doesn't know how to do what nonnative speakers do naturally: speak in ways that are accessible to everyone, using simple words and phrases.

And yet, as Hansen points out, this more accessible way of speaking is often called "bad English." There are whole industries devoted to "correcting" English that doesn't sound like it came from a native British or American speaker. Try Googling "how to get rid of my accent," and see how many ads pop up.

It turns out that these definitions of "good" and "bad" English may be counterproductive if our goal is to communicate as effectively as possible.
Dreams dashed by the English proficiency test
Daiva Repečkaitė, a Lithuanian journalist based in Malta, started learning English in primary school and used it daily for a semester abroad in Sweden. Despite her wide English-language experience - articles, talks, a radio show she co-hosted and more - she says, "There are countless jobs I didn't apply for because they required native English [speakers]."

"Proper" English can be used to shut people out of spaces and opportunities, Repečkaitė says. While volunteering at the African Refugee Development Center in Tel Aviv, Israel, she helped a Sudanese refugee prepare for the TOEFL (Test of English as a Foreign Language) - an English-proficiency standardized exam that stood between him and his dream to go to an Israeli university.

According to Repečkaitė, the student was fluent (English was his country's colonial language), but he didn't pass on his first attempt. How can a person fluent in English fail TOEFL? There are a few reasons, she says.

One, the test requires writing an argumentative essay - "a very specific genre," Repečkaitė explained, that requires knowledge of specific writing conventions and linking words like "moreover" that are rare in other contexts.

The test also requires making a clear choice between British and American spelling and vocabulary. That "can trip up people whose English comes from various sources" - say, a third from British textbooks and two-thirds from American movies, Repečkaitė said.

Ultimately, Repečkaitė said, the test does not simply measure communication skills. "I knew and made it very clear to him that TOEFL is not about English. It is a gatekeeping tool to enter middle-class spaces." "Good English" (and the educational resources, like tutoring, needed to acquire it) is tied to class status; it functions as a barrier to success that not everyone can pass.

Repečkaitė's story might help us understand why it's important to rethink how we judge English. She fears that obstacles like the English-proficiency test keep competent students and professionals from opportunities they deserve - to the detriment of everyone.

"As the pandemic rages," she said, "I worry that there might be countless refugee doctors and nurses who just haven't read enough Shakespeare or haven't practiced enough multiple-choice, fill-in exercises to pass these tests in English-speaking countries." Especially at a time when the burden of COVID-19 weighs heavily on the world, Repečkaitė says, we all suffer when skilled professionals like doctors are prevented from helping people.
The good, the bad and the judgy
As for those who do make it into the professional English-speaking world, they can expect a fairly steady line of corrections, criticisms and sometimes downright mockery of how they speak.

Néstor Rodríguez, a professor of Latin American literature at the University of Toronto, says he struggled with English when he first came to the U.S. to study. Originally from the Dominican Republic and having lived for some time in Puerto Rico, Rodríguez says English-as-a-second-language lessons along with a survival instinct helped him eventually be "able to communicate with a certain degree of fluency and spontaneity."

When he started as a professor in Toronto, he faced criticism and ridicule from his colleagues. "I remember quite vividly," he said, "when about 10 years ago, I had to chair the dissertation defense of a student from the department of English." At one point, Rodríguez asked the group, "Does anybody else want to intervene?"

"Professor C leaned back in his chair and repeated in a dramatic mock British accent, 'Intervene!' " The professor was drawing attention to Rodríguez's way of pronouncing the word.

Rodríguez says he "had an utopian idea of the university as a space for constructive debates and respect among peers" and was disappointed and shocked to be mocked by a colleague in this setting. When he looks back, Rodríguez says, he sees this moment as "another example of microaggression based on my accent."

In the moment, he didn't react. "I was young and still believed in the redemptive power of nonviolent goodwill."

"Nowadays," Rodríguez notes, "I would have filed a grievance against [this professor] so heavy that he would have had to sell his soul to remain employed."

There's a line between being a language bully (as in the case of Professor C) and being a native English speaker who is an ally. Many nonnative speakers report feeling supported when they are corrected in the spirit of friendship by co-workers.

Sophia Krasikov, who came to the United States from Russia at age 38, was in the position of learning much of her English on the job when she started working at IBM.

She recalls one moment when she made an English mistake in front of her colleagues: "We were rolling out a new software, and in a big development meeting I kept referring to it as 'Virgin 1.1.' A colleague came to my office and said, 'Sophia, it's ' Version 1.1.' "

She says that she felt grateful for this correction, which was made with respect and helpfulness in mind. "The fact that my American colleague took the time to help me express my ideas made me feel that what I had to say was valued and that they wanted to include me in the conversation." Here, tone, purpose and, importantly, whether corrections are welcome make all the difference.
Filing a (language) complaint
Research shows that it's not just judgment and ridicule from native English speakers that impede communication. It's also their unconscious use of esoteric idioms and unnecessarily confusing vocabulary that makes language less accessible.

Ting Gong is a management consultant in Washington, D.C., who grew up in Shanghai and moved to the U.S. in her 20s. She ran up against this issue of confusing vocabulary at the dermatologist one day. "The receptionist gave me a sheet and asked me to write down my complaint," she said. "I told her that I did not have any complaint, and she looked kind of irritated and then she insisted that I wrote down anything that I can think of."

Only later that day did Gong understand what the receptionist had meant. "After I got home, I realized that 'complaints' here refer to symptoms I have. And because I only realized this after I spoke to my husband, when I got home, I actually wrote down 'the receptionist was not friendly' as one of my complaints."
A guide for native speakers
So what can we do to improve communication between native and nonnative English speakers?

Hansen, who has spent years as a communication specialist studying this question, says the onus shouldn't be on nonnative speakers but rather on native English speakers to improve their comprehension of accents different from their own.

Take a page out of nonnative speakers' book, says Hansen, by modifying your English to be more inclusive. That means no more confusing idioms, jargon and sports references, so no "touching base on improving synergy with your teammates."

Another suggestion from Hansen: Instead of policing others' accents, native English speakers can focus on changing their own enunciation to be more understandable. For example, research shows that clearly enunciating hard "t" and "r" sounds in your speech makes it easier for nonnative English speakers to understand you.

If you're a native English speaker who's up to the task, small adjustments like these might allow you to join in on conversations with nonnative speakers instead of inhibiting them. Take Joseph Issam Harb, the son of two immigrants who was raised in the United States and Abu Dhabi, United Arab Emirates. Having lived, at different points in his life, in the U.S., the U.K. and the UAE, he says, "I am still learning about English from nonnative speakers."

"In email, I've discovered the phrase [commonly used by some nonnative speakers] 'please do the needful,' " Harb said. "For years I have been fascinated by this phrase and its use in formal work environment emails." Discovering the phrase and wondering about the origins of the phrase, which means "please do what needs to be done," has been a joy for Harb. "I haven't yet encountered a person who can tell me, 'Yeah, if you translate that directly, it's a common phrase in my language.' "

English cultivated among nonnative speakers can include useful modifications and creative new turns of phrase. Harb referred to the greeting "Hello, mamsir," often used by English-speaking Philippine service workers, which is the literal repetition of the scripted "Hello, ma'am/sir" - a quick, respectful and gender-neutral way to address someone.

According to Hansen, if we'd like to facilitate better global communication, then supposedly "bad" English - that's more universally understandable to more people - is a valuable tool. Respecting the value that nonnative English brings to conversation, instead of treating it as a thing to be corrected, could help us all become better communicators.

This article was written in collaboration with Rough Translation, a podcast from NPR whose mission is to "follow familiar conversations into unfamiliar territory." Rough Translation's episode, "How to Speak Bad English," is out now. The podcast is available from , Apple Podcasts, Google Podcasts, Pocket Casts, and .

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Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English

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The demand for "proper" English can be used to shut people out of spaces and opportunities. The folks at NPR's "Rough Translation" podcast have a story to tell.

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Nieman Lab: Shifting News Trends to broaden access to nonnative-English readers/speakers

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Nieman Lab: Shifting News Trends to broaden access to nonnative-English readers/speakers

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“Many immigrants are at the bottom of the news chain — both due to language barriers and the lack of nuanced and informed reporting from their perspectives.”

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As U.S. media faced a long overdue racial reckoning in 2020 and began to explore what media reparations could look like, more journalism leaders also realized how many people they leave behind by producing news only in English.

Nearly 22 percent of the U.S. population speaks a language other than English at home, according to the U.S. Census Bureau's 2018 American Community Survey. That number has doubled since 1980 and is expected to continue to rise. Spanish is by far the most common, with 41.5 million people speaking that language at home.

Also consider that in several of the nation's largest cities, around half of residents don't speak English at home. The percentage is much higher in some specific communities, such as Passaic, N.J., where 78 percent of the population spoke a language other than English at home.

More people in the mainstream media woke up to these facts in 2020, thanks in part due to the public information crisis created by the pandemic, when critical information about COVID-19 needed to be disseminated quickly and in multiple languages.

We predict that translation and content production in multiple languages will accelerate in the U.S. in 2021. Additionally, we foresee more substantive and equitable partnerships developing between mainstream and ethnic media organizations.

This is important, as many immigrants are at the bottom of the news chain - both due to language barriers and the lack of nuanced and informed reporting from their perspectives. And with limited translated information available from state and federal health agencies about the coronavirus, these already underserved audiences are more vulnerable to disinformation; this will be a critical issue as the COVID-19 vaccine rolls out to the general U.S. population.

We saw several examples of this kind of work in 2020.

In Philadelphia, Kensington Voice translated COVID-19 articles produced by members of the Broke in Philly collaborative from English to Spanish. Resolve Philadelphia, where Broke in Philly is based, also produced a COVID-19 style guide for Spanish translation.

In New Jersey, we at the Center for Cooperative Media at Montclair State University launched a translation program for COVID-19 and election stories in a partnership that involved NJ Spotlight News, Reporte Hispano, Sing Tao Daily, The Korea Daily and NorthJersey.com. Reporters at three news organizations - Kleibeel Marcano of Reporte Hispano, Rong Xiaoqing of Sing Tao Daily, and Jongwon Lee of The Korea Daily - serve as the translators. The stories run in both ethnic news outlets and mainstream publications. Marcano also teamed up with Rodrigo Torrejon at NJ.com/The (Newark) Star-Ledger to co-report two election-related stories that ran in both publications.

In New Hampshire, New Hampshire Public Radio launched a Spanish-language daily audio program earlier this year in partnership with the Granite State News Collaborative, focused on the coronavirus pandemic. The Granite State News Collaborative has also translated partner content, had bilingual episodes of the digital public affairs show it produces with New Hampshire PBS and consults regularly with its Spanish Media Advisory group.

One important point: We hope mainstream media organizations adhere to the examples above and seek to truly partner with news outlets that already serve non-English speaking communities, rather than only hiring bilingual staff and attempting to co-opt the audience themselves.

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Expect to see more translations and non-English content

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As U.S. media faced a long overdue racial reckoning in 2020 and began to explore what media reparations could look like, more journalism leaders also realized how many people they leave behind by producing news only in English. Nearly 22 percent of the U.S.

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NYT: "More Foreign Languages Means More Opportunities"

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NYT: "More Foreign Languages Means More Opportunities"

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Opinion piece by a nonnative English speaker on the benefits and importance of integrating multiple language forms at an early age

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Melanie Ho is a writer living in Hong Kong. She reviews for the Asian Review of Books.

Like many other kids in Ottawa, Canada, I started learning a second language at age 4, when I was enrolled in French immersion school. I studied French throughout school and learned Italian during a semester abroad. Speaking Italian has been fruitful for me, even in Hong Kong where I live now. Job opportunities have arisen because I have an understanding of and an interest in Italy and Italians.

Maybe you don't need to be 'fluent' in multiple languages, but life might be more interesting if you were proficient in more than one.

While I never learned Chinese growing up - which some might argue would be most useful in my current situation - I've started studying both Cantonese and Mandarin.

People often talk about the practical upsides to learning a second (a third, a fourth) language, like employability in this global economy. But learning a new tongue is important beyond that. A foreign language helps with the understanding of one's native language. The process of learning to communicate in a foreign language often forces us to learn how to listen. Language provides insight into another way of thinking, another mind-set.

This is not to say that everyone must be fluent in multiple languages, just as not everyone is "fluent" in statistics. There is a difference between functionality and fluency; it may be enough to be proficient.

And although English is common around the world, it is far from universal. A little while ago I asked a friend of mine from mainland China - an affluent person who moved to Hong Kong a year ago - if she would be interested in helping me with my Chinese, and in return I would teach her English. She said she would help me, but replied that she had no interest in learning English. If someone wanted to speak with her, she said, they could learn Chinese.

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More Foreign Languages Means More Opportunities

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Melanie Ho is a writer living in Hong Kong. She reviews for the Asian Review of Books . Like many other kids in Ottawa, Canada, I started learning a second language at age 4, when I was enrolled in French immersion school. I studied French throughout school and learned Italian during a semester abroad.

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Teachinghistory.org: Introducing historical thinking strategies for English Language Learners

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Teachinghistory.org: Introducing historical thinking strategies for English Language Learners

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Introduction

Students who struggle with English have a doubly difficult task in history classrooms. Not only are they challenged with learning core historical knowledge and skills but they are also learning English. History lessons offer rich opportunities to teach both language and content. In this feature, we highlight instructional strategies and key information to help history teachers better serve the English Language Learner (ELL) student population.

Stanford professor Claude Goldenberg reviewed existing research on teaching ELLs and compiled three guidelines to focus thinking about instruction for these students (see "Teaching English Language Learners: What the Research Does - and Does Not - Say," American Educator, 2008). While these guidelines are not confined to history teaching, we use them to introduce and frame this feature.

So what does the research say?

Using materials in the first language

Scaffolding Instruction

Good teaching for all

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Students who struggle with English have a doubly difficult task in history classrooms. Not only are they challenged with learning core historical knowledge and skills but they are also learning English. History lessons offer rich opportunities to teach both language and content.

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KQED: Fighting Fake News (ELL lesson plan)

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KQED: Fighting Fake News (ELL lesson plan)

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"What are potential consequences when fake news goes viral? Do you think you could spot fake news or would you be fooled? Why or why not?"

[Leading this with a quick write allows students to write down their thoughts before discussing the opening question in order to increase participation, and makes the discussion more accessible to English Language Learners.]

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SHEG: Evaluating Evidence for Civic Online Reasoning skills

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SHEG: Evaluating Evidence for Civic Online Reasoning skills

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Possible exercises for high schoolers:
-students analyzing news articles via the COMMENTS section
-"spot the 'deepfaked' picture!" game
-comparing sponsored headlines to independent news articles
-identifying clickbait (fake news) via headlines and sponsored ad content
-VSA photograph exercise