Compensation Strategy In Translation

Compensation Strategy In Translation Seems its a big deal to make up the loss of idiomatic expressions in translating idioms from one language to another one. How can translators come up with this problem? Considering an English novel as the source document and its Persian translations as the target text, we mean to answer this question. Extracting idioms and non-idioms from the first chapter of J. D. Salingers The Catcher in the Rye, is the first step to start. Then we made a comparison of gathered information with their Persian translations by Najafi and Karimi for the next stage. Following compensation strategy by adding target language idioms somewhere in the translated texts by the Persian translators, is an open door to manage the idiomatic loss in their translations. This indicates that, if in any case its not possible to translate a source language idiom as an idiom in target language, the translator can compensate the loss of the idiom by adding a target language idiom to places where there initially was a non-idiom. Key words: English Idiom, Persian Translation, Translation Strategies, Compensation Strategy, Source Text (ST), Target Text (TT), Source Language (SL), Target Language (TL). Introduction: Translation is generally explained as a process in which the translator transfers the meaning of a SL text into TL under the circumstances of preserving the content and accuracy of original text, as far as it is possible. Where there is no equivalent for a SL idiom in the TL, the translator gets throughout compensation strategy to fill this incurred gap. The more skilled the translator is, the better will be the translation. If you are enthusiastic to this issue as we are, this is the paper you can refer to and take your answer. Theoretical Background: Translation Bell (ibid.: 6) argues that a total equivalence between a source language text and its translation is something that can never be fully achieved. According to Bassnett-McGuire (1980: 2), the aim of translation is that the meaning of the target language text is similar to that of the source language text, and that the structures of the SL will be preserved as closely as possible, but not so closely that the TL structures will be seriously distorted. In other words, the source language structure must not be imitated to such an extent that the target language text becomes ungrammatical or sounds otherwise unnatural or clumsy. Idiom: Idioms are the major and natural part of all languages as well as a prominent part of our everyday discourse. Idioms are such a normal part of our language use that we hardly even notice how vastly we use them in our everyday speech and writing. English is a language full of idioms, so, learners of English should be aware of their nature, types, and use. Using many idioms in English language is one of the aspects that makes it somehow difficult to learn for a Persian learner. They can be used in formal style and in slang. Idiom is defined as a group of words which have different meaning when used together from the one they would have if you took the meaning of each word individually (Collins Cobuild dictionary, 1990 edition). Indeed, the meaning of idiom can only be inferred through its meaning and function in context, as shown in the examples below (from Fernando, 1996). bread and butter, as in `It was a simple bread and butter issue (see further below); bless you, which is usually used in the context of cordial expressions; go to hell, which indicates that there is a conflict among interlocutors in an interpersonal contact; In sum, which indicates relations among portions and components of a text. Idioms are a set of phrases have different meaning from its individual parts of the phrases. Sometimes it is hard to recognize the meaning of a phrase just by knowing the meaning of the words including in it e.g. paint the town red is a phrase which has a meaning other than the meaning of its words separately, it means having a good time! Moon (1998, p.4) claims that idiom denotes a general term for many kinds of multià ¢Ã¢â€š ¬Ã‚ word expressions whether semantically opaque or not. Some traditional theories of idiomaticity assumed that idioms are frozen, semantic units that are essentially non-compositional (Hambin Gibbs, 1999, p.26). However, there have been a number of semantic classification systems proposed since 1980 for rating the composition of idioms which basically give differing names to the same concepts (Grant Bauer, 2004). Fernando (as cited in Liu, 2003) developed a scale by which to categorize idiomatic expressions and habitual collocation into 3 categories: pure (nonliteral), semi literal, and literal (p.673). 1. Pure Idioms. Fernando defines pure idiom as a type of conventionalized, nonà ¢Ã¢â€š ¬Ã‚ literal multiword expression (Fernando, 1996, p.36). Pure idioms are always non literal, however they may be either invariable or may have little variation. In addition, idioms are said to be opaque (Fernando, 1996, p.32). For example, Let the cat out of the bag (to reveal a secret or a surprise by accident). 2. Semià ¢Ã¢â€š ¬Ã‚ idioms. Semià ¢Ã¢â€š ¬Ã‚ idioms may have one or more literal constituents and one with nonà ¢Ã¢â€š ¬Ã‚ literal sub sense. Therefore, this type of idioms is considered partially opaque (Fernando, 1996, p.60). For example, middle of nowhere (a very isolated place). 3. Literal idioms. This subà ¢Ã¢â€š ¬Ã‚ group of idioms has limited variance. They are less complicated than two other groups. Moreover, literal idioms are considered to be clear as they can be interpreted on the basis of their components. For example Coming out (to exit; to leave the inside of a place). Translating Idioms: working with English, the translator may easily recognize if an idiom violates `truth conditions, as in `it is raining cats and dogs, `storm in a teacup, jump down someones throat, etc. It may be hard to recognize, if the idiom is not of this nature, and translators may just think of it as an ordinary expression, with the consequence of either losing its tone or losing its meaning. There are two sources which may cause misinterpretation: The first possible source is that there are idioms which can mislead readers/users; they do not sound idiomatic at all, but at a closer look, careful readers would find the hidden idioms. An example given by Salinger in The Catcher in the Rye is `got the axe in the following text: The manager warned me, but I didnt notice, so I got the axe. On the first look, readers may interpret it in terms of a person who took an axe and wanted to do something with it like cut a tree but at a closer look, a careful reader may find out that means to lose the job. The second source of misinterpretation occurs when the words in an idiom have equivalents in the target language (i.e. in Persian) but with totally different meaning. Another good example given by Salinger is the idiom: for the birds. Winter weather is for the birds. At first it may be understood that this sentence means winter weather is good for the birds but it makes no sense because the meaning is really different and it means worthless; undesirable. Strategies used translating idioms Idioms are culture bound and this is another challenge for the translator to transfer the exact meaning and content of SL idiom into TL idiom perfectly. For the sake of solving these difficulties the translator may apply a strategy. Using the appropriate method in this process, the translators can get over the difficulties easily and it is valuable and useful for their works. Mona Baker, in her book In Other Words (1992), defines the following strategies for translating idiomatic expressions: 1) using an idiom with the same meaning and form, 2) using an idiom with the similar meaning but different form, 3) by paraphrase, 4) by omission. (1) Translating an idiom with the same meaning and form: The first translation strategy by Mona Baker is translating TL idiom similar in its form and meaning to the SL idiom. For example: Tooth and nail ((Ø ¨ÃƒËœ Ú† Ãƒâ„¢Ã¢â‚¬  ÃƒÅ¡Ã‚ ¯ Ùˆ Ø ¯Ãƒâ„¢Ã¢â‚¬  ÃƒËœÃ‚ ¯ÃƒËœÃƒâ„¢Ã¢â‚¬   (2) Translating an idiom with the similar meaning but different form: Another strategy suggested by Mona Baker is translating a SL idiom into TL idiom the same meaning but different form. In this case, the translator does not preserve the lexical items and translate as a semantic equivalent. For example: Acid tongue in her head. (Ø ²ÃƒËœÃ‚ ¨ÃƒËœÃƒâ„¢Ã¢â‚¬   Ù† Ãƒâ€ºÃ…’Ø ´ÃƒËœÃ‚ ¯ÃƒËœÃƒËœÃ‚ ±Ãƒâ€ºÃ…’ Ø ¯ÃƒËœÃƒËœÃ‚ ´ÃƒËœÃ‚ ªÃƒâ„¢Ã¢â‚¬  ) (3) Translation by paraphrase: The most common strategy in translation of idioms is paraphrase. Translators often cannot translate a SL idioms as a TL idiom, therefore they use the paraphrase strategy by using a word or a group of words in TL exactly related to the meaning of that idiom in SL which may be a non-idiom. Newmark (1988, p.109) says that while using this strategy not only components of sense will be missing or added, but the emotive or pragmatic impact will be reduced or lost. Still, paraphrase is usually descriptive and explanatory; sometimes it preserves the style of the original idiom as well. For example: On tenterhooks. ((Ù†¦ÃƒËœÃ‚ «Ãƒâ„¢Ã¢â‚¬Å¾ ØÙÅ  Ãƒâ„¢Ã¢â‚¬  ÃƒÅ¡Ã‚ ©Ãƒâ„¢Ã¢â‚¬ ¡ Ø ±Ãƒâ„¢Ã‹â€ Ãƒâ€ºÃ…’ Ø ªÃƒËœÃƒâ„¢Ã‹â€ Ãƒâ„¢Ã¢â‚¬ ¡ Ø ¢ÃƒËœÃ‚ ªÃƒËœÃ‚ ´ Ø ¨ÃƒËœÃƒËœÃ‚ ´Ãƒâ„¢Ã¢â‚¬ ¦ (4) Translation by omission: According to Baker (1992, p.77) omission is allowed only in some cases: first, when there is no close equivalent in the target language; secondly, when it is difficult to paraphrase; finally, an idiom may be omitted for stylistic reasons. This strategy is not used very frequently. In fact, it is not approved by many scholars and some of them do not include it among other translation strategies (Veisbergs, 1989). However, sometimes its impossible to translate a SL idiom into TL, so the translator may use another strategy called compensation. In this strategy the translator omit an idiom and may put another idiom elsewhere in the TL text by preserving the effect of SL idiom. Compensation Strategy: Compensation is a strategy most definitely worth considering, while it can be used as one possible strategy for dealing with idioms and quite an effective one for compensating the loss caused by translating. Therefore, in order to preserve the idiomaticity of the original text and to avoid the mentioned loss, many translators resort to compensation in translating idioms as their final but workable strategy. That is when an idiom is not possible to be translated into TT, a translators last effort is to compensate an idiom by omitting that and putting an idiom in another place, by preserving the usage effect of idiom in the ST. Nida and Taber (1969) mention that, whereas one inevitably loses many idioms in the process of translation one also stands to gain a number of idioms (p. 106). Baker (1992) indicates that in compensation, a translator may leave out a feature such as idiomaticity where it arise in the ST and introduce it somewhere else in the TT (p. 78). In support of this idea, Newmark (1991) suggests that all puns, alliterations, rhyme, slang, metaphor and pregnant words can be compensated in translation. Though he further adds that, compensation is the procedure which in the last resort ensures that translation is possible (pp.143à ¢Ã¢â€š ¬Ã‚ 144). Theoretical framework We agree with Lorenzo, M. et al., in that the first step a translator must take is to clearly define his objective before producing a translation which is as true as possible to the original text. One of the aspects of Hans Vermeers concept of skopos (1989:227) is the establishment of a clearly defined objective or purpose for translation; Any form of translation, including translation itself, may be understood as an action, as the name implies. Any action has an aim, a purpose. The word skopos is a technical word for the aim or purpose of translation. Nidas Dynamic Equivalence In the process of translating idioms, the translator may face many difficulties which is not a simple task to overcome. The major problem is the lack of equivalence in the process of translation. It would be desirable if a translator could find a TL idiom which is the same as that in structure and content of SL idiom. Anyway every language, both source and target, has its own idioms and it may be hard to find the precise source equivalent in the target language. The definition of dynamic equivalence is initially given by Eugene A. Nida in his book Toward a Science of the Translation (Nida, E.A., 1964:161). Nida is an American translator, scholar, teacher, leader, influencer, conceptualizer, innovator, and influential theoretician. Nida argued that there are two different types of equivalence, formal equivalence and dynamic equivalence. Formal equivalence deals with the message, in both form and content whereas dynamic equivalence translation is based on the principle of equivalent effect. The translator is not concerned with the source language message, but rather with the dynamic relationship. Dynamic equivalence connects the target language and culture in order to make messages comprehensible to target language receptors. For instance, if we translate a phrase like two hemorrhages apiece literally into Persian, it will produce a nonsensical meaning for the Persian receptor. Idiomatic expressions may not seem understandable when translated from one language to another. In such cases the equivalence counterpart Ø ®Ãƒâ„¢Ã‹â€ Ãƒâ„¢Ã¢â‚¬  ÃƒËœÃ‚ ±Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ´ Ø ¯Ãƒâ„¢Ã‹â€  قؠ¨ÃƒËœÃ‚ ¶Ãƒâ„¢Ã¢â‚¬ ¡ can be used to make it understandable to the receptor. In this view the translator has brought an equivalent which the original author most likely meant. Method: Corpus: The study is based on a contrastive comparison between the two Persian translations of The Catcher in the Rye by Muhammad Najafi and Ahmad Karimi. In this study we tried to achieve which of these translators has followed the compensation strategy in his own translation, and whether they have been successful in this process or not. Gathering the data: Collecting the data, of course, is as important as other stages (like conclusion) and even more important. Because the more accurate the gathered data is so, the more favorable the result will be. Focusing on the process in this study, we long to explain the steps in data collecting, respectively. At the earliest step, we extracted English idioms and non-idioms from the first chapter of the novel, then found their Persian equivalents from two Persian translations by Najafi and Karimi of the same novel. We aimed to know whether English idioms are translated into Persian idioms or not and whether English non-idioms are translated into Persian idioms or not. Then we read the aforementioned translated chapter by two translators several times to clarify if they may be idioms. We looked up English idioms in Idioms Oxford Dictionary, although we had difficulty in recognizing the exact idiom at first. On the other hand, as we are Persian students, it was not hard to find Persian idioms as difficult as English idioms, anyway. But on non-idioms, we considered the most English phrases or sentences which translated as idioms in TL. Maybe you ask why we chose this novel. As you know, of course, this novel is rich in idioms and it makes the work for researcher to access the idealistic results easier. Then we counted the idioms and non-idioms in both original text and its Persian translations by two translators. Table 1. Total Number of Idiomatic and Non-Idiomatic Translations of the Salingers Idioms J.D. Salingers Idioms Total Translation Najafi Karimi 44 Idiomatic 22 18 Non- Idiomatic 22 26 In this table, we calculated the total numbers of English idioms (N=44) which is translated by translators, either idiomatic or non-idiomatic. As you can see, here, Najafi translated more English idioms (N=44) into Persian idioms (N=22) than Karimi. We guess, this table will confirm our claim that Najafi has translated much more skilful than Karimi, because he got use of compensation strategy by adding more Persian idioms than Karimi. Anyway, our purpose is not to compare persons and is just to determine if there is any use of compensation strategy in each of these translations. Table 2. Total Number of Idiomatic and Non-Idiomatic Translations of the Salingers Non-idioms J.D. Salingers Non-Idioms Total Translation Najafi Karimi 42 Idiomatic 42 26 Non-Idiomatic 0 16 This table also illustrated that Najafi translated 42 English non-idioms out of 42 as idiomatic. On the other hand, Karimi translated 26 English non-idioms out of 42 as idiomatic. This table shows how Najafi and Karimi have functioned in translating non-idioms into idioms. By total non-idioms, we mean those which translated as idioms by Najafi and it will be our criteria for counting Karimis idioms and non-idioms. Table 3. Total Number of Different Data Extracted from Both Translations and the Original Text Data J.D. Salinger Najafi Karimi Idiom 44 64 44 Non-idiom 42 22 42 Total 86 86 86 This table confirms that Najafi has translated the novel more idiomatic (N=64) than Karimi (N=44). Classifying the Data: After extracting and counting the total idioms in both original text and its translations, it revealed that translators had applied 3 different translation strategies for idioms. These strategies were: Translating English Idioms into Persian Idioms Translating English Idioms into Persian Non-idioms Translating English Non-idioms into Persian Idioms Analyzing the Data: In this stage, we analyzed the whole collected data and calculated frequency and the percentage proportion of each strategy in the same translations. The results are shown in the tables below; Table 4. Frequency and Percentage of Idioms Translation Strategies Applied by Najafi Strategy Frequency Percentage Translation of idiom with idiom 22 50 Translation of idiom with non-idiom 22 50 Total 44 100 Table 5. Frequency and Percentage of Idioms Translation Strategies Applied by Karimi Strategy Frequency Percentage Translation of idiom with idiom 18 40.90 Translation of idiom with non-idiom 26 59.10 Total 44 100 Table 6. Frequency and Percentage of Non-Idioms Translation Strategies Applied by Najafi Strategy Frequency Percentage Translation of non-idiom with idiom 42 100 Translation of non-idiom with non-idiom 0 0 Total 42 100 Table 7. Frequency and Percentage of Non-Idioms Translation Strategies Applied by Karimi Strategy Frequency Percentage Translation of non-idiom with idiom 26 61.90 Translation of non-idiom with non-idiom 16 38.10 Total 42 100 Table 8. Percentage of each Applied Strategies in both Translations Strategy Najafi Karimi Translation of non-idiom with idiom 100 61.90 Translation of non-idiom with non-idiom 0 38.10 Total 100 100 Results: The results show that both translators, Najafi and Karimi, have applied three strategies in translating idioms: translating English idioms with Persian idioms, translating English idioms with Persian non-idioms, translating English non-idioms with Persian idioms, and translating English non-idioms with Persian non-idioms. One of the translators, Najafi, used more frequently the first and the third (translating English idioms and non-idioms as Persian idioms) strategy in his translation, on the other hand, the latter translator, Karimi, used the second and the last (translating English idioms and non-idioms as Persian non-idioms) strategy more often. Discussion and Conclusion: As mentioned before, its hard to translate a SL idiom into TL idiom regarding the accurateness and the faithfulness of SL into TL. In this stud, out of 44 extracted idioms from J.D. Salingers novel, 22 (50%) of the expressions have not been translated as idioms by Najafi. In the same case, Karimi has translated 18 (40.90%) of the idioms with Persian idioms and the remaining 26(59.10%) idioms have been translated non-idiomatically. This imbalance between the total number of idioms and their non-idiomatic translations causes a loss of idiomaticity in the Persian translated texts. Some of these idiomatic losses have been compensated for elsewhere in the text, since the translators have replaced some English language non-idioms with Persian idioms. By this strategy, Najafi has added 42 idioms and Karimi has added 26 idioms to their translations. We recognized that theres not the exact contrast in numbers of idioms in two languages(SL,TL), but its very common in translation. The translators were somehow successful here in compensating idiom gaps in the TL. Furthermore, they compensated those non-idiom expressions in the original context to function better on their translations. Compensation strategy is considered here as the best to translate idioms, non-idioms and figure of speech as well.

Human Genetic Screening Essay -- Science Genes DNA Essays

Human Genetic Screening Human genetic screening is a process that is very complex and very powerful. Genetic screening may detect some inherited traits that may later on cause a person to have a disease that may alter his/her life. Human life, as with any other organism, is b uilt with cells. A human cell consists of forty-six chromosomes, which are paired into twenty-three different pairs. Each one of these chromosomes carries thousands of genes. Each gene consists of information that codes for a particular trait. This information is determined by the DNA found in that gene. A gene for one trait may have various alleles that will make one person appear a little different than that of a person with a different allele. An example would be of a person with brown hair. They would have a dominant allele for hair color, where as a person with blond hair would have two recessive alleles for hair color. It is possible to have a large number of different alleles for each trait, which is why people look so different from on e another (Reilly, Genetics, Law and Social Policy. p. 7). ÒAlthough each person does have some variation in DNA, all members of the human species carry more or less the same set of DNAÓ (Griffiths, An Introduction to Genetic Analysis. p. 4). Because there is such a huge number of genes it is a very complicat ed process to isolate and identify the information in the DNA fragments. In these fragments it is possible for researchers to: Ò isolate and characterize at the molecular level single genes that are responsible for inherited genetic diseases. Genetic ill health can be divided into three major types. The first type is inherited genetic diseases caused by abnormal forms of genes that are passed on from on... .... Complexity Limits the powers of prediction. Feb. 1, 1996: p. 390. Griffiths, Anthony, Jeffrey miller, David Suzuki, Richard Lewontin, William Gelbart, An Introduction to Genetic Analysis, Sixth Edition. W.H. Freeman and Company, 1996: p. 4,5-6. Koenig, Barbara, The New York Times. Gene Tests: What You Know Can Hurt You. April 6,1996: p. 15 Lehrman, Sally, Nature. Genetic testing needs more checks. Nov. 9, 1995: p. 121. Masood, Ehsan, Nature. Gene tests: who benefits from risk? . Feb. 1, 1996: P. 389. Reilly, Phillip, Genetics, Law, and Social Policy. President and fellows of Harvard College. 1977: p. 7. The World Book Encyclopedia, 1993 Edition, 1993 World Book Inc. 1993: p. 85. Web Site #1 Written by: The Exploratorium , 3601 Lyon St., San Francisco, CA 94123 Web Site #2 Written by: The Exploratorium, 3601 Lyon St., San Francisco, CA 94123

Brontie’ Swanston Essay

Sometimes early intervention for struggling learners is ideal. Most learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences (Madden, 1991). However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that â€Å"supplementary instructional services are provided early in students’ schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction† (Madden & Wasik, 1991). The intent of early intervention is to create general education support systems for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals (Madden, 1991). Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education. A critical concept for ELL students is comprehensible input. This concept expresses that in order to acquire a second language the learner must understand what is said to him. Learners should receive input that is appropriate to their age and language level. This language should be just beyond the learner’s current proficiency but easy enough for them to understand. Teachers need to develop background knowledge, deliver content that is contextualized, and use gestures, pictures and real objects to make input comprehensible (Saunders, &Goldberg, 1991). When newcomers are assigned to a mainstream classroom and spend most of their day in this environment it is especially critical for them to receive comprehensible input from their teachers and classmates (Saunders, &Goldberg, 1991). In other words, if the teacher prefers lectures, it leaves the English language learner will not be receiving this input. All teachers are aware of the need to â€Å"explicitly link past learning and new concepts† but some teachers fail to consider students’ backgrounds and experiences when planning lessons (Saunders, &Goldberg, 1991). One way to avoid making unwarranted assumptions about our students’ past learning, background or experiences is to create a common classroom experience as the basis for instruction (Saunders, &Goldberg, 1991). Another strategy is to help students make conscious links between their experiences and the text as described in the sample lesson below. Two good concepts to implement would be literature logs and instructional conversations. Before and after reading, students respond to prompts that help them link their experiences to those of the main character or main theme (Saunders, &Goldberg, 1991). The instructional conversations that follow these prompts provide oral language practice for Ell’s, and help deepen students’ conceptual frameworks for comprehension (Saunders, &Goldberg, 1991). Researchers found that using either the literature log or the instructional conversation increased comprehension for Ell’s but using both produced deeper understanding (Saunders, &Goldberg, 1991). Teachers should apply the following steps to be successful in previous two concepts: Step 1 Create pre-reading and post- reading questions or prompts Pre-reading question or prompt: a generic probe about students’ experiences that might be similar to those of the main character/s. Step 2 Briefly review the story again building on student responses in a think-aloud format. Review the procedure for tracking story events and noting when these events are similar to or different from experiences discussed by the class. Examples: two-column notes, post its, adapted story sequence chart Students read or listen to the text: pairs, small groups, tape, and buddy reading Step 3 Present the second literature log question or prompt; model a response. Allow time for students to write about or discuss the prompt. Facilitate the second instructional conversation in which students discuss similarities and differences between and among their experiences and those of the characters. Variations: use picture books with limited text for non-readers or beginning Ell’s of any age. Allow students to respond in their first language. Older or more proficient students can respond to prompts that focus on the setting instead of, or in addition to, events, characters and theme or compare experiences across texts. (Saunders, &Goldberg, 1991) It is also vitally important to emphasize key vocabulary. Lack adequate vocabulary is one barrier to reading for Ell’s. Research on vocabulary acquisition indicates that a successful vocabulary development program should have a least the following five components: 1) Intentional word selection (words that represent new concepts, are important outside of the specific activity, or cross content areas) 2) Direct instruction in word meaning and in strategies used to learn new words 3) Modeling of strategies and processes for learning new words 4) Multiple exposures to new words and opportunities to use new words (wide reading, intentional word-focused activities, and ongoing review) 5) A system to help students track new vocabulary (Beck, McKeon, 2002) Here is a five-step vocabulary activity to implement with your ELL students: 1) Teacher provides a definition (tell, read, demonstrate) 2) Teacher creates a non-linguistic representation of the word while engaging in a â€Å"think aloud† that helps students identify key components of the visual and their relationship to the new word 3) Students write or say their own definition of the word 4) Students create their own linguistic representation of the word 5) Return to visual to add or revise elements as students deepen their understanding of the concept Adapted from Marzano, Pickering, 2001 It is important that the teacher shares a knowledge base relative to the education of students learning English (Thomas, & Collier, 1997). Efficient teachers should be familiar with second language acquisition, the relationship of native language proficiency to the development of English, socio-cultural influences on learning, effective first and second language instruction, informal assessment strategies that can be used to monitor progress (particularly in language and literacy development), and effective strategies for working with culturally and linguistically diverse families and communities (Thomas, & Collier, 1997). It is also imperative that there is recognition of the students’ native language. Language programs must have support of principals, teachers, parents, and the community (Thomas & Collier, 1997). School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994). For regular education teachers and ESL/bilingual teachers, when it comes to language development, there should be a share responsibility. There also must be collaborative school-community relationships. Parents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994). By being involved with families and communities of English learners, educators come to understand the social, linguistic, and cultural contexts in which the children are being raised (Ortiz, 1997). Thus, educators learn to respect cultural differences in child-rearing practices and in how parents choose to be involved in their children’s education (Garcia & Dominguez, 1997). It is vital to implement academically rich programs for ELL students. Students learning English must have opportunities to learn advanced skills in comprehension, reasoning, and composition and have access to curricula and instruction that integrate basic skill development with higher order thinking and problem solving (Ortiz, & Wilkinson, 1991). Students must have access to high-quality instruction designed to help them meet high expectations (Cummins, 1994). Teachers should employ strategies known to be effective with English learners, such as: 1) Drawing on their prior knowledge 2) Providing opportunities to review previously learned concepts and teaching them to employ those concepts 3) Organizing themes or strands that connect the curriculum across subject areas 4) Providing individual guidance, assistance, and support to fill gaps in background knowledge Although it is evident that students fail in school for a variety of reasons, in some cases, their academic difficulties can be directly attributed to deficiencies in the teaching a learning environment. These difficulties may become more serious over time if instruction is not modified to address the students’ specific needs. Unless these students’ specific needs. Unless the deficit in learning is caught early and the appropriate intervention is accessed, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time. References Cummins (1994). Knowledge, power, and identity in teaching English as a second language. â€Å"Educating second language children: The whole child, the whole curriculum, the whole community† Cambridge, England: Cambridge University Press. Garcia, S. B. , &Dominguez, L. (1997). Cultural contexts that influence learning and academic performance. In Silver, L. B. , â€Å"Child and Adolescent Psychiatric Clinic Of North America: Academic Difficulties†. Philadelphia: Saunders Co. Madden, N. A. , Slavin, R. E. , & Wasik, B. A. (1991). Success for all, â€Å"Phi Delta Kappan. † Thomas, W, P. , &Collier, V. (1997). School effectiveness for language language miniority students (Resource Collection Series No. 9). Washington: National Clearinghouse for Bilingual Education. Beck, I. , McKeon, M. &Kucan, L. (2002) Bringing Words to Life: Robust Vocabulary Instruction. Guilford Press. Ortiz, A. A. &Wilkinson, C. Y. (1991). Assessment and intervention model for the bilingual exceptional student. â€Å"Teacher Education and Special Education, 14 Saunders, W. and Goldenberg, C. (1999) The Effects of Instructional Conversations and Literature Logs on the Story Comprehension and Thematic Understanding of English Proficient and Limited English Proficient Students. http://www. cal. org/crede/pubs/research/RR6. pdf Marzano, R. , Pickering, D. J. , & Pollock, J. E. (2001) Classroom Instruction that Works. Alexandria, VA: MCREL, ASCD.

Supply Chain Management and Lean Production - 1949 Words

Abstract The system of interconnected businesses used to push a product from supplier to consumer is defined as a supply chain. Supply chain management focuses on managing the supply chain in an effort to improve the quality and time it requires to manufacture a product. In addition to implementing supply chain management, a helpful lean production practice called Just-in-time can be used to remove any waste present along the supply chain. The marriage of lean production and supply chain management creates lean supply chain management, which provides a much leaner and more economical supply chain for the product to flow through. Supply Chain Management and Lean Production Much uncertainty about what supply chain management†¦show more content†¦Today, management of the supply chain can be completed through the use of supply chain management software, such as E2Open. Supply chain management allows a company to document and track data pertaining to the supply chain. Benefits of the supply chain management Supply chain management places importance on managing the customer relationship, as well as the supplier relationship. By effectively managing these relationships, the company can become more competitive, while increasing the quality of the product to the customer. Placing emphasis on the supplier relationship and the businesses along the supply chain increases product efficiency and quality. The importance placed on the customer relationship focuses on the demands and needs of the customer. Through effective communication within the relationships along the supply chain, a basic balance of supply and demand is established. The eight SCM processes The presence of standard processes within an organization assists in optimizing the product flow (Lambert 2008). The implementation of standard processes allows each area on the supply chain to share common knowledge and information in an effort to have the all supply chain participants strive to achieve a common goal. These processes place emphasis on the business as a whole, instead of only focusing on the end product. Lambert (2008) identifies the eight supply chain management processes as being: †¢ CustomerShow MoreRelatedSupply Chain Management and Lean Production Through-Out the World1974 Words   |  8 PagesSupply Chain Management and Lean Production Through-out the World The system of interconnected businesses used to push a product from supplier to consumer is defined as a supply chain. Supply chain management focuses on managing the supply chain in an effort to improve the quality and time it requires to manufacture a product. To implementing supply chain management, a helpful lean production practice called Just-in-time can be used to remove any waste present along the supply chain. 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