COMMON CORE GLOSSARIES A MULTI-LINGUAL APPROACH

1. COMMON CORE GLOSSARIESA MULTI-LINGUAL APPROACH “Multi-Lingual Glossaries” is a faculty-led and student-involved project to develop a series of common core glossaries that explain essential concepts and terms, in more than one language. The central purpose isto foreground and reinforce the intellectual content of specific courses, in a simple but 'innovative form that can involve all of our students. This is the first step in a more expansive plan to foreground UWB as a multi-lingual campus through three interrelated projects: Multilingual Glossaries, Multilingual Cookbook & Multilingual Directional Signage. Multilingual Glossaries/Dr. Gao

2. The Art of Teaching The art of teaching is to educe—drawing something out from within, rather than cramming something into the mind from the outside. Educe means to draw forth or bring out, as something potential or latent; elicit; develop. Confucius: 温故知新【wēngùzhīxīn】 gain new insights through restudying old material; reviewing past helps one to understand the present. The Analects Plato: all knowledge is drawn from what we already have in our intelligence. Meno Coleridge: by awakening the principle and method of self-develop­ment. Essays on Method, from The Friend (Princeton: Princeton University Press, 1969), 472 This “something” is the rich resources already in shape on campus: this project tries to transform students’ linguistic/cultural heritage into positive energy in their academic pursuit. Multilingual Glossaries/Dr. Gao

3. Need Analysis: a broad appealNative Language (L1) as an Aid to cope with a second language (L2) • 1. These multilingual glossaries are obviously valuable to the 1.5 Generation and international students. In winter 2013 alone, UWB, boasting 3,500 as the fastest growing branch university in Washington State, has 277 students coming from 31 countries; • 2. This will help students who are learning a second language in a place where it is not used on a daily basis; • 3. Those who want to participate in a Study Abroad Program but may be poorly prepared linguistically; • 4. Certain majors/minors that require language proficiency at different levels. • Everyone has a stake. But the key is to help students help themselves. Multilingual Glossaries/Dr. Gao

4. A “LIVE IDEA” & A SIMPLE PLANAlfred North Whitehead: The Aims of Education (1916) Phase 1. For each class included in this project, the instructor will develop a short list of around 30-50 concepts, ideas, and terms that are essential for that course and subject matter. Each will have a brief definition, explanation, and critical evaluation. Students will then be recruited from the class to develop a provisional translation into another language that they know. Students’ work will be rewarded with credit or extra credit. While we will start with Chinese and Spanish (the languages now taught at UWB, we will include other languages as possible. Phase 2 will be refinement of the translations, with the help of experts, to produce a DOUBLE COLUMN entry for each concept or term with English and a second language next to it. As the glossary for a course is polished and expanded, it will be available as an on-line or published resource, for instance, laminated reference chart—show an example. Multilingual Glossaries/Dr. Gao

5. LINGUISTIC & INTELLECTUAL TRANSFORMATION The potential impact of this project is very clear. For bilingual/multilingual students, this provides an immediate way to put the ideas they are learning in an expanded context or “fresh combinations”, to quote Whitehead. A multi-lingual glossary allows them to preserve and use their native language as an instrument of transformation. In practice, it also shows that translating ideas is never just a matter of finding words in two languages. The process is organic, not mechanic. For domestic students, this provides a very effective and simple way for them to see and to explore a second language, without presuming that they have to be fluent to recognize how language differences expand our minds. But within four years, they can pick up some knowledge of L2 or L3, a benefit to come to UW Bothell campus. For the UW Bothell living and learning community, this also provides a very direct way to foster more communication among students, in discussions about the core ideas that their courses present and develop. Multilingual Glossaries/Dr. Gao

6. The Problem:Old Knowledge & New Knowledge Are Disconnected • The learning side: Many students, international or domestic, are not ready to perform well in critical reading, writing, and thinking. The challenge is conceptual, cultural and linguistic. • A potential peril is explained by a parable: 邯郸学步 【hán dān xué bù】 -- to imitate others slavishly and thus lose one's individuality. • The teaching side: it has failed to address the role of students’ previous knowledge or their first language in college education. Even ESL teaching has bypassed translation as too slow when emulating the model of L1 acquisition, a direct method, to maximize the input of the target language. Swim or Sink! Multilingual Glossaries/Dr. Gao

7. Nurture Globally Competent CitizensEverybody has a stake in world language learning • To become a Globally competent citizen, one needs to have a thorough cultural knowledge of global affairs; • Cultural knowledge to a great extent depends on one’s linguistic competency. First and foremost, a globally competent citizen should be linguistically competent; • Per UW Admissions policy (College Academic Distribution Requirements), “All applicants must complete a minimum level of preparation in six subject areas. This requirement ensures that students entering the University have an appreciation for the liberal arts and are adequately prepared to succeed in college.” 2 credits (2 years) of “world languages” in high school are required. • For purposes of admission, each quarter of language in college is considered equivalent to one credit (one year) in high school. Multilingual Glossaries/Dr. Gao

8. It is More Challenging:A Fish Out of Water! • To study a language in a place that is not used on the daily basis is more difficult! • Multilingual Glossaries will increase the input of the target language to a great extent for students who are taking Chinese and Spanish on campus. • A multilingual campus makes sense as it will create a swimming pool; • Sample directional signs are designed in English, Chinese (Simplified characters & Pinyin, exclusive of the traditional characters) and Spanish. Show the signs here. Multilingual Glossaries/Dr. Gao

9. SAMPLE SIGNShttp://www.forvo.com/word/librer%C3%ADa/http://www.forvo.com/search-es/biblioteca/ Signs like these, installed around the campus (Library, Parking Lot, Sports Field, and so on, will give constant reminders of language diversity --close to 7000 living languages divided into many families. Multilingual Glossaries/Dr. Gao

10. http://www.forvo.com/search-es/Comida%20%20r%C3%A1pida/Interaction between L1 & L2 Produces Something New 赛 百 味 • 【sài bǎi wèi】 • (phonetic/semantic rendering: surpassing hundreds of flavors • SUBWAY • Comida rápida • (“fast food” in Spanish) Multilingual Glossaries/Dr. Gao

11. “Multilingual Glossaries” Will Generates SomethingTautegorical • While this treatment of the Symbol presents other problems, Samuel Taylor Coleridge’s term, tautegorical, which the OED attributes to him and defines from his Aids to Reflection (1825) as “expressing the same subject but with a difference,” provides a very powerful and useful term for indicating this characteristic of metaphor, where similarities and differences co-exist. • Such a linguistic/conceutual juxtaposition will broaden our intellectual horizon as it reveals something about how other people interpret the same idea with differences. • A is B (in certain ways) simultaneously implies A is not B (in other ways)—the second part is often shadowed! • My love is a red rose (smell good, looks pretty) • But a rose has thorns; it could prick you! Multilingual Glossaries/Dr. Gao

12. Sample Entry on “Gestalt Switch” (the Norming Session on Nov. 14th 2012Definition/Application/EvaluationPrepare Students for Essay Writing • Gestalt, a German word meaning "essence or shape of an entity's complete form," is often translated as “whole” or “form”. The “Gestalt Switch” refers to illustrations where one image can appear as two things, by a shift between “figure” and “ground.” A is either a cup or two faces; B is either a duck or a rabbit. • A principal idea is that “the whole is more than the sum of its parts.” This holistic approach has philosophical implications when handling human affairs. Things as they “appear” reveal different meaning when seen from a more complete perspective. We may habitually paralyze ourselves (as James Joyce often shows) when we see the world from too limited a perspective. Multilingual Glossaries/Dr. Gao

13. Sample TranslationGestalt Switch • 格式塔转换 -- “格式塔”是个德语词，意思是“一个物体的精华或完整形式”，通常翻译成“整体”或“形式”。“格式塔转换” 指通过图形与背景的转换图解说明一个图像可以显露两种事物。图一可以是一个杯子或两张脸；图二可以是鸭子或兔子。其主要概念是“整体大于部分的总和”。这种整体认知对处理人类事物具有哲理意义。从更完整的视角观察，事物会显出不同的含义。正如詹姆斯·乔伊斯常常展示的那样，当我们从过于狭窄的角度看待世界时，我们也许会习惯性地自我瘫痪。 Multilingual Glossaries/Dr. Gao

14. Face or Vase?http://www.forvo.com/search-da/Rubin/ • Rubin's Vase (or Face), a set of optical illusions developed around 1915 by the Danish psychologist Edgar Rubin, calls our attention to an intellectual blind spot we suffer without our self-knowledge, and challenges us to look at the picture and other things from a new perspective. Multilingual Glossaries/Dr. Gao

15. Duck-Rabbit Illusion • The duck-rabbit was "originally noted" by American psychologist Joseph Jastrow (Jastrow 1899, p. 312; 1900; see also Brugger and Brugger 1993). Jastrow used the figure, together with such figures as the Necker cube and Schröder stairs, to point out that perception is not just a product of the stimulus, but also of mental activity (Kihlstrom 2002). Multilingual Glossaries/Dr. Gao

16. Translation & TechnologyHow to Accelerate the Process? • To accelerate the process, use online technologies. For instance, in Microsoft Word/Power Point, highlight a word with the mouse, and then right click. Choose “Translate” and in the window opened on the righ set the source language (From) and the target language (To) as desired. Make sure you reset “Region and Language” in the control panel. • Vocabulary Expansion: highlight a word with the mouse, and then right click. Choose “Synonyms” to paraphrase the word. Be careful since synonyms are just cousins, and paraphrase could be a heresy in Cleanth Brooks’ terms. Nevertheless, this sharpens students’ understanding of each word. For instance, a story differs from a parable, and a parable is not the same as an anecdote. Multilingual Glossaries/Dr. Gao

17. Translation as Creationthe relationship between the Old and New • Translation is a sophisticated process of negotiations and interpretations between two languages and cultures; • When a counterpart is not available in one’s native tongue (which is called developmental problems), translation creates something new (as genuine poetry does) by reshuffling the cards (throw the old in fresh combinations, to quote Whitehead) in the old structure; • 电脑【diànnǎo】 computer; In Chinese, it means “electronic brain” • 保龄球【bǎolíngqiú】 bowling, a “protecting age ball (game)” • My bowling record: the first shot is just fine; but it’s not progressive as my arm gets tired. • Avocado 鳄梨【èlí】 crocodile/alligator pear. • Translation plays a significant role in enlarging Chinese vocabulary by introducing loan words into Chinese; • It is the same as in English (loan words); Multilingual Glossaries/Dr. Gao

18. Loan Words Haven Been Incorporateda Powerful Language Has Its Built-In Mechanisms to Be Perpetually Regenerative Multilingual Glossaries/Dr. Gao

19. Translation as Transformation • Empowerment -- for international students, it is a real step in the direction of seeing them (by others) and seeing themselves less as a problem than as a great and vital resource. Take a step back: invite students to upload their translation on class website; • Translation improves conceptual understanding; • Translation may create a “provocative” (Plato) moment and highlight differences for critical reflection and cultural understanding. Take a step forward: invite students to present their translation and explain where it differs from its English counterpart; • Translation offers something that (creative) writing can’t—you have to face it until you come up with an equivalent. • The goal is to maximize positive transfersfrom L1 to L2 and vise versa. Multilingual Glossaries/Dr. Gao

20. Language Transfer & Developmental Issues • Language Transfer refers to L1 interference with L2 or vice versa. It could be positive or negative. It is highly predictable. • “I happy now”, an anecdote about two Japanese women hunting Matsutake, a pine mushroom on Whidbey Island; Note in Japanese as in Chinese, there is no verb to be. This negative transfer is carried over from L1 to L2. • Developmental issues in SLA (Second Language Acquisition) refers to a situation when a counterpart is missing from the mother tongue. When this happens, it doesn’t mean your mother tongue is useless; instead, you can still educe something from your old treasure-house. • Broadly speaking, we are dealing with developmental issues on the daily basis. Confucius said one will be qualified to be a teacher if he knows how to infer something new from the old materials. • Whitehead: throw into fresh combinations Multilingual Glossaries/Dr. Gao

21. Student Sample TranslationB CUSP 134 AUTUMN 2012 • Anadiplosis (Spanish) • conduplicación, (linguística) repetición retórica de la última palabra de una oración al comienzo de la siguiente oración  • The Alternating method: Alternancia Sucesión de forma recíproca y repetida de fenómenos, hechos, etc.: • Ejemplo: alternancia de partidos políticos en el poder. (by Herlinda Rivera) • Ethos, Pathos, Logos  • The Greek philosopher Aristotle divided the means of persuasion, appeals, into three categories--Ethos, Pathos, Logos. • 希腊哲学家亚里士多德把说服的方法 … 分成了三个类别：喻德，喻情，喻理。(by Frank Wang) Multilingual Glossaries/Dr. Gao

22. The Sunken Garden: Mathematically Magnificent, Especially Juxtaposed by a Delicate Japanese Garden close by(The Butchart Gardens in Victoria BC) • Jennie Butchart’s transformation of the Sunken Garden (started in 1904) from an abandoned limestone quarry, is a stroke of genius. Jennie’s genius lies in that she capitalized on the old structure without fighting it, moreover, transforming trash to treasure. • Philosophically, “Multilingual Glossaries” will mobilize L1 and its related cultural knowledge as a valuable resource to master L2 and vice versa. Bypassing L1 in L2 acquisition is like shooting a ball without using the white ball when playing the table pool. Multilingual Glossaries/Dr. Gao

23. It’s sad to see students lose their cultural and linguistic heritage…Guo Jie’s Waterloo, May 20th 2012 “Only You”http://www.youtube.com/watch?v=uHYicUe4ieo • 邯郸学步 【hándānxuébù】 • imitate others slavishly and thus lose one's individuality. • According to the legend, a person from the State of Yan travelled to Handan, capital of the state of Zhao. When he got there, he became infatuated with their unique way of walking. He tried to imitate it so intently, but was unsuccessful. He tried so intently that he forgot his own method of walking, and ended up crawling back to Yan. • Guo Jie, after 10 years stay in France, may be comfortable conversing in French or in Chinese exclusively and respectively, got stuck in a bilingual setting. • He was puzzled when the lady, one of the bosses who would hire you on the spot, asked him some questions in French. It turned out that her French was full of errors; • When the host mentioned some films (Guo’s major) in Chinese, Guo was completely out of tune. Multilingual Glossaries/Dr. Gao

24. SUMMARY This project, starting with Multi-Lingual Glossaries, is a first step to foregrounding the linguistic and cultural richness already available in our community. Global learning can happen close at home. As the Glossaries are developed, they can serve to foreground the intellectual content of our courses in a very specific and effective form, for all students. In future phases, we can build a greater awareness of multiple languages through signage, activities, projects, that all focus on multiple languages as a huge resource. Multilingual Glossaries/Dr. Gao

25. The Role of Monolingual Students • Instructors can invite them to identify and compose additional definitions/entries for extra credit; • Invite them to have all the readings recorded in English in MP3, etc. for extra credit; Multilingual Glossaries/Dr. Gao

26. Advice to InstructorsScale Down on the Master List • Out of my exuberance, I’ve put together a list of over 100 words for 134 last quarter; • Do not try to generate a big list at the beginning of the quarter; spread it week by week as it is labor intensive; • Give priority to those courses that are repeatedly taught to refine the list; • To ensure the quality and accuracy in definition, application, and evaluation, instructors need to take control of the master list in English; Multilingual Glossaries/Dr. Gao

27. Game DesignLearning through Playing • Adapted to Hedbanzby making flashcards! • We can also explore possibilities for computer game designs the fundamental principle of which being problem solving; • Knowledge Contest (Who Wants to Be a Millionaire/Jeopardy) organized by themes: coffee, justice, etc. Multilingual Glossaries/Dr. Gao

28. Status of translation in ESL Programs • ESL Used to focus on grammar/sentence patterns/translation; • Nowadays it is generally not preferred: Over-burdensome; Slow down the process; • Favor a model that maximizes the input of the target language, not the native language; • Direct method emulates L1 acquisition ("The Berlitz Method” (1878) pioneered the communicative approach, immersion, etc.; the French model has its romantic appeal: boys meet girls (talk to your girlfriend in French, your enemy in Deutsch, do business in Arabic, sing opera in Italian, etc.; some have gone so far to punish students if they speak their native language in class); • TPA (Total Physical Response), a German model (James Asher), very effective to teach (action) verbs; Multilingual Glossaries/Dr. Gao

29. L2 Learning is not quite the same as L1 acquisition • Though interesting, those approaches fail to take into account that L2 learners learn a language through their native tongue for reference; L2 learning is more comparative at every step; • The direct approach works in some situations, but overall, it puts students in a guessing mode which leads to inaccurate understanding and cultural misunderstanding; • “Multilingual Glossaries” is an Intensive Mode to study or “investigate” something, proposed by Zhu Xi (1130-1200), in the Song dynasty (N. Song 960-1126; S. Song 1127-1279). “Don’t do that [survey a great many books]. Read one book thoroughly, then read another one [thoroughly].” (Ebrey 169) • The Intensive method works most effectively for students taking lower division classes when a solid foundation is most needed. The rationale is slow but steady. Something microwaved may not taste good. Multilingual Glossaries/Dr. Gao