suggestions anyone?

[Navin Singh]

Dear Frederick Douglass,

It is very challenging to change the preconceived notion of some
teachers, in terms of interpretation in English. So I think you can do
a trade off and ask teachers to bring some pictures and images and
give options to students for their own interpretations. If nothing can
work in getting across the meaning to students, then teachers can only
use English interpretation. So the point is that you need to ask your
helper teachers to use translation as a technique but not as a method
or an approach in your class.

I hope it might help you to resolve your issues.

Thank you,
Navin K. Singh
C&I Doc.
NAU


On Tue, Nov 23, 2010 at 11:04 AM, Richard Zane Smith <rzs at wildblue.net> wrote:
> I'm working with preschool kids
> introducing the Wyandot language...which is great..but
> its not ideal.I can only volunteer so much time as its not a funded
> position.
> So far the tribal council hasn't considered our Language as
> essential...(another topic!)
> Relationships are good with teachers BUT
> I'm finding I'm having conflict when I'm using ONLY "wandat"
> and teachers keep "helping" -- interpreting into english for the students!!!
> they don't seem to understand that KIDS DON'T NEED ENGLISH INTERPRETATION
> and if something isn't working, its MY problem and i'll try using
> the "new" words in a different context...
> maybe stressing the new words less, and wrapping it with familiar words.
> But what can i tell these teachers!?! I don't want to offend them
> by correcting them in class...though , in a couple classes i shook my head
> smiling saying "no interpreting!" but they looked offended.
> I requested a meeting,that isn't happening...
> Is there some "easy to comprehend" instruction about this kind of problem?
> ske:noh
> Richard
> --
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
>