Good Morning, Karen, at
al.
Here are a few basics
that will help clarify the E:P:N classroom study:
1.
On the classroom
layout at http://clozeonline.us/EPN_classroom.ppt#3,
there are the T & t symbols. They are to represent the class’s conventional
teacher (T) (who is welcome to leave the room ) and the trained specialists (t)
in the use of E:P:N. During the pilot, I will, of course, take the role of that
(t) teacher. If we get one of the local universities (PEK or BFSU) to join the
pilot, then I would recommend that my original
2.
In addition to
the task of restoring team-selected grade-level texts (during the middle
portion of a class’s session in the E:P:N classroom, using C-tests), the class
has the task of translating (each week) three of the 1000+ sayings at http://clozeonline.us/cgi-bin/cheesearch5u.cgi
into Chinese. Here, with the teacher’s
help (using the seating arrangement at http://clozeonline.us/EPN_classroom.ppt#5),
each of the three E:P:N categories selects a typical saying that supports their
point of view. (A search feature facilitates the finding of topical
selections.)
The learning magic will
occur during the various negotiations of meaning between their chosen category,
their own group, and then through feedback from family and friends. If the ten
groups cannot reach a consensus of what the saying should sound like in
Chinese, they are asked to rate the contrasting versions and then report to the
class why they found that necessary, before printing/posting all versions in
contention. (These negotiations may be done in a bilingual fashion, of course.)
In essence, during the
first portion of each session, the class needs to settle on some E:P:N-rated
“Best” interpretations. When a saying applies to everyone, the rating (on that
day by that class) would be ‘EPN’. When it is deemed to apply more to some than
to others, a single or double rating is negotiated, presented, and then posted
(outside the E:P:N classroom or some other conspicuous common bulletin board).
Once other groups are invited into the study, they may challenge the ratings
and translations of the posted sayings. After remaining unchallenged for about
a month, they are digitized and then added to the ClozeOnline.cn Website
(including voice).
During the last 10
minutes of each session, new selections are discussed, selected, and then
printed to facilitate the soliciting of additional feedback from family and
friends. Unless the ten groups duplicate selections, there will be ten
bilingual sayings on each learner’s paper to take home for discussion and
feedback on translations. However, each group is responsible for translating
only their own selection.
3.
Last, I recommend
that, since we will need many scholarly (t) teachers for as little cost as
possible, we leave the Esperanto translations as the first translation
(especially on your new .cn version of the site). Esperantists are usually
linguists and idealists and generally glad to help wherever they can. Mr. WEN
Jingen, a long-time editor of English magazines, here in
Karen, I leave it to
your discretion as to how much of this should be translated into Chinese
characters at this time. Call me to set a time for Q&As. Also, if you haven’t as yet
looked at the summary of Esperanto grammar, you should. It is at http://blumenterprise.org/Net-Eo-Quickie.html.
Even a brief scrutiny convinces most that it could be helpful in the teaching
of language construction to a newcomer.
Thank you again for
helping with this. I am sure that FLTRP will be well rewarded one day for
having offered your talents to the formation of this study.
Cordially,
Joe
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