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ERIC Number: EJ1172906
Record Type: Journal
Publication Date: 2018
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0094-0771
To Google Translate™ or Not? Newcomer Latino Communities in the Middle
Rodríguez-Castro, Mónica; Salas, Spencer; Benson, Tracey
Middle School Journal, v49 n2 p3-9 2018
LaRocque, Kleiman, and Darling (2011) characterized parental involvement as the "missing link" in school achievement. For this reason, especially, middle grades teachers and teacher leaders want very much to reach out to newcomer Latino families--and they do. Although Google Translate™ has emerged as a go-to tool for many teachers and administrators, sometimes machine-translation backfires. In this article, we leverage a series of vignettes to illustrate the hazards of Spanish/English pseudotranslation. We continue with a brief presentation of the PROSE checklist as a deliberate strategy for increasing the readability of school-to-home communication for all students--and its potential applications for framing communication using translation software. Our intent is grounded in the notion that middle school advocacy is not limited to teacher-student interactions. Rather, in the shifting demographics of middle school education, leadership must also include focused, thoughtful, responsive, and accessible communication with immigrant newcomer families (Allen, 2007; Delgado-Gaitan, 2001, 2004; López, Scribner, & Mahitivanichcha, 2001).
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A