Save your ಮಕ್ಕಳು 🧒👦🏽👧 | A translanguaging task

Translanguaging kannada.png

I’ve only road-tested this activity once with a group of teachers I recently trained but I think it will work well with learners as well. Strictly speaking, the text I’ve used for this task doesn’t really mix languages. But I think interactions within the task offer lots of opportunities for translanguaging. What I like about this text is its versatility. It can be used with a range of Indian learners as well as multilingual groups – particularly in Southern India. The sign repeats similar (but not the same!) messages in Kannada, English, Tamil, Hindi, Urdu and Telugu. At a recent workshop I conducted for teachers, I did this as a Kannada-English translanguaging task.

For more information on translanguaging, read the first post in this series.


Objectives

  • Introduce and practise the chunk “keep your (noun) + (adjective)”
  • Encourage students to explore meaning more deeply in English and their home language
  • Maximise communicative potential through translanguaging.

Materials 

  • Display the Instagram post or get learners to access it on their own devices.

Warm-up

  • Show learners the picture and ask them to discuss the following questions:
    1. Where is this sign? (NB: It’s on a shopfront on Commercial Street in Bangalore)
    2. Who is the sign meant for? Why is it in so many languages?
    3. Who has put up the sign?
    4. Why have they put it up? What do you think has happened on Commercial Street?

These questions are adapted from ones suggested by Helen Carnello from St. Mary Kanarpady at the workshop. 

Translanguaging task 

  • Ask learners to look at the English sign “Safe your children” and find any mistakes. They’re likely to tell you that there’s a spelling mistake. Write the corrected sentence on the board “Save your children.”
  • Now get learners to focus on the Kannada sign “ಮಕ್ಕಳನ್ನು ಉಳಿಸಿ” (makkaḷannu uḷisi) and ask them if they think there’s a difference between the English and Kannada signs. Elicit that the Kannada sign actually says “Save children or Save the children”. Get learners to discuss the difference in meaning in English between “save your children” and “save the children” and whether this difference is important in Kannada – would they want to start the sentence with ನಿಮ್ಮ (nimma)? For beginners, it might be useful to explore the position of the verb in Kannada (last) vs. English (first). 
  • Link back to what learners shared about why the sign has been put up in this busy street in Bangalore. Ask them if “ಮಕ್ಕಳನ್ನು ಉಳಿಸಿ” (makkaḷannu uḷisi) makes sense in this context. Elicit that “ಉಳಿಸಿ” (uḷisi) means helping someone who is in immediate danger and may not be correct in this context. Ask learners to help you with a verb in Kannada that conveys the meaning better (perhaps ರಕ್ಷಿಸಿ or ಕಾಪಾಡಿಕೊಳ್ಳಿ).*
  • Have learners revisit the English sign. Suggest that “save” and “ಉಳಿಸಿ” (uḷisi) have a similar meaning and don’t make sense in this context. Get them to notice the sentence at the bottom in English “As a parent, safeguard your children”. Elicit that this sounds very formal and somewhat unnatural.  Get learners to use ಕಾಪಾಡಿಕೊಳ್ಳಿ (kāpāḍikoḷḷi) or similar to rephrase the English sign. Remind learners that the verb in English doesn’t come last unlike Kannada and elicit “Keep your children safe”.
  • Write this sentence on the board and highlight this lexical chunk: keep your + noun + adjective
  • Get learners to work in groups to create a mindmap with “keep your” at the centre and ask them to brainstorm other combinations such keep your classroom clean etc. Get learners to do a gallery walk and collect useful phrases from other groups.
  • Ask learners to practise saying the phrases to each other prefixing them with ‘please’.

*Many thanks to Archana Sanvi from Silas Int. School for giving us a great explanation of the meaning of the Kannada text at the workshop.

Extension task 

  • Get learners to create a bilingual Kannada-English poster for their school/city/community that provides some advice or warnings.
  • Alternatively, ask them to work in pairs to come up with backstories for one of the phrases they brainstormed. For example, “keep your classroom clean” – why did the teacher have to say this to his/her students? What had happened? Students can do some translanguaging using Kannada, English or any other home language. Encourage them to use content words in English – you can support them by putting up content words in English on the board

Task frame

  • Marek left a comment on one of my other translanguaging posts that he could probably adapt some of the ideas for his teaching context in Flanders where there’s a lot of translanguaging. I realised then that it might worthwhile including a note on the structure of the task so it can be repurposed for other texts, contexts and languages. At the moment, it all looks very Indian.
  • Here’s the frame or structure of this task.
    • Find a bilingual or multilingual authentic text where there are some differences in meaning between ostensibly similar messages in different languages.
    • Get learners to understand the L2 text.
    • Have them explore the meaning of the L1 text.
    • Contrast the meaning of the two texts and make changes to the L2/L1 message where appropriate.
    • Draw out any useful vocabulary, structures or chunks from the L2 text and have students explore this.
    • Get learners to do a productive follow-up activity that allows them to use both L1 and L2 flexibly.

Translanguaging and the teacher

I think teachers are sometimes apprehensive about multilingual approaches when they can’t speak their students’ home languages. I don’t speak Kannada but when I ran this activity last week, participants spoke in Kannada for at least 50% of the time and the task focused on exploring meaning and form in Kannada and I wasn’t at sea. The goal here is to facilitate translanguaging and home language use as a way of enabling students to learn English but that doesn’t necessarily mean that teacher needs to speak in L1 or understand its grammar and rules.

Image attribution

  1. Brigade Road by Charles Haynes | Flickr | CC BY-SA 2.0
  2. The Instagram image was posted by @mumbaipaused on May 26, 2018: https://www.instagram.com/p/BjOXUnAlG9S/

Chicken Vada-Pav | A translanguaging task

Translanguaging Marathi.png

Here’s another translanguaging task based on a translingual text from a poster advertising the ubiquitous vada-pav or Bombay burger. Vada-pavs generally have a fried potato filling but this one unusually has chicken. The text says “Garam-Spicy Chicken Vada-Pav” in the Devanagari script and then repeats the words Chicken Vada-Pav in the Roman script. The Indian words are presumably in Marathi but are intelligible to Hindi speakers.

For more information on translanguaging, read the first post in this series.


View this post on Instagram

We need more of these and Goan sausage pav.

A post shared by Mumbai Paused (@mumbaipaused) on

Objectives

  • Review and recycle adjectives related to food
  • Raise awareness of the phonemic variation between /v/, /w/ and /ʋ/
  • Maximise communicative potential through translanguaging.

Materials 

  • Display the Instagram post or get learners to access it on their own devices.

Warm-up

  • Ask learners to talk about their favourite street food with their partners.
  • Display the Instagram post and ask learners to discuss if there’s anything unusual about this street food. Would they want to try it?

Translanguaging task

  • Get learners to identify all the English words (spicy and chicken).
  • Ask them to translate the other words into English so the text becomes wholly English (Elicit “Hot and spicy chicken burger/sandwich”).
  • Ask them to discuss the following questions in their home language and/or English:
  1. In the original Marathi text, there’s no ‘and’ between the adjectives, why did we add ‘and’ in English?
  2. Why didn’t we do a literal translation of vada-pav (fritter-bread/roll)? Why is burger/sandwich a better way of describing the dish in English?
  • Get learners to work with गरम-Spicy and come up with alternatives to ‘spicy’ for different translingual combinations.
  • Have them now convert these into wholly English combinations inserting an ‘and’ between the adjectives (hot and delicious, hot and sour etc..
  • Now focus on ‘chicken’ and ask learners to brainstorm other adjectives that could modify vada-pav/burger (vegetable, potato, lentil etc.).
  • Lastly, get them to notice the spelling of pav (paw) in the Roman script at the bottom of the poster. Ask them to consider how the word is spelled phonetically in Marathi and how best to write this in English (vada or wada | pav, paw or pao)? There may be some variations here in how they say this in their home language. It might also be useful to point out the mouth positioning for /v/, /w/ and the Marathi phoneme /ʋ/ in vada-pav vs. wada-pao. Interestingly, the word ‘pav’ has come to Marathi from the Portuguese ‘pão’ via Konkani.

Extension task 

  • Get learners to work in groups to make posters advertising their own favourite street food. They can use a combination of scripts and languages.

 

I tried this activity with some teachers recently. It was fairly quick and they had a lot of fun with it.

Image attribution: 

  1. The vada pav image is sourced from Garrett Ziegler | Flickr | CC BY-NC-ND 2.0
  2. The Instagram image was posted by @mumbaipaused on Oct 2, 2018: https://www.instagram.com/p/BobrJlNFTZ2/?