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\providecommand{\currentterm}{2024 October 29}

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            pdftitle={Supporting English Learners and Engaging Families with Google (Translate) Tools},
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\title{Supporting English Learners and Engaging Families with Google (Translate) Tools}
\author{Chris Spackman}
\institute{The Graham Family of Schools \& Columbus State Community College}
\date{\currentterm}

\begin{document}

% title frame
\frame{\titlepage}

\begin{frame}
  \frametitle{Opening Survey}

  \section{Survey}

  \vspace*{0.5em}

  \emph{\textbf{Welcome!}}

%  \vspace*{1em}

  Please complete the survey at \url{https://www.ChrisSpackman.com/2024-10-29-intro-survey.html}.

  Or, use this QR code:

  \vspace*{-1.75em}

  \centering \includegraphics[width=1.65in]{./images/01-first-google-form.png}

\end{frame}

\begin{frame}
  \frametitle{Brief Discussion}

  Brief discussion of the survey.

  \begin{itemize}
  \item Were you able to understand the form?

  \item Did you use the Google Translate app (or similar) to read the form?

  \item Has anyone had experience living in a different culture and different language?

  \end{itemize}

If it wasn't as obvious as a sledgehammer, we're trying to experience how some families experience school communications.

\end{frame}

\begin{frame}
  \frametitle{Today's \emph{Nagare}}
  \section{\emph{Nagare}}

%``\emph{Nagare}'' is a Japanese word meaning ``flow''.

  \begin{itemize}
  \item Introductions and brief tech familiarity conversation
  \item Legal requirements and generally ``Why are we here?''
  \item Translating ``documents'' (for broad definitions of ``document'')
  \item Translating slides
  \item Creating multilingual forms --- this one could be fairly meaty
  \item Videos, other multimedia, and subtitles --- if you don't need it, you prolly need it
  \item Q \& A and wrap up
  \end{itemize}


\end{frame}

\begin{frame}
  \frametitle{About Chris Spackman}

\section{About}

\begin{block}{Professional History}

    \begin{itemize}
      \widelist
    \item
      Taught K-12 EFL (English as a Foreign Language) in Japan, 1995 -- 2008
    \item
      Earned MA TESOL and Ohio ESL K-12 teaching license in 2010
    \item
      Work in K-12 ESOL for The Graham Family of Schools since 2010
    % \item
    %   Teach Adult ESOL for the Basic English program in the Language Institute at Columbus State Community College since 2016
    \item
      Teach adult ESOL for the Basic English program at Columbus State Community College since 2016
    \item
      Know English and Japanese; learning Spanish
    \end{itemize}

  \end{block}

\end{frame}

% \begin{frame}
%   \frametitle{About the presenter (cont.)}

% \begin{block}{Tech History}

%   \begin{itemize}
%     \widelist
%   \item \href{https://en.wikipedia.org/wiki/Linux}{Linux} user since 1998; \href{https://en.wikipedia.org/wiki/Emacs}{Emacs} user since 1999

% %  \item Experience with MS Windows 3.11 and up; experience with Mac OS X

%   \item Strong proponent of \href{https://en.wikipedia.org/wiki/Open_source}{Open Source}, Open Content, and \href{https://en.wikipedia.org/wiki/Creative_Commons}{Create Commons} licenses

%   \item Use bash scripting, Emacs, \href{https://inkscape.org/}{Inkscape}, \href{https://www.scribus.net/}{Scribus}, and/or \href{https://en.wikipedia.org/wiki/Latex}{\LaTeX{}} for content creation. Use Google for everything that requires collaboration.

%   \item Love tech, but firmly believe tech must improve educational outcomes to be worthwhile

%   \end{itemize}

% \end{block}

% \end{frame}

\begin{frame}
  \frametitle{Contact Me}

  \begin{block}

    You can reach me at:

\vspace*{1em}

  \textbf{Email: \href{mailto:spackman.1@thecharlesschool.org}{\texttt{spackman.1@thecharlesschool.org}}} (work)

\vspace*{1em}

  \textbf{Email: \href{mailto:osugisakae@gmail.com}{\texttt{osugisakae@gmail.com}}} (personal)

\vspace*{1em}

  \textbf{Email: \href{mailto:chris@chrisspackman.com}{\texttt{chris@chrisspackman.com}}} (personal)

\vspace*{1em}

  \textbf{Social Media: \href{https://twit.social/@chris_spackman}{\texttt{@chris\_spackman@twit.social}}} (Mastodon)


\end{block}
\end{frame}

\begin{frame}
  \frametitle{Another QR Code}

  Please go to \url{https://www.ChrisSpackman.com/2024-10-29.html} for links we will use today.

  Or, use this QR code:

  \vspace*{-2.5em}

  \centering \includegraphics[width=1.65in]{./images/spackman-qr-code.png}

\end{frame}


\begin{frame}
  \frametitle{Why We Are Here}

  \section{Why}

Our goals for today are:

\begin{itemize}
  \widelist
\item Understand legal requirements for language access
\item Look at some Google tools to support English Learners
\item Loot at some Google tools for multilingual family engagement
\end{itemize}

But first, let's preview some \textbf{vocabulary}.

\end{frame}

\begin{frame}
  \frametitle{Vocabulary describing the Field}

  \section{Vocab}

``ESL'' is ``English as a Second Language''. It is outdated but still used.

\begin{description}
  \semiwidelist
\item[TESOL:] Teacher of / Teaching English to Speakers of Other Languages
\item[ESOL:] English for Speakers of Other Languages %; my preferred replacement for \textbf{ESL}
\item[EAL:] English as an Additional Language; recognizes that English is often a 3rd or 4th or more language
\item[ENL:] English as a New Language; avoids counting the student's languages
\end{description}

There are many more. I prefer ESOL in the k-12 context.

%  Everyone uses TESOL for the field of study.

\end{frame}

\begin{frame}
  \frametitle{Vocabulary describing the Students}

\vspace*{-1em}

\begin{description}
  \semiwidelist
  \item[EL:] English Learner; currently the most popular term and acronym
  \item[ELL:] English Language Learner; ELL is outdated
  \item[EMEB:] Emergent Multilingual / Emergent Bilingual; most accurate, but not widely used
  \item[MLL:] Multi-Lingual Learner; also sometimes just \textbf{ML}
  \item[LEP:] Limited English Proficient; very outdated, but still the legal term
    \item[L1:] Language 1; the student's first or preferred language
  \end{description}

I prefer \textbf{EMEB} because it includes both 1) the student is working toward multilingualism and 2) the student is not there yet. When an EMEB student places out of ESOL services, they are \textbf{multilingual} or \textbf{bilingual}.

\end{frame}

\begin{frame}
  \frametitle{Legal Requirements}

  \section{When}

The DOJ and DOE are pretty specific about language access requirements:

\vspace*{1em}

\begin{quote}
\setstretch{1.4} ``Schools must communicate information to limited English proficient parents in a
language they can understand about \textbf{any program, service, or activity that is called to the
attention of parents who are proficient in English}'' (emphasis added)
\end{quote}

\end{frame}

\begin{frame}
  \frametitle{Legal Requirements}

  \begin{quote}
    ``This includes, but is not limited to, information related to:''
  \end{quote}

\vspace*{-1em}

\begin{multicols}{2}
  \begin{itemize}
    \semiwidelist
\item registration and enrollment in school and school programs
\item requests for parent permission
\item gifted and talented programs
\item parent handbooks
\item report cards
\item parent-teacher conferences
\item student discipline policies and procedures
\item special education and related services
\item meetings to discuss special education
\item language assistance programs
\end{itemize}
\end{multicols}

\vspace*{-0.5em}

{\small from: \url{https://www2.ed.gov/about/offices/list/ocr/ellresources.html}}

\end{frame}



\begin{frame}
  \frametitle{Preferred Language Identification Process}

  \begin{itemize}
  \item Families complete \href{https://education.ohio.gov/Topics/Student-Supports/English-Learners/Identification-Reclassification-and-Monitoring/Language-Usage-Survey}{\textbf{Language Usage Survey}} (LUS) at registration. It asks about:
    \begin{itemize}
    \item languages used at home
    \item student's first language
    \item preferred school communications languages
    \item (and a few other things)
    \end{itemize}

  \item Registrar or ESOL Coordinator goes through LUS forms looking for families with other languages at home

  \item Someone communicates family language preferences to school staff

  \end{itemize}

\end{frame}


\begin{frame}
  \frametitle{Google Tools (Basics)}

  \section{Basic Tools}

The tools we will talk about are \ldots{}

\begin{itemize}
\item \href{https://translate.google.com/}{Google Translate}
\item \href{https://docs.google.com/document/u/0/}{Google Docs}
\item \href{https://docs.google.com/spreadsheets/u/0/}{Google Sheets}
\item \href{https://docs.google.com/presentation/u/0/}{Google Slides}
\item \href{https://docs.google.com/forms/u/0/}{Google Forms}
\item Google Drawings (doesn't have its own page)
\end{itemize}


\end{frame}


\begin{frame}
  \frametitle{Google Translate}

%  \subsection{Google Translate}

  Google Translate site can:

  \begin{itemize}
  \item translate text (including voice input)
  \item create translated images
  \item translate presentation slide decks
    \item translate websites
  \end{itemize}

The app for iPhone and Android is \emph{very useful}. It also:

  \begin{itemize}
  \item has conversation mode
  \item can translate text through the camera in real time
  \end{itemize}


\end{frame}


\begin{frame}
  \frametitle{Google Translate (cont.)}

  \begin{itemize}
    \widelist
  \item Don't translate individual words; use the word in a sentence to get better results
  \item Students choose what to use in class:
    \begin{itemize}
    \item they may not want everything translated for them
    \item they may want to translate things themselves
    \item they should have the option of using a phone, even if generally not allowed
    \end{itemize}

  \end{itemize}

\end{frame}

\begin{frame}
  \frametitle{Google Docs}

%  \subsection{Docs}

Currently, only Google Docs has Translate built in. Translating Google Docs is pretty straightforward:

  \begin{itemize}
    \widelist
    \item Create document;
    \item Go to Tools \(\Rightarrow\) Translate document;
    \item Choose a language; click Translate;
    \item A \textbf{new} document will open with the translated content
    \end{itemize}

    I always name files with the codes for the language:\\
    ``Letter Home (en)'' and ``Letter Home (es)''.

\end{frame}


\begin{frame}
  \frametitle{Google Sheets}

%  \subsection{Sheets}

  You can use a spreadsheet to keep table of commonly used translations (auto-updates on load, so always most recent / best translations)

  \begin{center}
    \includegraphics[width=.55\textwidth]{./images/translation-spreadsheet.png}

    Example of a \href{https://docs.google.com/spreadsheets/d/1QjHJgSB4IRyyPhO566xdGjp0jg4U4Xd-aXKlL_HgleI/edit?usp=sharing}{multilingual reference} spreadsheet

  \end{center}

\vfill

\end{frame}


\begin{frame}
  \frametitle{Google Sheets (cont.)}

%  \subsection{Sheets}

  To get meaning or synonyms, use ``IMPORTXML''. The specific functions are:

\begin{description}
\item [translate:] {\small \texttt{=IF(A4="", "", GOOGLETRANSLATE("content","EN","L1"))}}
\item [synonym:] {\tiny \texttt{=IMPORTXML("https://www.thesaurus.com/browse/word","(//h2)[1]/following::li[position()<4]//text()")}}
\end{description}

I like to put the English word or meaning in one column, and then have the translation refer to the cell in that column:

\begin{itemize}
\item {\small \texttt{=IF(A4="", "", GOOGLETRANSLATE(A4,"EN","FR"))}}
\item {\small \texttt{=IMPORTXML("https://www.thesaurus.com/browse/"\&A4,"\ldots{})}}
\end{itemize}

The IF statement lets you prefill cells but leave them blank until there is a word to translate.

\end{frame}


\begin{frame}
  \frametitle{Google Slides}

%  \subsection{Slides}

  When creating new slides, I recommend using a template that has the \href{https://developers.google.com/apps-script/add-ons/editors/slides/quickstart/translate}{``translation'' script} already installed. The code is from Google, and it does not connect anywhere else.

  \begin{itemize}
    \widelist
  \item Presentation \href{https://docs.google.com/presentation/d/1nEXUVQaheyQc133we28SJNg_XN4BYQhd3mxS7nVPrXM/edit?usp=sharing}{\texttt{slides with the translation script}}
    \item Google dev \href{https://developers.google.com/apps-script/add-ons/editors/slides/quickstart/translate}{page on creating the ``translate'' add-on}
    \item I prefer using the AppScript, to guarantee student privacy
    \item When using external web sites and extensions and addons: privacy ????
  \end{itemize}

\end{frame}


\begin{frame}
  \frametitle{Google Slides}

%  \subsection{Slides}

  For existing Google Slides that need translated, the easiest way is to:

  \begin{itemize}
    \semiwidelist
  \item Download as PPTX (File \(\Rightarrow\) Download \(\Rightarrow\) Microsoft PowerPoint (.pptx))
  \item Upload to Google Translate site
  \item Download the translation (it will be PPTX)
  \item Upload to Google Drive
  \item Convert back to Google Slides (File \(\Rightarrow\) Save as Google Slides)
  \end{itemize}

  \begin{itemize}
  \item[\textbf{Note:}] files larger than 10 MB will not be translated. Remove or resize images to get PPTX file under 10 MB. (Hint: PPTX files are just zip files.)
  \end{itemize}

\end{frame}


\begin{frame}
  \frametitle{Google Forms}

%  \subsection{Forms}

Choices, choices, choices, and until recently, none of them great.

  \begin{itemize}
  \item Separate forms (update! much easier with new \href{https://github.com/OsugiSakae/translate-google-forms}{AppScript for Forms})
  \item One form with \href{https://forms.gle/VBnqSUjrkNEiNn4p6}{several languages per question}
  \item One form with \href{https://forms.gle/4a5m33MRZEe5vwoaA}{sections for each language}
  \end{itemize}

All have their drawbacks. Biggest is often the extra time needed for collating the data later. There are add-ons / extensions, but the AppScript is only a little more annoying, and completely safe.

I have \href{https://youtu.be/TXI9-IsRk7M}{a video on YouTube} with more info how to create multilingual forms with Google Translate.

\end{frame}

\begin{frame}
  \frametitle{Google Drawings}

Graphics do NOT automagically get translated (yet)!

\begin{itemize}
  \widelist
\item Graphics with text are more difficult to translate
\item Best to avoid text in graphics (best choice, in my opinion)
\item Google Translate can translate images (second best choice)
\item Google Drive can (sometimes) do \textbf{OCR}
\item In emails / newsletters, should provide individual translated graphics
  \begin{itemize}
  \item so, better to avoid text in graphics
  \end{itemize}
\end{itemize}

\end{frame}


\begin{frame}
  \frametitle{Google Tools (Advanced)}

  \section{Advanced Tools}

\begin{itemize}
  \widelist
\item \href{https://meet.google.com}{Google Meet}
\item \href{https://gemini.google.com/}{Google Gemini}
\item \href{https://notebooklm.google.com/}{Google NotebookLM}
\item \href{https://www.youtube.com}{YouTube}
\end{itemize}

\end{frame}


\begin{frame}
  \frametitle{Google Meet}

\begin{itemize}
  \widelist
\item Turn on live captions
\item Each user can turn on translated live captions
\item Need to make families aware of it, though
\end{itemize}

\end{frame}

\begin{frame}
  \frametitle{Google Gemini}

LLMs are great for creating text in a lot of languages.

\begin{itemize}
  \widelist
\item Create readings for students, in all the languages, at all the levels
  \begin{itemize}
  \item reading practice, grammar explanations, summaries, etc.
  \end{itemize}
\item Translate subtitles, including the timings!
\item Soooo much more
\end{itemize}

When facts matter, I check the English, then ask for translations, questions, etc.

Tip: have a conversation, not just a one-and-done request

\end{frame}

\begin{frame}
  \frametitle{Google NotebookLM}

  NotebookLM is new-ish and I've not had a chance to use it much.

  If what I've heard is accurate, it could become very useful for school staff soon.

\begin{itemize}
  \widelist
\item good for school documents, class texts, etc.
\item might translate entire handbooks, registration forms, etc?
\end{itemize}

\end{frame}


\begin{frame}
  \frametitle{YouTube}

YouTube is an excellent resource for educational videos, especially for newcomers.

  \begin{block}

    \begin{itemize}
      \widelist
  \item Find content area videos in students' L1
  \item Get transcripts of videos
  \item Add subtitle tracks
  \item Add audio tracks?
  \end{itemize}
\end{block}

\end{frame}


\begin{frame}
  \frametitle{YouTube (cont.)}

  \begin{block}{Content Area Videos}

    \begin{itemize}
      \widelist
    \item Google Translate your search
      \begin{itemize}
      \item high school algebra solving 2-step equations \(\Rightarrow\) Álgebra de secundaria: resolución de ecuaciones de dos pasos
      \end{itemize}
    \item Search YouTube with the translated text
    \item Look through a few of the vids
    \item Translate the transcript to English, or turn on English captions
    \item Share video with student
    \end{itemize}
  \end{block}
\end{frame}

\begin{frame}
  \frametitle{YouTube (cont.)}

  \begin{block}{Transcripts}

    \begin{itemize}
      \widelist
    \item Youtube --- if no translated subtitles, this is the easiest way
      \begin{itemize}
        \semiwidelist
      \item Copy transcript; paste into a Google Doc
      \item Fix up a bit (line breaks can confuse Google Translate sometimes)
      \item Translate in Google Docs, Google Translate, or ask Google Gemini to translate
      \item You now have translated transcripts.
        \begin{itemize}
        \item You do \textbf{NOT} have translated subtitles: document is separate from video; no timing information
        \end{itemize}
      \end{itemize}

    \end{itemize}

  \end{block}

\end{frame}

\begin{frame}
  \frametitle{YouTube (cont.)}

  \begin{block}{Subtitles}

If you publish videos on YouTube, use \href{studio.youtube.com}{https://studio.youtube.com} to add translated subtitles

\begin{itemize}
  \semiwidelist
\item Select the video to work on
\item Click on Subtitles from menu on the left side
\item Click ``Add Translation'' and choose the language
\item Double check and edit as necessary
\end{itemize}

For many videos you don't own, you have to fall back to auto-translated subtitles, if available.

  \end{block}

\end{frame}


\begin{frame}
  \frametitle{Do's \& Don'ts}

  \section{Do's \& Don'ts}

  \begin{block}{Do's}
    \begin{itemize}
      \semiwidelist
    \item Give both English and L1 when sending translated documents home
      \begin{itemize}
%        \semiwidelist
      \item Often, the English can be helpful if the L1 translation is unclear.
      \end{itemize}
    \item Consider ``\href{https://www.plainlanguage.gov/guidelines/}{plain language}'' and ``\href{https://simple.wikipedia.org/wiki/Main_Page}{simple English}'' when writing documents that will be translated.
      \begin{itemize}
%        \semiwidelist
      \item Using plain language can help readers understand and maybe get more accurate translations.
      \end{itemize}
    \item Similar to the advice for working with interpreters. Nutshell: keep sentences short and simple.
      \item Always turn on subtitles / captions when showing videos in class.
    \end{itemize}
  \end{block}

\end{frame}

\begin{frame}
  \frametitle{Do's \& Don'ts (cont.)}

  \begin{block}{Don'ts}

\begin{itemize}
\item Do NOT use your world language teachers as interpreters or translators

  \begin{itemize}
    \widelist
  \item Not in their contracts (usually)
  \item Translation and interpretation are distinct skills. Speakers of a language are not automagically qualified to interpret or translate that language.
  \end{itemize}
\item Do NOT translate \textbf{everything} for your newcomer students
  \begin{itemize}
    \semiwidelist
  \item Newcomers need to learn English. That won't happen as quickly if they receive \textbf{everything} in their L1.
  \item Okay, so then what \textbf{should} you translate?
  \end{itemize}

\end{itemize}

  \end{block}

\end{frame}


\begin{frame}
  \frametitle{Q \& A; Wrap Up}

  \section{Wrap Up}

  \begin{itemize}
    \widelist
\item Questions? Answers? Comments?

\item Please find these slides, and links to other resources from today, at \href{https://www.ChrisSpackman.com/Educator-Resources/pd/2024-10-29-itip-google/}{chrisspackman.com}

\item My ``professional'' email address is \href{mailto:chris@chrisspackman.com}{chris@chrisspackman.com}.

\item My work email is \href{mailto:spackman.1@thecharlesschool.org}{spackman.1@thecharlesschool.org}.

\item My Gmail (for the shared documents) is \href{mailto:osugisakae@gmail.com}{osugisakae@gmail.com}.

\item I'm on Mastodon at \href{https://twit.social/@chris_spackman}{@chris\_spackman@twit.social}.

\end{itemize}

\end{frame}


\begin{frame}
  \frametitle{Links}

  \section{Links}

These next slides include the text of all the URLs in this presentation.

\begin{itemize}
  \begin{small}
  \item \url{https://developers.google.com/apps-script/add-ons/editors/slides/quickstart/translate}
  \item \url{https://docs.google.com/document/u/0/}
  \item \url{https://docs.google.com/forms/u/0/}
  \item \url{https://docs.google.com/presentation/d/1nEXUVQaheyQc133we28SJNg_XN4BYQhd3mxS7nVPrXM/edit?usp=sharing}
  \item \url{https://docs.google.com/presentation/u/0/}
  \end{small}
\end{itemize}

\end{frame}


\begin{frame}
  \frametitle{Links (cont.)}

\begin{itemize}
  \begin{small}
  \item \url{https://docs.google.com/spreadsheets/d/1QjHJgSB4IRyyPhO566xdGjp0jg4U4Xd-aXKlL_HgleI/edit?usp=sharing}
  \item \url{https://docs.google.com/spreadsheets/u/0/}
  \item \url{https://education.ohio.gov/Topics/Student-Supports/English-Learners/Identification-Reclassification-and-Monitoring/Language-Usage-Survey}
  \item \url{https://github.com/OsugiSakae/translate-google-forms} (AppScript)
  \item \url{https://forms.gle/4a5m33MRZEe5vwoaA} (form with sections for each language)
  \end{small}
\end{itemize}
\end{frame}


\begin{frame}
  \frametitle{Links (cont.)}

\begin{itemize}
  \begin{small}
  \item \url{https://forms.gle/VBnqSUjrkNEiNn4p6} (form with several languages per question)
  \item \url{https://gemini.google.com}
  \item \url{https://meet.google.com}
  \item \url{https://notebooklm.google.com/}
  \item \url{https://simple.wikipedia.org/wiki/Main_Page} (simple English)
  \item \url{https://studio.youtube.com}
  \item \url{https://translate.google.com/}
  \end{small}
\end{itemize}

\end{frame}


\begin{frame}
  \frametitle{Links (cont.)}

\begin{itemize}
  \begin{small}
  \item \url{https://twit.social/@chris_spackman}
  \item \url{https://www.ChrisSpackman.com/}
  \item \url{https://www.ChrisSpackman.com/2024-10-29.html} (redirects to \href{https://www.ChrisSpackman.com/Educator-Resources/pd/2024-10-29-itip-google/index.html}{2024-10-29-itip-google})
  \item \url{https://www.ChrisSpackman.com/2024-10-29-intro-survey.html} (redirects to a Google Form)
  \item \url{https://www.ChrisSpackman.com/Educator-Resources/pd/2024-10-29-itip-google/index.html}
  \end{small}
\end{itemize}

\end{frame}

\begin{frame}
  \frametitle{Links (cont.)}

\begin{itemize}
  \begin{small}
  \item \url{https://www.plainlanguage.gov/guidelines/}
  \item \url{https://www.youtube.com}
  \item \url{https://www2.ed.gov/about/offices/list/ocr/ellresources.html}
  \item \url{https://youtu.be/TXI9-IsRk7M} (creating multilingual forms)
  \item \url{mailto:chris@chrisspackman.com}
  \item \url{mailto:osugisakae@gmail.com}
  \item \url{mailto:spackman.1@thecharlesschool.org}
  \end{small}
\end{itemize}

\end{frame}

\begin{frame}
  \frametitle{Copyright / Copyleft}

\section{Copyright}

\vspace*{1em}

This document is copyright \textcopyright 2024 Chris Spackman.

These slides are licensed under a
\href{http://creativecommons.org/licenses/by-sa/4.0/}{Creative Commons
  Attribution-ShareAlike 4.0 International License}

\begin{center}
\href{http://creativecommons.org/licenses/by-sa/4.0/}{\includegraphics{images/ccbysa.png}}
\end{center}

Please see \href{https://www.ChrisSpackman.com/Educator-Resources/pd/2024-10-29-itip-google/}{ChrisSpackman.com} for editable versions of resources from our PD today.

\hfill {\tiny Last edited: 2024-10-13}

\end{frame}

\end{document}
