Dangers of Machine Translation: The Need for Professionally Translated Anticipatory Guidance Resources for Limited English Proficiency Caregivers

2018 ◽  
Vol 58 (2) ◽  
pp. 247-249 ◽  
Author(s):  
Prithwijit Das ◽  
Anna Kuznetsova ◽  
Meng’ou Zhu ◽  
Ruth Milanaik
2019 ◽  
Vol 29 (1) ◽  
pp. 13
Author(s):  
Lynne Bowker

Author keywords are valuable for indexing articles and for information retrieval (IR). Most scientific literature is published in English. Can machine translation (MT) help researchers with limited English proficiency to search for information? We used two MT systems (Google Translate, DeepL Translator) to translate into English 71 Spanish keywords and 43 French keywords from articles in the domain of Library and Information Science. We then used the English translations to search the Library, Information Science and Technology Abstracts (LISTA) database. Half of the translated keywords returned relevant results. Of the half that did not, 34% were well translated but did not align with LISTA descriptors. Translation-related problems stemming from orthographic variation, synonymy, differing syntactic preferences, and semantic field coverage interfered with IR in just 16% of cases. Some of the MT errors are relatively “predictable” and if knowledge organization systems could be augmented to deal with them, then MT may prove even more useful for searching.


1994 ◽  
Vol 25 (3) ◽  
pp. 156-164 ◽  
Author(s):  
Celeste A. Roseberry-McKibbin ◽  
Glenn E. Eicholtz

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.


PEDIATRICS ◽  
2016 ◽  
Vol 137 (Supplement 3) ◽  
pp. 283A-283A
Author(s):  
Antonio Riera ◽  
Agueda Ocasio ◽  
Sandra Trevino, MSSW ◽  
Federico Vaca

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