5 brilliant ways of teaching interpretation using text-based evidence

Abstract

Using text-based evidence to construct meaning is a process, known as teaching interpretation, that can help English learners to encode and decode English material. This process goes beyond translation and mainly focuses on uncovering the meaning of a passage; it can also be called comprehensive understanding.

Integration is the skill of explaining the meanings of something such as a text or a poem. Text-based evidence is an indication supporting ideas, arguments, opinions, and thoughts hidden in a text. Teaching interpretation using text-based evidence is an essential way of broadening students’ comprehension skills.

Teaching interpretation

Teaching interpretation to English learners helps them to make more successful relationships since it causes better and more powerful interactions. Learners can communicate better because they learn to understand the real and original massage of anything they read or hear. 

Teaching interpretation can also affect a specific part of the memory that focuses on storing what has been understood before.

Teaching interpretation requires adequate knowledge of English. This means that the learner is supposed to be able to translate contexts, word by word, to be able to get the deeper meaning.

This method of comprehension can be present in five phases. Before that, teachers should be aware of the fact that the fewer students they have, the better the results since these lessons need a lot of time and practice. 

There are generally five ways of teaching interpretation using text-based evidence. Teachers can use the recommended ways to make the best of their teaching interpretation efforts. The best five methods of teaching integration with the use for text-based evidence are as follows:

Using visual aids in teaching interpretation:

Taking visual tools such as pictures and movies in teaching interpretation effectively helps teachers to make English acquisition both simple and fun for students. Pictures can tell readers the overall meaning of a text in a blink of an eye. That is why they are frequently used in teaching interpretation. Pictures themselves implicitly reveal the main intent of the writer, as well.

Asking relevant simple questions while teaching interpretation:

While teaching interpretation, teachers should ask relevant questions to involve students’ minds in the main hidden points of a particular text. In this way, students go back to the text and scan it to get the main information. Asking relevant questions while teaching interpretation using text-based evidence also boosts students’ critical thinking to analyze the text for discovering the accurate exact answers.

Using fun methods in teaching interpretation:

Students learn best by engaging fun tools such as movies and written critics including in teaching interpretation. Holding free dissuasion classes for criticizing, interpreting, and analyzing English works is quite useful for effective teaching interpretation.

Teaching new words while teaching interpretation:

While teaching interpretation, students may come across or hear some English words which they do not know. It is best for teachers to translate, teach, and repeat the new English words so that their students get the whole circumstances. If students know 95 percent of the words used in teaching interpretation, they can follow the instructions much better.

Making groups for students’ teaching interpretation practice:

Teachers can also group their students to talk about an English movie, song, or storybook that can have a great influence on student’s learning interpretation skills. In this way, teaching interpretation will be more effective, productive, and engaging for students because they are forced to engage in-class activities and learn from each other. This method of teaching interpretation using text-based evidence also makes students more social, active, and focused.

Teacher preparation

This phase starts before the teacher enters the classroom. Teachers’ role is so bold here since the teacher needs to choose more than 20 frameworks for learners so they have the chance to have some discussions about them.

If English is not the native language of students, it is recommended that the teacher chooses half of the texts in English and the other half of them in the kids’ mother tongue. 

Preparing the classroom

 In this part, the classroom should be prepared for students, because they are going to talk about the chosen contexts. There should be a place in front of the class, for the ones who are going to explain their topics for the class. The first ones to explain can be chosen from volunteers or randomly, it is up to the teacher.

When the students are selected, they will be allowed to look at the contexts that they need to talk about and have 5 to 10 minutes to prepare themselves for explaining and talking about the texts. Meanwhile, other students prepare themselves for asking questions.

An important point that teachers need to know is that giving comments is an important part of teaching interpretation ; therefore, teachers need to ask students and motivate them in case of need, to give comments about anything that they hear.

Learners will raise questions and give comments as the volunteer finishes explaining. The questions can even lead to different discussions among students. Later, the audience can give a score to the student who made the comment and share their ideas about his/her performance. 

Student-student phase

In this phase, everything is on students. It means that some students are chosen to explain the concepts and they have to do the tasks. They even should find the English context that they want to explain. It is similar to the previous phase except for the fact that this phase can be done in teams that are made of two students. 

Tape player/ CD player

In this phase, the teacher should prepare an English context that has a recorded audio file. This can be done in two ways. The first way is that the teacher gives his/her students the written form of the text that they are going to hear; so they can listen to the audio file while they look at the English text.

At that point, the teacher can pause the audio file when he/she thinks it is possible to make comments and discuss that subject. The other way is playing the audio file without allowing students to have the context.

This way, which is mostly suggested for advanced level students, makes learners take notes as they listen and use their notes to make comments. 

Radio

Harder phase for teaching interpretation to upper intermediate students is listening to the radio and discussing the information that they hear on the radio. The teacher records a proper English program from the radio that he/she wants.

Then, writes down the context word by word and let the students have access to the words. Later, the teacher plays the radio broadcasting in class and students should listen to the program as they read the context.

Just like the previous part, the teacher pauses at some points and raises questions regarding the subject at hand. This way, children can interpret as they listen to the radio program.

News broadcasting

The last and the hardest phase of teaching interpretation by using text-based evidence can be done by using news broadcasting on TV. As it is known, the news on TV is told at a really fast pace, and in a specific manner.

It is why neither beginners nor intermediate students can understand it. Hence, this phase is only for advanced learners. For having this exercise in the classroom, the teacher can record a part of English news, write down the text and have it ready for all students.

To achieve a better performance, it is not suggested to let students have access to the text at the beginning. The teacher would play the videotape for students once and ask them to write down as many points as they can.

Then and there, the teacher can ask his/her students about their opinions and share what they learned from what they heard.

When the teacher made sure that all the students have gotten the point of the news, he/she can give them the words to go deeper in meaning and discuss each part together. 

Conclusion

In brief, teaching interpretation using text-based evidence is a hard and time-consuming job. However, there is the hope to get promising results by following the five-phase that are explained in the article above. When there is a will, there is always a way!  

FAQ

-What is an interpretation skill?

Interpretation means the process of thinking deeply over a matter to discover, determine, and evaluate the meanings and themes of the matter. This process deals with the connotative meanings of English words and symbols. So, it can never be easily taken by considering the literal meanings of words. It has quite numerous applications in many areas such as graphs, verbal and nonverbal exchanges.

Interpretation skill is thinking and concentrating on something to get the mysterious interesting hidden messages and meanings. For example, if someone interprets an English story, he inquiries the theme, characters, context, conflict, etc. of the story carefully. Therefore, interpretation skill needs much practice, energy, time, and carefulness to be developed well.

There are some mysterious, vouge, or literary works that should be read more than twice to get the meanings of everything. Therefore, readers can be very skilled at interpretation to reach the correct detailed meanings; To get this, they should study many literary analyses, critics, interpretations as much as possible. It is very sweet and releasing for readers to achieve accurate original messages by themselves.

Teaching interpretation skills is not an easy job. It requires teachers’ ability and well-organized teaching methods, knowledge, patience, language proficiency, dedication, and hard work. Students should be taught the practical ways in which they can accurately interpret different English texts well.

Teaching interpretation skills is not an easy job. It requires teachers’ ability and well-organized teaching methods, knowledge, patience, language proficiency, dedication, and hard work. Students should be taught the practical ways in which they can accurately interpret different English texts well.

Teachers should regard the English level of their students’ proficiency for teaching interpretation skills. For example, beginner English learners do not need to interpret English texts deeply whereas advanced ones must know how to interpret them correctly and comprehensively to pass their exams. Therefore, the quality of teaching interpretation skills mainly depends on students’ learning competency.

Interpretation is not the same as translation. Interpretation skill is a way to understand the meaning of a text profoundly by rendering the text in the first language. On the other hand, translation is transferring the words of the second language into the equivalents of the target language without commission, additional explanation, and change.

Interpretation skill enables readers to think much over a simple thing. It also helps them not to judge a book by its cover. It broadens readers’ minds to discover different aspects of anything.  

High proficiency in interpretation skills can lead readers to decent English writing skills. The better readers interpret a text, the better can they recreate or write an English text by themselves. Interpretation skill makes readers find out the strong points and weak points of an English text.

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