Learning Reflection Three Translation English Hello Everyone

Learning Reflection Threetranslation Englishhello Everyone My Name I

Learning Reflection Threetranslation Englishhello Everyone My Name I

Learning Reflection Three Translation: English Hello, everyone my name is Elizabeth Collins-Bray; I am a mother, a military wife, and a student. I have five kids, stepdaughter (Dasana Bray 10 years old, my son Destin Smith 8 years old my daughters Desiree Bray 4 years old, and Dariah Bray 1 years old). In addition, my husband is one of my kids too LOL, he's such a big baby. We have been together for 5 years and married for 2 years. We both are from Chicago. One thing you enjoy about living there is the food and family, but I don’t want to go back to Chicago.

We were stationed in El Paso, but we moved to Hawaii 8 months ago, and now we have finally moved to Schofield Barracks. My family is the reason why I am still in school; I knew I wanted more for my family and myself. Therefore, my major is Early Childhood Education (AA). The reason I chose that major is because I want to be a school teacher. I love working with little kids of all ages. I started my own daycare from my home (Bray Bunch DayCare), and so far, so good with the daycare.

I hope that while working with my daycare kids, I will learn how to work with students in the classroom. My hobbies are cooking and shopping for my family, but all that changed when I had spinal surgery a year ago. It feels like my life went downhill from there. My kids know me as super mom, but my kids do not know I had surgery. It has been a year since my surgery and I am still in pain.

Keeping God first, I will be okay. Be open-minded to what people have to say. Remember to support your conclusion. Assignment must be turned in on time. Yes!!!!! I will be the best teacher I can be.

Paper For Above instruction

Reflecting on the personal narrative shared by Elizabeth Collins-Bray offers deep insight into the affective factors influencing language comprehension, especially in a foreign language context. My affective filter—the emotional barrier that can hinder or facilitate language acquisition—is currently moderate to low as I engage with this translation, primarily because of my interest in bilingual education and cultural narratives. The personal tone and storytelling approach make the translation approachable, yet some nuances remain challenging due to language gaps.

Despite the informal language and colloquial expressions, I can decipher the main ideas: Elizabeth is a mother and military wife from Chicago, living in Hawaii, with a passion for teaching and working with children. The narrative is enriched with emotional elements, such as her dedication to family, her challenges after spinal surgery, and her motivation to pursue a career in early childhood education. These aspects help me connect emotionally and intellectually, boosting my motivation to understand every part of the translation thoroughly.

Language comprehension is influenced significantly by motivation—the desire to understand and learn—to improve my proficiency and cultural literacy. Elizabeth’s story motivates me to pay close attention to context clues and cultural references, enhancing my interpretative skills. For example, her mention of moving from Chicago to Hawaii and her work at a daycare reflect specific cultural and logistical realities that enrich the translation process.

A teacher can facilitate easier learning by providing context, such as background information about cultural nuances, idiomatic expressions, and colloquial language. Encouraging active engagement through discussions about the narrative's themes or related personal experiences can lower affective filters further. Supplementary materials like bilingual glossaries, visual aids, or translation examples can also demystify challenging language structures, fostering confidence and comprehension.

In conclusion, reading Elizabeth's narrative exemplifies how emotional engagement, motivation, and context support language comprehension. Recognizing the emotional state and background knowledge influences how effectively one interprets a translation. Effective teaching strategies should include personalized, culturally relevant content and scaffolding techniques that nurture a positive learning environment, ultimately reducing affective filters and enhancing language acquisition.

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