09/10/2010
Terjemahan 5: ‘Sepak Takraw’.
Kamal: Betul kata kamu. Tambahan pula badan kita mererlukan aktiviti yang dapat menggerakkan sistem di dalam badan.
Ganesh: Betul tu, Kamal. Setelah bermain badminton setiap hujung minggu di rumah kamu, badan saya lebih sihat. Saya mudah menerima pelajaran yang diajarkan oleh guru. Saya juga tidak mudah mengantuk semasa sedang belajar di dalam kelas.
Kamal: Oh, ya Ganesh. Apa kata minggu yang akan datang kita bermain sukan sepak takraw pula. Sukan ini amat bagus untuk membantu dalam mengawal keseimbangan badan kita.
Ganesh: Saya tidak ada masalah, Kamal. Tapi, siapa yang akan mengajarkan kita sukan sepak takraw?
Kamal: Itu kamu jangan bimbang. Kebetulan bapa saudara saya bekas pemain sepak takraw peringkat negeri Selangor. Minggu hadapan beliau akan bercuti selama seminggu di rumah keluarga saya. Bolehlah saya meminta beliau untul mengajarkan kita cara-cara bermain sepak takraw.
Terjemahan 5
A healthy body and mind is also intelligent
K: This afternoon come to my house. Why don’t we play badminton?
G: Oh! That’s a good idea. If we often play such a sport, then our body will naturally become healthy.
K: You have a point. Furthermore, our body needs to do activities which can stimulate the internal body system.
G: Correct. After playing badminton every week in my house, my body has (certainly) got stronger. I am more receptive to the lesson taught by my teacher. I also feel less sleepy when studying in class.
K: Yes, Ganesh. Hey, what do you say about playing ‘sepak takraw’ next week? That sport is very good in helping to manage our body equilibrium.
G: I don’t mind, Kamal. But, who will teach us how to play ‘sepak takraw’?
K: Don’t worry about that. By coincidence, my uncle is an ex ‘sepak takraw’ player. He has represented his state, Selangor, as a player. Next week, he will be on holiday for a week at my family’s house. I can ask him to teach us how to play ‘sepak takraw’
07/10/2010
Terjemahan 4: Istimewanya Pokok di Taman Mini.
Istimewanya Pokok di Taman Mini
Pokok Renek.
Pokok Renek.
Murid-murid Tahun tiga Anggerik keluar dari kelas mereka. Mereka ke taman mini sekolah. Cikgu Laila mahu mereka melukis tumbuh-tumbuhan.
“Tumbuhan apa yang perlu kami lukis, cikgu?” tanya Pamela. Dia ketua kelas.
“Cikgu mahu kamu semua melukis pokok renek.”
“Pokok renek itu pokok apa, cikgu?” tanya Deepa.
“Pokok renek ialah pokok yang rendah dan berbatang kecil. Ada yang berbunga dan ada yang tidak berbunga.” Cikgu Laila memberikan penjelasan. Beliau guru mata pelajaran Sains.
“Cikgu, mengapakah banyak pokok renek yang ditanam di kawasan sekolah kita berbanding dengan pokok yang lain,” tanya Murid pula.
“Pokok renek mudah dijaga dan lebih cantik. Contohnya pokok puding ini. Pokok ini cantik kerana daunnya yang pelbagai warna. Pokok kertas itu pula mudah dibentuk kerana dahannya yang kecil dan lembut,” kata Cikgu Laila.
Translation: A Special Plant in the Mini Garden.
The third year students from Class Orchid go out from their class. They go to the school’s mini-park. Ms. Laila wants them to draw some plants.
“What plants would you like us to draw?”, said Pamela. She was the leader of the class.
“I want you to draw a shrub, a bush…”
“Teacher, what is a shrub?”
“A shrub is a short plant which has small stems. There are some which flower and some which do not flower.” Ms. Laila explained about the shrub. She was a teacher of Science.
“Teacher, why have a lot of shrubs been planted here, instead of other plants? “The shrub is easy to keep and very beautiful. For example, look at this ‘pokok puding’ (below, bottom).
This shrub is beautiful because it has leaves of several colours. The ‘pokok kertas’ bush is easy to keep too because it’s branches are small and soft”, said Ms. Laila.
Soalan dan jawapan.
1. Ke manakah murid-murid Tahun 3 Anggerik itu pergi?
Murid-murid Tahun 3 Anggerik itu pergi ke taman mini sekolah
2. Apakah tumbuhan yang perlu dilukis oleh murid-murid Tahun 3 Anggerik?
Tumbuhan yang perlu dilukis oleh Tahun 3 Anggerik ialah
melukis pokok renek.”
3. Mengapakah pokok renek banyak ditanam di kawasan sekolah?
Pokok renek banyak ditanam di kawasan sekolah kerana pokok ini mudah dijaga dan lebih cantik
Pokok Puding.
03/10/2010
Terjemahan 3 (Pengorbanan Datuk).
Pengorbanan Datuk
(Lembaran Homework Bahasia Malaysia ‘Tahun’ 2, p.72)
Aku menghampiri datuk. Datuk menunjukkan sekeping gambar kepadaku. Aku menatap gambar itu. Datuk kelihatan segak memakai pakaian seragam tentera. Selaras senapang tersandang di bahunya.
Datuk menceritakan pengalamanya menentang pengganas komunis. Datuk cedera parah dalam pertempuran itu. Sebagai akibatnya, datuk lumpuh. Namun begitu, datuk gembira kerana dapat berbakti kepada negara.
Aku bangga akan datuk. Pengorbanan datuk sungguh besar ertinya. Datuk begitu cinta akan negara. Aku ingin menjadi seperti datuk.
Translation:
I am close to my grandfather. He shows me a picture of him and I look at the picture. In it he looks lively and is wearing army uniform. A rifle is hanging over his shoulder. He (then) tells me a story about his experience fighting against communist terrorists. He was hurt in/during the conflict. Because of this, he is now crippled. Still, he is happy because he could serve his country. I am proud of my gradfather. His sacrifice is very meaningful. He loves his country very much. I hope to become a person like him.
20/09/2010
Bahasa Melayu: terjemahan satu.
Translation from a Tahun 2 workbook:
***Manfaat Menyertai Kelab Pengguna***
Bahasa Melayu:
***Pada hari Isnin, Encik Latif bin Kasim telah datang ke sekolah Izwan. Beliau merupakan wakil daripada Persatuan Pengguna Pula Pinang. Beliau diundang oleh Kelab Pengguna sekolah Izwan untuk menyampaikan ceramah (RW: berceremah).***
“On Monday, Mr Latif goes to the Izwan’s school. He acts for the Association of Consumers in Penang. He is invited to the club to give a presentation. “
***Menurut Encik Latif, banyak manfaat yang dapat kita peroleh apabila menyertai Kelab Pengguna. Misalnya, kita dapat mengetahui hak kita sebagai pengguna. Kita juga dededahkan tentang cara-cara membeli sesuatu barang. Selain itu, Kelab Pengguna turut menyebarkan maklumat tentang harga dan mutu sesuatu barang. ***
“According to Mr. Latif, you can receive a lot of benefits when participating in the Consumer Club. For example, you can learn about (disputes) cases involving consumers. We also receive an explanation about ways to purchase goods. Except for that, the Consumer Club spreads information about prices and quality goods.
***Seterusnya, Kelab Pengguna sentiasa menjaga kepentingan ahli-ahlinya. Dengar(?) itu, kita tidak akan menjadi mangsa penipuan para peniaga. Jika terdapat sebarang penipuan, ahli-ahli bolehlah melaporkan perkara tersebut kepada Kelab Pengguna. Izwan dan rakan-rakannya berpuas hati dengan penerangan Encik Latif. ***
“In addition, the Consumer Club always considers (takes care of) expert opinions. By listening to experts, we are less likely to become prey to swindlers in business clothes, If a swindler is found, though, club members can report the situation to the Consumer Club. Izwan and his friends are satisfied with the withe the information given by Mr. Latif.”
12/09/2010
Balik belajar Bahasa Melayu # 3
Masa depan percutian
Ular Sawa Albino dari Taman Ular, Perlis.
(Perenggan Pendahuluan)
Tahun depan, saya hendak balik ke Malaysia. Di sana, saya mahu melihat banyak tempat, tetapi kali ini – untuk kali kedua – saya mahu melawat Perlis. Mungkin di dalam Spring 2011 saya boleh melawat kawan lama saya dan keluarganya di sana. Lima belas tahun yang lalu, says melawat/dilawat rumah ibunya dan pergi to Padang Besar pada sempadan Thailand. Ini pengalaman merupakan pengalaman yang baik tentang Malaysia, orang Melayu dan orang Malaysia.
(Perenggan Isi)
- Kelawar.
Apa yang mahu melakukan di dalam Perlis? Pertama saya mahu melawat teman saya. Lalu, saya sekeluarga ke Taman Umar. Anak lelaki saya suka binatang liar dan Taman Umar ada seekor ular sawa albino. Ini ular ialah umar yang unik. Ular itu unik kerana badannya bewarna putih. Setelah pergi ke Taman Ular, lalu saya hendak pergi ke Gua Kelam. Mengapa saya mahu pergi di sana? *Begini (well)*, di dalam zaman kanak-kanak saya, saya seorang budak lelaki yang terpesona/diterpesona(?) oleh kelawar! Di Gua kelam, kami melihat banyak kelawar bergantung pada dinding gua!
(Perenggan Penutup)
Jeti Kuala Perlis.
Akhirnya, saya mahu kami pergi ke Padang Besar. Banyak sekai barang yang dijual disana. Saya rasa harganya murah juga. Saka akan membeli barang untuk keluarga di England: barang hiasan untuk kakak dan ibu saya. Kemudian, pada hari itu, says berhapa kami makan makanan laut di Jeti Kuala Perlis!
09/09/2010
Balik belajar Bahasa Melayu # 2
Terimah kasih kepada Cikgu Hamizi until pembetulanya!
Ini tugasan (schedule) Encik Walker. Encik Walker mengajar Bahasa Inggeris kepada (pada) murid-murid Jepun pelajar berbangsa Jepun. Encik Walker mengajar Bahasa Inggeris di banyak beberapa universiti di Jepun. Skedule di dalamnya, Di dalam jadual beliau, terdapat berbagai-bagai jenis (lesson) pengajaran tentang Bahasa Inggeris. Ada pengajaran yang menggunakan bahasa Inggeris dicakap dan ada (lesson) yang (Bahasa Inggis dicakap tetapi yang menggunakan bahasa Inggeris dan bahasa Jepun tidak dicakap).***
07/09/2010
Balik belajar Bahasa Melayu # 1.
Perihal diri adik saya
Nama adik saya Evan Takumi Walker. Dia tinggal di Shinjuku. Umurnya tujuh tahun dan dia belajar di Sekolah Kebangsaan Nishi Toyama.
Hobinya mengumpulkan patung kecil dan bermain sepak bola. Kebanyakkan patung dia diberikan oleh saya dan keluarga saya. Ada juga patung yang dia dibeli di Thailand dan lain kedai patung. Patung-patung itu kami simpan di ruang tamu dan bilik tidurnya.
Cita-cita adik saya menjadi profesional sepak bola atau orang artis. Setiap pagi hari dia bermain sepak bola dengan teman-temannya. Juga, di belajar seni bersungguh-sungguh di sekolah. Dia ingin berjaya dengan cemerlang dalam pelajaran dan di sepak bola.
14/07/2009
Thoughts on ‘habitus’ after a chance meeting with an old Nepalese friend on Waseda Street.
‘To be of noble birth is a great advantage,’ as Pascal said long ago. ‘At the age of 16 it places a man within the select circle, known and respected, as another would have merited it at 50.
It is a gain of 30 years without trouble.’ (Pensees, 322)
Grenfell, M. (2006, p.70).
How right Blaise Pascal is. And how cruel it is when you face the reality of educational rackets that appear respectable, but which - on the main – reinforces the status quo. Performing modern-day magic moves to prevent the working classes from airing any discontent.
It’s the same in every country: those who do not display correct cultural accouterments will face marginalisation and barriers blocking advancement. The cumulative effect of being prevented entry will wear most down, until they accept their place.
Unless they see through the injustice. If so other paths emerge.
Resoluteness can take hold.
My background, which I have consciously and unconsciously tried to shield, is vastly different from where I am not. I have moved out from my original habitus. Yet even here – in Japan – in the expatriate circles that I enter, I feel the habitus of others. I wonder if I still show traces of my own. Talk about football (not cricket), family life (not presentations), and philosophy might give a dim trace – or perhaps make it crystal clear. I’m unsure.
Who cares? I’ve travelled further than most. Educationally, geographically and socially.
And there are times when I sense others who have a similar story – who rejected cultural traces of an original ‘habitus’, and today I met an old friend who I thought had long since returned back to Nepal – his birth place and the land where his young children live. He, Krishna, came to Japan to work in an ‘Indian’ curry shop, where I am my wife got to know him. A man who my son loved. and who – we thought – had gone back to Nepal for good.
We were wrong. After alighting the bus, and deciding to have a curry, there he was – extending his hand and showing the sort of glee you feel when you meet someone who you have not seen for an age. We used to laugh and joke and enjoy the sort of informal conversation one had back in England.
Funny that – I am reminded of home by a Nepalese curry shop worker! Someone who would voluntarily teach me Nepalese – phrases which I have long forgotten.
But what does this have to do with ‘habitus’, Pierre Bourdieu’s term.
Well, I had an epiphany of sorts. I realised that we both shared a social habitus once upon a time. Perhaps we both understand the plight of the ‘working class’habitus; the evidence was in his mannerisms and sincerity which one associates with a certain branch of working classness. It might not be so surprising. Until last year Nepal, like the United Kingdom, had a monarchy, and I’ve gleaned from my conversations in the past that, although Nepal has a lower literacy rate, there is an elite class which glides in and out of the top positions.
I think we once shared a rung on our respective nations ‘social ladder’.
Time is against me again. I think this dialogue is one that might continue. But how mightily fine it was to see my Nepalese friend, who is looking to bring his children over the following year.
Bibliography:
Grenfell, M. (2006). “Pierre Bourdieu – Agent Provocateur.” London / New York: Continuum Books.
