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Saturday, January 14, 2023

Read the English translation of Shakira's savage Bizarrap lyrics in which she drags Gerard Piqué - PopBuzz - Translation

12 January 2023, 11:29 | Updated: 12 January 2023, 14:25

Shakira puts Gerard Piqué on blast in her brutal 'Bzrp Music Sessions, Vol. 53' lyrics.

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Shakira is back and she is dragging her ex Gerard Piqué in the most iconic way with her 'Bzrp Music Sessions, Vol. 53' lyrics.

Shakira fans will already know that the singer was in a longterm relationship with Spanish footballer Gerard Piqué. They also had two sons together. In 2022, the couple announced that they had split after 11 years. Now, Shakira is airing out all their dirty laundry in the savage lyrics of her brand new Bizarapp collaboration 'Shakira: Bzrp Music Sessions, Vol. 53'.

The new Spanish song is so popular that the video has already been viewed over 24 million times in 10 hours. What do the lyrics mean though? We're here to provide you with the English translation of 'Shakira: Bzrp Music Sessions, Vol. 53'.

READ MORE: Read the English translation of Selena Gomez's De Una Vez lyrics

Shakira Bizarrap lyrics English translation: Bzrp Music Sessions, Vol. 53. Picture: Dale Play, David Ramos/Getty Images

In the chorus, Shakira sings: "A she-wolf like me ain't for dudes like you / I've outgrown you and that's why you're with a girl just like you." However, it's the verses where she really lets rip. Shakira makes clear: "I do this for you to mortify, chew and swallow, swallow and chew / I'm not coming back to you, even if you're crying or begging."

Shakira then appears to accuse Piqué of being behind her ongoing tax fraud case: "You left me as a neighbor to the mother-in-law / With the press at the door and the debt at the IRS / You thought you'd hurt me, but you made me tougher / Women don't cry anymore, women invoice". Piqué was previously found guilty of tax fraud in 2019.

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In the second verse, Shakira takes aim at Piqué's new 22-year-old girlfriend Clara Chia Marti. She sings: "No hard feelings, baby, I wish you the best with my supposed replacement / I'm worth two 22's / You traded a Ferrari for a Twingo / You traded a Rolex for a Casio."

Shakira also quips: "You're going fast, slow down / Ah, a lot of gym / But work-out your brain a little too." She ends the single signings: "It's a wrap / That's it, bye".

Shakira 1, Piqué 0. You can read the full translation below.

Bizarrap & Shakira - 'Shakira: Bzrp Music Sessions, Vol. 53': English Translation

INTRO
(For dudes like you, uh-uh-uh-uh-uh)
Oh-oh (Oh-oh)
(For dudes like you, uh-uh-uh-uh-uh)
Sorry, I already took another plane
I'm not coming back here, I don't want another disappointment
So much that you pretend to be a champion
And when I needed you, you gave your worst version
Sorry, baby, it's been a while
I should have thrown that cat away
A she-wolf like me ain't for a rookie

CHORUS
A she-wolf like me ain't for dudes like you, uh-uh-uh-uh
For dudes like you, uh-uh-uh-uh-uh
I've outgrown you and that's why you're with a girl just like you, uh-uh-uh-uh-uh
Oh, oh

VERSE 1
I do this for you to mortify, chew and swallow, swallow and chew
I'm not coming back to you, even if you're crying or begging
I understood that it's not my fault you're criticized
I only make music, I'm sorry I splashed you
You left me as a neighbour to the mother-in-law
With the press at the door and the debt at the IRS
You thought you'd hurt me, but you made me tougher
Women don't cry anymore, women invoice

PRE-CHORUS
He's got a good person's name
Clearly, it's not what it sounds like
He's got a good person's name
Clearly

CHORUS
She's just like you, uh-uh-uh-uh-uh
For dudes like you, uh-uh-uh-uh-uh
I've outgrown you and that's why you're with one just like you, uh-uh-uh-uh-uh
Oh, oh

VERSE 2
From love to hate, there's only one step
This way don't come back, listen to me
No hard feelings, baby, I wish you the best with my supposed replacement
I don't even know what happened to you
You're so weird that I can't even tell you apart
I'm worth two 22's
You traded a Ferrari for a Twingo
You traded a Rolex for a Casio
You're going fast, slow down
Ah, a lot of gym
But workout your brain a little too
Pictures wherever I am
I feel like a hostage here, it's all right with me
I'll let you go tomorrow and if you want to bring her along, bring her along too

PRE-CHORUS
He's got a good person's name (Uh-uh-uh-uh-uh)
Clearly, it's not what it sounds like (Uh-uh-uh-uh-uh)
He's got a good person's name (Uh-uh-uh-uh-uh)

CHORUS
And a she-wolf like me ain't for dudes like you, uh-uh-uh-uh-uh
For dudes like you, uh-uh-uh-uh-uh
I've outgrown you and that's why you're with a girl just like you, uh-uh-uh-uh-uh
Oh-oh, oh-oh

OUTRO
Uh-uh-uh-uh-uh (For dudes, fo-fo-for dudes like–)
For dudes like you, uh-uh-uh-uh-uh (For dudes, fo-fo-for dudes like–)
I've outgrown you and that's why you're with a girl just like you, uh-uh-uh-uh-uh
It's a wrap
Oh, oh
That's it, bye

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Street signs with Korean translations installed in parts of Dallas - FOX 4 News Dallas-Fort Worth - Translation

article

DALLAS - Dallas city leaders joined the Greater Dallas Korean American Chamber of Commerce Friday to unveil updated street signs with Korean translation.

The change comes to an area of Northwest Dallas, which has the largest Korean American community in Texas.

The signs were installed at the intersections of Newkirk Street, Royal Lane, and Harry Hines Boulevard.

READ MORE: Operation Texas Strong donates renovated RVs to homeless veterans

The unveiling celebrates Korean American Day, which is Friday, and the contributions of the Korean community here in Dallas.

"Forty years ago, our immigrant generation took an impoverished industrial area and steadily began building Korean business right here. Their fruitful work is now proudly being recognized here today," said John Lee who is a board member on the Greater Dallas Korean American Chamber of Commerce.

Korean American Day celebrates the arrival of the first Korean immigrants to the United States in 1903.

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Scots writers welcome 'jag' being added to Oxford English Dictionary - The National - Dictionary

SCOTS writers have welcomed the word “jag” being added to the Oxford English Dictionary (OED) as a result of the pandemic.

During the Covid-19 vaccination programme people across Scotland began debating whether the term for an injection was “jab” or a “jag”.

But now it has been decided that both are equally acceptable, with the latter now receiving an official entry in the dictionary.

The OED’s researchers found the earliest printed mention of the word in the context of vaccination was in a 1949 newspaper article.

The entry reads: “Chiefly Scottish. A hypodermic injection, esp. a vaccination.”

READ MORE: Who is Andrew Bridgen? The MP who lost Tory whip over vaccine claims

It is explained in the entry that the word “jag” originates in English in the 1600s.

Scots writer Billy Kay said he was pleased to see the Scots meaning recognised and explained how authors like Walter Scott had sparked a lot of sharing of words on either side of the Border.

He told The National: “A lot of Scots words have come into English through Walter Scott, like the word galore, for example.

“There’s a lot of sharing between Scots and English, it’s a bit like Spanish and Portuguese, but those shared words can be used in different ways.

The National: Billy Kay said 'the more we can educate the English the better' after 'jag' got an entry in the dictionary Billy Kay said 'the more we can educate the English the better' after 'jag' got an entry in the dictionary

“It’s really nice to see jag being recognised. I think a lot of people in Scotland were surprised jag was not an English word.

“The more we can educate the English the better as far as I’m concerned.”

BBC Radio Scotland was criticised online during the coronavirus crisis for using the term “jab” while discussing vaccinations when most Scots were more familiar with the term “jag”.

Alistair Heather, Scots writer and presenter, said the north east was the only place where “jab” is the more common term for an injection.

READ MORE: BBC labels Scots Tory leader Douglas Ross a Labour MP in blunder

He said: “I remember during the pandemic health officials were saying 'jab' and we just thought, that’s not quite the right word and we weren’t ready to stop saying 'jag'. However, I know there was a bit of an outcry from the North East as they do say 'jab' there.

“There are lots of Scots words that have made their way into English. Walter Scott was great at introducing Scots to England. Raid is the Scots word for road but it has become part of the English language. Links, as in a links golf course, is a Scots word for that type of land.

“Jag is quite a fun one really and is an example of covert Scotticism when Scots don’t actually realise they are using a Scots word. Another example is outwith.”

More than 800 new words, senses, and phrases have been added to the dictionary in its latest update including “boosted” meaning to get an additional dose of a vaccine.

Plastic-free, superyacht, and pinkie promise have also made their way into the OED in the latest round of entries.

In a blog about the new entry of “jag”, the dictionary’s revision editor Jonathan Dent said: “Continuing on from our work on the vocabulary of the coronavirus pandemic, OED’s treatment of the language of vaccination has been boosted, a verb first used with reference to the administration of an additional dose of a vaccine in a 1959 article in the British Medical Journal on the effectiveness of a polio vaccine, and jag, a Scottish word often used—like the more general British English jab—to denote a vaccination.”

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Friday, January 13, 2023

FEMA fires group for nonsensical Alaska Native translations - The Associated Press - en Español - Translation

ANCHORAGE, Alaska (AP) — After tidal surges and high winds from the remnants of a rare typhoon caused extensive damage to homes along Alaska’s western coast in September, the U.S. government stepped in to help residents — largely Alaska Natives — repair property damage.

Residents who opened Federal Emergency Management Agency paperwork expecting to find instructions on how to file for aid in Alaska Native languages like Yup’ik or Inupiaq instead were reading bizarre phrases.

“Tomorrow he will go hunting very early, and will (bring) nothing,” read one passage. The translator randomly added the word “Alaska” in the middle of the sentence.

“Your husband is a polar bear, skinny,” another said.

Yet another was written entirely in Inuktitut, an Indigenous language spoken in northern Canada, far from Alaska.

FEMA fired the California company hired to translate the documents once the errors became known, but the incident was an ugly reminder for Alaska Natives of the suppression of their culture and languages from decades past.

FEMA immediately took responsibility for the translation errors and corrected them, and the agency is working to make sure it doesn’t happen again, spokesperson Jaclyn Rothenberg said. No one was denied aid because of the errors.

That’s not good enough for one Alaska Native leader.

For Tara Sweeney, an Inupiaq who served as an assistant secretary of Indian Affairs in the U.S. Interior Department during the Trump administration, this was another painful reminder of steps taken to prevent Alaska Native children from speaking Indigenous languages.

“Your husband is a polar bear, skinny.”
Translated FEMA aid paperwork

“When my mother was beaten for speaking her language in school, like so many hundreds, thousands of Alaska Natives, to then have the federal government distributing literature representing that it is an Alaska Native language, I can’t even describe the emotion behind that sort of symbolism,” Sweeney said.

Sweeney called for a congressional oversight hearing to uncover how long and widespread the practice has been used throughout government.

“These government contracting translators have certainly taken advantage of the system, and they have had a profound impact, in my opinion, on vulnerable communities,” said Sweeney, whose great-grandfather, Roy Ahmaogak, invented the Inupiaq alphabet more than a half-century ago.

She said his intention was to create the characters so “our people would learn to read and write to transition from an oral history to a more tangible written history.”

U.S. Rep. Mary Peltola, who is Yup’ik and last year became the first Alaska Native elected to Congress, said it was disappointing FEMA missed the mark with these translations but didn’t call for hearings.

“I am confident FEMA will continue to make the necessary changes to be ready the next time they are called to serve our citizens,” the Democrat said.

About 1,300 people have been approved for FEMA assistance after the remnants of Typhoon Merbok created havoc as it traveled about 1,000 miles (1,609 kilometers) north through the Bering Strait, potentially affecting 21,000 residents. FEMA has paid out about $6.5 million, Rothenberg said.

Preliminary estimates put overall damage at just over $28 million, but the total is likely to rise after more assessment work is done after the spring thaw, said Jeremy Zidek, a spokesperson for the Alaska Department of Homeland Security and Emergency Management.

The poorly translated documents, which did not create delays or problems, were a small part of efforts to help people register for FEMA assistance in person, online and by phone, Zidek said.

Another factor is that while English may not be the preferred language for some residents, many are bilingual and can struggle through an English version, said Gary Holton, a University of Hawaii at Manoa linguistics professor and a former director of the Alaska Native Language Center at the University of Alaska Fairbanks.

Central Alaskan Yup’ik is the largest of the Alaska Native languages, with about 10,000 speakers in 68 villages across southwest Alaska. Children learn Yup’ik as their first language in 17 of those villages. There are about 3,000 Inupiaq speakers across northern Alaska, according to the language center.

It appears the words and phrases used in the translated documents were taken from Nikolai Vakhtin’s 2011 edition of “Yupik Eskimo Texts from the 1940s,” said John DiCandeloro, the language center’s archivist.

The book is the written record of field notes collected on Russia’s Chukotka Peninsula across the Bering Strait from Alaska in the 1940s by Ekaterina Rubtsova, who interviewed residents about their daily life and culture for a historical account.

The works were later translated and made available on the language center’s website, which Holton used to investigate the origin of the mistranslated texts.

Many of the languages from the area are related but with differences, just as English is related to French or German but is not the same language, Holton said.

Holton, who has about three decades experience in Alaska Native language documentation and revitalization, searched the online archive and found “hit after hit,” words pulled right out of the Russian work and randomly placed into FEMA documents.

“They clearly just grabbed the words from the document and then just put them in some random order and gave something that looked like Yup’ik but made no sense,” he said, calling the final product a “word salad.”

He said it was offensive that an outside company appropriated the words people 80 years ago used to memorialize their lives.

“These are people’s grandparents and great-grandparents that are knowledge-keepers, are elders, and their words which they put down, expecting people to learn from, expecting people to appreciate, have just been bastardized,” Holton said.

KYUK Public Media in Bethel first reported the mistranslations.

“We make no excuses for erroneous translations, and we deeply regret any inconvenience this has caused to the local community,” Caroline Lee, the CEO of Accent on Languages, the Berkeley, California-based company that produced the mistranslated documents, said in a statement.

She said the company will refund FEMA the $5,116 it received for the work and conduct an internal review to ensure it doesn’t happen again.

Lee did not respond to follow-up questions, including how the mistaken translations occurred.

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A new translation of Franz Kafka’s diaries restores much of his Jewish musings - The Times of Israel - Translation

JTA — Franz Kafka was a devotee of Yiddish theater, fell in love with his Hebrew teacher and once encountered the owner of a brothel he frequented in synagogue on Yom Kippur.

The broad strokes of Kafka’s biography have long been known to historians, but a new English translation of the Czech author’s complete and unabridged diaries gives readers the fullest possible picture of his complex, contradictory relationship with Judaism.

For an author most famous for his depictions of loneliness, alienation and unyielding bureaucracy, Kafka often saw in Judaism an opportunity to forge a shared community.

“The beautiful strong separations in Judaism,” he praises at one point, in a disjointed style that is a hallmark of his diaries. “One gets space. One sees oneself better, one judges oneself better.”

Later, writing about a Yiddish play he found particularly moving, Kafka reflected on its depiction of “people who are Jews in an especially pure form, because they live only in the religion but live in it without effort, understanding or misery.” He was also involved with several local Zionist organizations, and toward the end of his life fell in love with Dora Diamant, the daughter of an Orthodox rabbi who taught him Hebrew (though she receives scant mention in the diaries).

“The Diaries of Franz Kafka,” translated by Ross Benjamin and out this week from Penguin Random House, collects every entry of the writer’s personal diaries covering the period from 1908 until 1923, the year before his death from tuberculosis at the age of 41.

Although versions of Kafka’s diaries had previously been published thanks to the efforts of his Jewish friend and literary executor Max Brod (with translation assistance from Hannah Arendt), they had been heavily doctored with many passages expunged, including some of what Kafka had written about his own understanding of Judaism. A German-language edition of the unabridged diaries was published in 1990.

The author of “The Metamorphosis,” “The Trial” and “The Castle” was raised by a non-observant father in Prague, and he hated the small amounts of Jewish culture he was exposed to at a young age, including his own bar mitzvah. In addition, the city’s largely assimilated German-speaking Jewish population tended to look down on poorer, Yiddish-speaking Eastern European Jews.

But Kafka’s diaries also reveal a growing fascination with Jewish culture in young adulthood, particularly around a traveling Yiddish theater troupe from Poland whom he saw perform nearly two dozen times. He developed a close relationship with the company’s lead actor, Jizchak Löwy, and would host recitation events where he’d give Löwy the opportunity to perform stories of Jewish life in Warsaw.

Kafka himself would even write and deliver an introduction to these performances in Yiddish. He also witnessed his own father harboring prejudices toward his new friend Löwy, saying, “My father about him: He who lies down in bed with dogs gets up with bugs.”

“The Metamorphosis” famously revolves around a man who inexplicably is transformed into a giant bug and is then rejected by his family. In his introduction, Benjamin notes, “Scholars have suggested that such tropes, prevalent as they were in the antisemitic culture in which Kafka reckoned with his own Jewishness, influenced the themes of his fiction.”

Some of Kafka’s more ambiguous comments about his Jewish brethren were previously removed by Brod, according to Benjamin’s introduction to the diaries.

At one point while hanging out with Löwy, Kafka invokes antisemitic stereotypes about Jewish uncleanliness: “My hair touched his when I leaned toward his head, I grew frightened due to at least the possibility of lice.” Benjamin notes: “Here Kafka confronts his own Western European Jewish anxiety about the hygiene of his Eastern European Jewish companion.”

Other revelations in the unexpurgated diaries include Kafka’s musings about his own sexuality.

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Asylum-seeking students use translation apps to overcome language barrier in NYC classrooms - Gothamist - Translation

The children of asylum-seekers arrive in city classrooms with a long list of educational challenges. Many have not attended school for years. Others have urgent health problems tied to the arduous journey through Central America and across the U.S.-Mexico border. Some are illiterate.

Now, three months after the surge in asylum-seekers prompted Mayor Eric Adams to declare a state of emergency, a migrant student and multiple educators tell Gothamist another ongoing problem is complicating lessons: The language barrier.

Some teachers who only speak English said they have been left to their own devices, literally – using classroom computers, iPads and personal phones to translate lessons and assignments. Some have deputized bilingual students to act as translators, while others have tapped front office staff or maintenance workers as go-betweens.

“It really is just a new face out of nowhere any day of the week,” said a middle school teacher in East Harlem who teaches around a dozen migrant students. “In a very terrible accent and pronunciation, I say ‘Hola, cómo se llama?’ and that’s about where my Spanish ends.”

The education department has spent approximately $60 million so far this academic year to support the approximately 11,220 new students coming from shelters, most of whom are believed to be asylum-seekers. City officials said they are rushing to get resources out to schools, including working hard to create new bilingual classes considered by many experts to be the gold standard. All English language learners are entitled to English as a new language classes, according to state rules.

“We are proud of our school communities for welcoming our new students with open arms, leveraging existing resources, and asking for help when needed,” said education department spokesperson Nicole Brownstein. “We continue to work closely with superintendents and principals to identify gaps in services.”

But in interviews with Gothamist, students, educators and advocates described confused, isolated and frustrated kids.

“I think there’s not true authentic learning for them, at least so far,” the East Harlem teacher said.

Gothamist interviewed more than a dozen educators, community leaders, union reps and immigrant advocates about how the Spanish-speaking new arrivals are being taught. All the teachers requested anonymity because they were not permitted to speak to the press.

Thousands of new arrivals

Many of the new students have been funneled into international schools, like Pan American International High School in Elmhurst, or schools that already had bilingual classes and teachers in place, like P.S. 145 on the Upper West Side. Educators said those schools, which are accustomed to receiving students throughout the academic year who only speak their home language, offer robust language support. Other schools, like P.S. 51 in Midtown, have raced to open brand new bilingual classes and hire more bilingual teachers.

In those cases, parents and educators said the transition has gone fairly well.

But in a landscape where thousands of students have been dispersed to more than 300 schools, the level of support available for students who speak only Spanish is uneven, educators said. Migrant students sometimes arrive in classrooms without prior notice. Many migrant students who only speak Spanish are being placed in classrooms with teachers who only speak English. They struggle to overcome a language barrier with little guidance or support, teachers said.

“This crisis underscores the need for recruiting, training and retaining bilingual staff and opening more bilingual programs in schools serving a significant number of English language learners and newly arrived immigrant children,” said Rita Rodriguez-Engberg, director of immigrant students’ rights at Advocates for Children of New York.

Letting the iPad do the talking

At P.S. 111 in Midtown, a group of newly arrived fifth graders look forward to the one day a week when a Spanish-speaking assistant is in the class. The rest of the week, the kids from asylum-seeking families take turns using a translation app on an iPad to communicate with their teacher, who only speaks English, one of the students told Gothamist.

“Sometimes I get a little stressed because I try to tell [the teacher] something and she doesn’t understand,” said the student, a 10-year-old from Venezuela who arrived in New York City in October. “I say, ‘give me the iPad,’ so I can tell her what I want to say. She laughs, and tries to tell me what she wants to tell me. Sometimes she doesn’t want to give it to me, so I learn English better. And I understand a little, sometimes.”

The student’s parents requested anonymity due to their immigration status.

The students become the teacher

The teacher at the East Harlem middle school said more than 40 new students who only speak Spanish arrived at his school this fall and winter. He has around three newly arrived migrants in each class. But he said he hasn’t received any instructions or resources from education department headquarters about how to teach them. So he and other teachers rely on bilingual students to translate.

"We’ve all been using other children,” he said. “I’ll give instruction, and then they’ll echo at their tables, because we’ve stationed them next to other kids that speak Spanish. We’re lucky they’re good kids ... but it's a tall task [and] I’ve seen some kids get resentful [because] they want to work on their own stuff."

The teacher said it’s especially challenging because there is no information available about whether the students have learning disabilities or missed years of school.

When he can, the teacher said he hovers over the new students and offers some instruction by speaking into his iPhone’s translation app. He uses Google Translate for homework assignments and PowerPoint presentations. The students do attend an English as a new language class, but he worries they aren’t getting much out of other periods.

“There are blank stares,” he said.

Lashing out

A preschool instructional coordinator in Brooklyn said she was relieved to see some new asylum-seeking students sent to existing bilingual programs, but she worries about those who weren't so lucky.

“There is a 4-year-old little guy who just arrived from the Dominican Republic in August,” she said. “He was placed in a classroom where the teacher only speaks English, and the assistant teacher speaks English and Italian. So the child came and was completely isolated.”

She said the student, who may also have learning or developmental disabilities, has seemed frustrated. “And that began to manifest in a really negative way,” she said. “Specifically he’s been pushing other kids to get attention. He took off his clothes one day.” She said the assistant teacher tries to speak to him in Italian “but that’s adding a third language,” which may just be adding to the confusion.

She said preschools are not required to have English as a new language instruction, which can make the transition especially hard for the youngest students.

Paths forward

The city, like the nation as a whole, has long faced a shortage of bilingual teachers, particularly those who are officially certified.

According to the United Federation of Teachers, of the total 86,000 teachers in the city, fewer than 3,000 teachers are certified as bilingual instructors. There are also 3,455 educators certified to teach English as a new language but they are not necessarily bilingual themselves, and their classes are primarily in English, according to the UFT. Other teachers may be bilingual, but are not certified.

Bilingual programs, where students are taught in both English and Spanish, are even harder to come by. According to city statistics, only 17% of students classified as English language learners were in these programs last year, before the recent surge in migrant students.

Earlier this fall, Schools Chancellor David Banks touted a “cultural exchange” with the consulate of the Dominican Republic to bring 25 bilingual teachers to the city, but teachers have since alleged that they were threatened and manipulated by some of the administrators who hired them.

Lupe Hernandez, who serves on the District 2 Community Education Council, said she has been impressed by schools, like P.S. 51 in Manhattan, that successfully scrambled to hire additional bilingual teachers and open up new bilingual classes.

But she said there is too much red tape. “What I’ve been advocating is for the DOE to make it easier for teachers who are bilingual to be certified,” she said.

Gwynne Hogan contributed reporting

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FEMA fires group for nonsensical Alaska Native translations - SFGATE - Translation