Aug 28, 2018

CFISD administrators share bond from sons’ U.S. Marine service

Stephanie Thomas (left), Horne Elementary
School principal, poses with her son, Michael Longpre,
who graduated from Langham Creek High School in 2017
and is currently stationed at the Marine Corps Air Ground
CombatnCenter near Twentynine Palms, Calif. with 1st
 Battalion, 7th Marines.

Molly Swanson was simply planning ahead.
In 2017, she was serving as the summer school principal at Horne Elementary School. An assistant principal at Rennell Elementary School, Swanson needed to be off on July 17, so she made sure to communicate with Stephanie Thomas, the building principal at Horne since 2012.
Swanson’s son Seth, a 2017 graduate from Cypress Lakes High School, was leaving home that day for the Marine Corps Recruit Depot in San Diego, Calif.
To her surprise, Swanson soon found out she wasn’t alone.
“It was at that time that she told me that her son would be leaving for MCRD just a few weeks after Seth,” Swanson said.
Thomas’ son, Michael Longpre, a 2017 graduate from Langham Creek High School, also enlisted in the U.S. Marines. Both he and Swanson attended boot camp in San Diego, Calif. at the same time, albeit in different companies. The two join numerous CFISD graduates and alumni to receive appointments to attend United States service academies or enlist in the military.
Pfc. Swanson is currently stationed at Camp Pendleton, Calif., with I Marine Expeditionary Force, 1st Marine Logistics Group Combat Logistics Regiment 15.
Pfc. Longpre is currently stationed at the Marine Corps Air Ground Combat Center near Twentynine Palms, Calif. with 1st Battalion, 7th Marines.
Back home, Swanson and Thomas have bonded with each other in shared experiences as a “MoM” – Mom of Marine.
Molly Swanson, (left) Rennell Elementary
Assistant School Principal School assistant principal, 
poses with her son, Seth, a 2017 Cypress Lakes High 
School graduate currently stationed at Camp Pendelton, Calif. with I
 Marine Expeditionary Force, 1st Marine
 Logistics Group Combat Logistics Regiment 15.
The support and strength found in the friendship with another ‘MoM’ has been incredible,” Thomas said. “For Michael, having a fellow Marine and friend from home in CFISD has been a strong support system as well. It is a bond, a brotherhood, that is stronger than most people could ever understand.”
Added Swanson: “It was a comfort to both of us to know that we would have someone to talk to and lean on through this process. That we weren’t alone and could provide support and strength to each other. Stephanie and I text often and always catch up on what the boys are doing when we see each other at meetings.”
Seth and Michael got to know each other through their time spent at the Marine Corps Recruiting Sub-Station Willowbrook and training sessions used to prepare future servicemen for boot camp. Michael would routinely tell Thomas about “Swanson,” while Seth told his mother about a fellow recruit known as “Mikey.”
Their stories draw similar parallels.
Seth’s brother is also a Marine, as was his stepfather. His grandfather served in the U.S. Army during the Vietnam War.
 “I grew up around it,” he said. “It kind of fit my personality and I haven’t looked back since I joined.”
Michael’s grandfather attended the U.S. Naval Academy and served in the Air Force, while two uncles also served – one a Marine himself. A visit from a recruiter at Langham Creek left an impression.
“That’s when the thought of being a Marine became more possible to me and a good stepping point for the rest of my life,” Longpre said.
They became more acquainted in preparing for boot camp, also doing so with others from CFISD and other neighboring districts.
Now living their everyday lives as Marines, both said they’ve enjoyed getting to their duty stations, learning their jobs and being part of a team. They’re challenged daily.
But that connection to home is closer than the distance may indicate, whether it’s through a fellow CFISD graduate or communication with family.
“Home is never too far away,” Swanson said.
And for the mothers, they share their admiration in watching their sons take on this part of their lives and what it means.
There are no words to describe the pride I feel knowing that I have raised a son who has made the sacrifice to serve and protect his country,” Molly said.
Said Thomas: “They say that where there is no struggle, there is no strength. The struggles that our sons are facing together to defend our freedom have brought these two CFISD families together to provide strength and support for each other.”

Labor Day


CFISD reminds all employees that its schools and facilities will be closed on Monday, Sept. 3, 2018, in observance of Labor Day.

Enjoy the holiday! 

Aug 27, 2018



Consejos para traductores
La traducción paso a paso

Por Rosario Meehan y Dunia Manzano
@CFISDnoticias

La traducción forma parte de nuestra vida, muchas veces sin darnos cuenta. En el ámbito educativo, médico, comercial, diplomático, por mencionar algunas instancias, se presenta siempre la necesidad de transmitir mensajes en idiomas diferentes.

En CFISD, la traducción cumple una función muy importante: mantener informados a los padres y a la comunidad hispanohablante de todo lo que acontece en los planteles escolares y el distrito en general. De manera que, como traductores, somos responsables de garantizar que el mensaje a trasmitir, desde una invitación a un evento hasta un comunicado de emergencia, llegue de manera clara y precisa a nuestra audiencia.

Por esta razón, en esta primera publicación de consejos para traductores, queremos resaltar los pasos a seguir cuando nos enfrentemos a un documento en el idioma original (en nuestro caso, el inglés) que debe ser traducido al idioma meta (el español). A continuación, los enumeramos:


1. Lectura del texto original: antes de comenzar a traducir, debemos leer el texto original. La clave está en entender el mensaje que se desea transmitir. Si no lo entendemos, entonces no podremos hacer una traducción adecuada.

2.  Análisis e investigación: debemos tener muy claro el tema, el contexto y el factor cultural para poder utilizar el vocabulario apropiado. Por lo tanto, es muy importante aclarar las dudas utilizando las herramientas a nuestra disposición tales como diccionarios, internet, recursos en el intranet de CFISD, documentos de años anteriores y libros especializados entre otros. A raíz de esta investigación, el desarrollo de un glosario será de mucha ayuda para futuras referencias.

3. Estilo: cuando traducimos, debemos preguntarnos ¿qué tipo de documentos tenemos que traducir? ¿quién es la audiencia? Si se trata de una carta del director de la escuela a los padres de familia, seguramente la carta tendrá un tono formal y sobrio. Por otro lado, si es un panfleto para invitar a los estudiantes a un evento escolar, entonces el tono será mucho más relajado y familiar. El factor cultural también determinará el estilo de nuestra traducción, por ejemplo, al traducir una carta, ¿vamos directo al grano? o ¿hacemos un saludo un poco más introductorio antes de entrar en materia? 

4. Traducción: interpretación escrita de un texto original en el idioma meta respetando el mensaje que se desea transmitir, tomando en cuenta el contexto situacional y sociocultural. 

5.  Composición del documento: el documento final debe lucir exactamente igual al documento original. Nuestro objetivo como traductores es transmitir la información, en el idioma meta, de la misma manera que se hizo en el idioma original. Por lo tanto, debemos mantener la misma diagramación, los mismos colores y tipos de letra, etc. Recordemos que nuestro objetivo es causar el mismo impacto en el lector que el que se causó con el documento en el idioma original.

6. Revisión del texto final: este es un paso muy importante dado que nos brinda la oportunidad de hacer correcciones, aclarar dudas y pulir el documento. Nos asegura que entregaremos una traducción profesional y sin errores. Lo ideal sería que otra persona hiciera la revisión final, sin embargo, si no se dispone de otra persona para la revisión, la sugerencia es imprimir el documento y leerlo detenidamente en voz alta.

Sabremos que hemos hecho una traducción de calidad si la persona que la lee, puede hacerlo con fluidez y puede entender el mensaje sin tener que acudir al texto original. En otras palabras, el lector no debe darse cuenta que está leyendo una traducción.

Recordemos que no solo estamos traduciendo textos, sino que estamos ayudando a cerrar la brecha idiomática y cultural entre la escuela y los padres de familia.

Sígannos por Instagram, Facebook y Twitter @CFISDnoticias para estar al tanto y ayudarnos a compartir información en español acerca del distrito.