MAST Event – First 2 Days Guidelines
Posted by: Doug White

MAST Event Day One
Chapel/ Devotion (30 Minutes) Start time 0800 AM

Worship (15 Minutes)

Intros/Welcome – Introduce Facilitators (15 Minutes)

Set tone/vision/objectives for event

Objective: to help you understand how we will be creating a meaning-based translation

Session 1 – (10 – 15 Minutes)

(Steps 1-8 Overview – 10 Minutes Total)

5 Minutes – What is a meaning-based translation? Activity:

Have someone orally translate the following sentence:

“Hi, my name is ____, I am very blessed to be here today. By God’s grace

and the power of the Holy Spirit we will translate scripture into our own tongue.”

5 Minutes – 8 Steps of MAST Steps – Overview – Taught w/ Pictures

 

Learner Assessment (60 Min)

Conduct “Learner Assessment” for every translator and share results with the wider facilitation team. Use the information from the learning assessment to arrange teams for translation activity.

We will be trying to assess English and/or source text Comprehension and the level of tech knowledge.

It is best if this activity has been undertaken prior to the event commencing e.g. the Sunday before the event commences. This can enable translation teams to be arranged prior to the workshop.  Cultural Dynamics may come into play – young people and women’s thinking and input being subordinate to men or elders among others.

First Break – 15 minutes (9:45-10)

Session 2 – (120 Minutes)

  1. Introduction to BTT Recorder (80 minutes)
  2. Pass out tablets (10 min)
  3. Tablet basics (10 min)
  4. PowerPoint training session – translators will follow along on their tablets (60 minutes)

(Power points may not always be possible – in this case the facilitator will teach BTT Recorder from a tablet live.)

This will involve the translators not just looking at the screen, they will need to interact with the application.

If Used, PowerPoint and handouts should not require reading for understanding. They should be designed using pictures and symbols related to application navigation and MAST steps. While you many want to adapt them to your teaching style or strengths, printouts and PowerPoint presentations can be found on the Bible in Every Language website: https://bibleineverylanguage.org/

Editing, ranking, and other features in BTT Recorder will be taught on day two or three. At this point we just want to get them drafting and recording.

(Teaching and Utilizing MAST Steps 1-5 – 15 Minutes Total)

7 Minutes – Break down/teach MAST Steps 1-5, the mostly “individual” components

8 Minutes – Activity: Blind draft activity sentence using steps 1-5. Record on BTT Recorder using a random book and chapter – Note the book and chapter used for using later, then Delete when finished with step 8.

Group Teach-back BTT Recorder – 30min. Translators will teach BTT Recorder within their group to reinforce understanding.

Lunch Break – 60 minutes (12 – 1)

Session 3 – 120 min

(Teaching and Utilizing Steps 6-8 – 15 Minutes Total)

7 Minutes – Teach Steps 6-8, the “with a partner” component (it is best if tablets are traded on oral projects)

8 Minutes – Activity: Partner up and use steps 6-8 on activity sentence that was just drafted. Delete on BTT Recorder when finished with step 8

(Debrief & Group Presentation Prep – 15 Minutes Total)

Communicate that as a small group/language group you will be teaching these 8 MAST Steps back to the group.

Work together as a group to understand the 8 MAST Steps and designate someone to teach the whole group during the 5 minute teach-back times (with a facilitator present to help clarify and answer questions)

(Teach-backs – 35 Minutes Total)

5 Minutes per group

“Teach-backs” – (up to 6 groups) with 1-minute buffer/rotation time (time for the group to go sit down, next one come up, this group ran a bit long, etc.)

 

Approx. 60 Mins

Practice by translating the 8 steps using the 8 steps on your own (use Psalm 12 in BTT RECORDER)

The MAST 8 Steps can be recorded using BTT Recorder for Oral language groups. (use Psalm 12 in BTT RECORDER) This can be loaded onto SD cards then be transferred to the MTT group via Mp3 / wav and played back on cell phones, tablets and other devices to be used as a tool to learn or remind the MTT’s what the 8 steps are. This also promotes supporting church ownership.

A copy of the written 8 steps for each language group, or oral recording of the 8 steps needs to be saved for including in the End of Event report. 

Afternoon Break 15 min 3:30 – 3:45

Session 4 – 60 min

Approx. 60 Mins

Come together as a group and determine the wording needed for your Language’s 8 steps

(group check of Methodology)

MAST Event Day Two
Chapel/ Devotion (30 Minutes) 0800 AM

(15 Minutes)

Worship

Session 1 – (20-30 Minutes)

(Steps 1-8 Review – 10 Minutes Total) 8 Steps of MAST Steps – Reviewed w/ Pictures

This review should be done by a national facilitator or MTT that has demonstrated a good understanding of the MAST 8 step process. Reviewing or reteaching in mother tongue is highly advised when it is possible. As a second choice the Gateway language can be used. We can also teach in English with a translator if need be. More often than not, English is not understood well enough to fully communicate the 8 steps well enough to be learned correctly.

Session 2 – (10-15 minutes)

Assign Books – Chapters.

1st & 2nd Thessalonians and Mark are good places to start. 1st and Second Thessalonians can give a quick sense of accomplishment and build confidence in the process.  But the choice is always in the hands of the local church.

First Break – 15 minutes (9:45-10)

Session 3

Translation begins (120 min)

Begin drafting and using BTT Recorder to capture the translated material.

Observe closely making course corrections as needed to insure each of the 8 steps are being followed, watch for mixing steps, skipping steps and correct blind drafting.

Lunch Break – 60 minutes (12 – 1)

Resume Drafting and checking (150 minutes)

Afternoon Break 15 min 3:30 – 3:45

 Introduction to editing recordings. (15-20 minutes)

Demonstrate then have each group edit a few verses.

  1. Have each group place verse markers if applicable.
  2. Have each group rank a few verses.
  3. Have each group delete a few low-ranking verses.

Resume Drafting.

Attachment 12- Oral Event Outline

Objectives

  • To facilitate oral recording projects through MAST methodology using BTT Recorder.
  • To provide support to team leads who determine oral recording as an option for weak translators (in terms of writing) within the events.
  • To have all teams, at a minimum, demonstrating oral language ability through BTT RECORDER so the projects can do it at home.

Procedure for Facilitation

  1. Orientation
    1. The team lead provides the normal MAST orientation (with adaptations)
    2. If the project is an oral language project in whole or part, the oral language facilitator will introduce BTT Recorder and train the team how to interact with it.
  2. Facilitation
    1. Monitoring facilitation
      1. Are the translators using TR in a way to preserve methodology?
      2. Are the facilitators comfortable using BTT RECORDER within MAST methodology?
    2. Manage a small group—while doing the above, manage one of the language groups as well, within an event.
    3. If participating in a written event (whole or part), make sure everyone has an offering of BTT RECORDER near the end of the event with the opportunity to put that in future planning.
  3. Phasing out
    1. Make sure the team lead (whatever position) knows and understands the above responsibilities for the future facilitation

What Oral Language Facilitation is Not:

Commissioning of tech in the form of:

  1. Determining tech needs
  2. Trouble shooting tech issues within events
  3. Facilitation of follow-up recording

Attachment 13- Oral Key Word Checks

 These two examples below represent the two extremes (high literacy and no literacy). You will see these as well as a multitude of scenarios in between.  This addendum is intended to provide some ideas about how to facilitate keyword checking with oral groups, and provoke thought, not to provide a set of rules.

If there are MTTs present that can read there are a couple of options. 

  1. You can teach the MTTs to identify keywords themselves.
    1. Have the MTTs mark each word identified as a keyword on their source text.
    2. Have the MTTs listen to the recording to insure the meaning of each keyword they have identified is represented in the translated material.
    3. This will equip them to continue the work when they return home without the need of additional materials over time. It will also lead them into deeper thinking about the meaning of each word.
    4. It is almost guaranteed that they will start off over checking by having large amounts of keywords. Over time this will level off.

One suggestion is to start with the sample sentence from Day One and/or the MAST 8 Steps.

“Hi, my name is ____, I am very blessed to be here today. By God’s grace

and the power of the Holy Spirit we will translate scripture into our own tongue.”

This material will be somewhat familiar, and the 8 Steps will work to help the MTTs commit them to memory.

  1. You can provide them a list of keywords. The list will more than likely have to be translated into a common language that can be understood by both the reader of the source text and the translator. If this method is chosen some planning will be necessary to keep the group supplied with a keyword list for each chapter to be translated when they return home.

Regardless of what method is chosen facilitators and team leads will need to engage with their groups to demonstrate and guide the keyword checking process. This may have to be done through a translator to bridge language barriers. After a few days of checking the MTTs should be checking with minimal assistance from the Facilitator.

But what if the group is a totally oral group and none of them can read?  While in some cased more steps might be required, and the process can become more tedious, the heart of the process does not change.  –** A secondary recording device may be desired. **

You can still teach the MTTs to identify keywords themselves.

  1. They can listen to the audio source text and pause at each identified keyword and play the target language recording to insure the meaning of each keyword is represented.
  2. They can listen to the audio source text, identify and record the keywords on a secondary device one verse or chunk at a time, to be played back during the verse /chuck by chunk keyword check.
    1. Have the MTTs listen to the source text/audio and Identify key words.
    2. Have the MTTs record the keywords as identified.
    3. Have them listen to the keyword recording and translated to insure the meaning of each keyword they have identified is represented in the translated material.

This will equip them to continue the work when they return home without the need of additional materials over time. It will also lead them into deeper thinking about the meaning of each word.

It is almost guaranteed that they will start off over checking by having large amounts of keywords. Over time this will level off.

One suggestion is to start with the sample sentence from Day One and/or the MAST 8 Steps.

“Hi, my name is ____, I am very blessed to be here today. By God’s grace

and the power of the Holy Spirit we will translate scripture into our own tongue.”

This material will be somewhat familiar, and the 8 Steps will work to help the MTTs commit them to memory.

  1. Using a keyword list is still possible, However, keywords will need to be recorded in a verse by verse or chunk by chunk format. It will be very time consuming and nearly impossible to play through a whole chapter list of keywords and identify the presence of the keywords in a single verse or chunk.

Regardless of what method is chosen facilitators and team leads will need to engage with their groups to demonstrate and guide the keyword checking process. This may have to be done through a translator to bridge language barriers. After a few days of checking the MTTs should be checking with minimal assistance from the Facilitator.

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