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What is the translation of "give a speech" in Spanish?

"give a speech" in spanish, give a speech {vb}.

• volume_up discursear

Translations

Give a speech {verb}.

• open_in_new Link to source
• warning Request revision

Context sentences

English spanish contextual examples of "give a speech" in spanish.

These sentences come from external sources and may not be accurate. bab.la is not responsible for their content.

Monolingual examples

English how to use "give a speech" in a sentence, english how to use "discursar" in a sentence, similar translations, similar translations for "give a speech" in spanish.

• forma de hablar
• disertación
• give a sermon
• give a shout
• give a shout-out
• give a shout-out to
• give a shrug
• give a sigh
• give a signal
• give a smile
• give a sneak
• give a specific
• give a speech
• give a stipend
• give a strength
• give a suggestion
• give a synopsis
• give a talk
• give a taste of
• give a thing and take a thing, to wear the devil's gold ring
• give a thought
• give a thumb
• give a thumbs-down

Moreover, bab.la provides the English-Finnish dictionary for more translations.

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Translation of give – English-Spanish dictionary

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• Can you give any evidence to support your claim ?
• I'm never going to guess the answer if you don't give me a clue .
• The letters that people wrote after his death gave me a lot of comfort .
• A loving family environment gives children that sense of stability and permanence which they need.
• I'm a bit wary of/about giving people my address when I don't know them very well.
• The photocopier is giving me all sorts of problems .
• The noise and heat of the office was giving him a headache .
• The success of the team gave the manager great satisfaction .
• The teacher's comments gave her confidence .
• The red carpet gave the ceremony a real sense of occasion .
• To celebrate his birthday , Tony gave a party .
• The producer gave a party to thank all the people who had helped in the making of the film .
• She gave a sigh of relief as the car came to a stop .
• Just give the ends a trim , please .
• If you don't give it a go, you'll never know what you could have achieved .

Phrasal verbs

(Translation of give from the Cambridge English-Spanish Dictionary © Cambridge University Press)

Translation of give | GLOBAL English–Spanish Dictionary

(Translation of give from the GLOBAL English-Spanish Dictionary © 2020 K Dictionaries Ltd)

Examples of give

Translations of give.

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• give (PROVIDE)
• give of your money, time, etc.
• give (something) your all
• give (CAUSE)
• give or take (sth)
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Spanish Grammar for Beginners: The 9 Parts of Speech

One of the most important parts of Spanish grammar for beginners is parts of speech!

You’ve probably heard your Spanish teacher talk about terms like sustantivo, verbo, and artículo in class, but what do they mean? Well, these are just a few of the parts of speech in Spanish!

Today, you’ll learn what these terms mean as I go over the 9 parts of speech in Spanish. Understanding how to use these terms can even help you learn Spanish faster! You can even test your new knowledge at the end of the post with a fun grammar quiz. 

What is a “Part of Speech”?

There are thousands of words in English and Spanish. Luckily, parts of speech exist to help categorize these words.

Parts of speech group words together based on their function in a sentence. In Spanish, the main parts of speech are: 

• Preposition
• Conjunction
• interjection 

The parts of speech are one of the most important Spanish grammar rules for beginners. There is lots of information packed into these 9 categories!

Knowing the Parts of Speech Makes Learning Spanish Easier

Understanding parts of speech is incredibly useful when learning a foreign language. Knowing a word’s part of speech tells you how to use it in a sentence. This knowledge makes it easier to properly construct sentences. 

Additionally, it’s important to know the parts of speech so that you’re not confused when your Spanish teacher talks about conjunctions, adverbs, and articles. Knowing some basic grammar terminology will help you better understand what’s going on in class. 

Discover the 9 Parts of Speech in Spanish

If you want to learn Spanish grammar for beginners, then knowing the parts of speech is a must. These categories are the building blocks for Spanish grammar. 

1. Articles ( Los artículos )

Articles draw special attention to the noun that they precede. The type of article shows the way that the speaker is thinking about the noun. The speaker could be talking about the noun in a general sense or as a specific item. The two distinct types of articles are definite and indefinite. 

Definite Articles

Definite articles specify which object, person, or place the speaker is talking about.

“The” is the only definite article in English. In Spanish, however, there are 4 definitive articles: los, las, el , and la . 

Again, these artículos change depending on the noun that they precede.

• Masculine singular: el
• Masculine plural: los
• Feminine singular: la
• Feminine plural: las

Let’s look at some examples.

La maestra pone el lápiz en la mesa. The teacher puts the pencil on the table.

El perro corre en el patio. The dog runs in the yard.

Indefinite Articles

Indefinite articles are a nonspecific way to refer to a noun. “A” and “an” are the only two English indefinite articles that exist. However, in Spanish, there are four.

Again, these artículos change depending on the noun that they proceed.

• Masculine singular: un 
• Masculine plural: unos
• Feminine singular: una 
• Feminine plural: unas

Look how the sentences change with indefinite articles.

Una maestra pone un lápiz en una mesa. A teacher puts a pencil on a table.

Un perro corre en un patio. A dog runs in a yard.

2. Nouns ( Los sustantivos )

You’ve probably heard that nouns in English are people, places, and things. Luckily, the same holds true in Spanish!

Nouns, or sustantivos , can be objects, feelings, and even concepts. They help you talk about the physical and imaginary world. Nouns are essentially names that identify objects. 

Many Spanish words have a specific ending that tells you that the word is a noun. 

Spanish Noun Endings

– ción/-ión

• canción – song
• transición – transition
• aprobación – approval
• unidad – unity
• profundidad – depth
• hermandad – brother/sisterhood
• sencillez – simplicity
• fluidez – fluidity
• diez – ten

Nouns can occur anywhere in a sentence, but they usually appear as the subject at the beginning of the sentence or as an object at the end. 

El perro corre en el jardín. The dog runs in the yard.

Los niños juegan con el gato en la sala. The children play with the cat in the living room.

3. Adjectives (Los adjetivos)

Adjectives describe nouns. You use adjectives all the time! They add creativity, detail, and personality to your sentences. Adjectives help describe people, places, and the things around you. 

Common Adjectives

• grande – big/large
• hermoso –  beautiful
• azul – blue
• rápido – fast

Be careful with your adjective placement! In English, adjectives come before the noun that they describe. However, in Spanish, they come after the noun. 

Example Sentences

La maestra nueva pone el lápiz amarillo en la mesa sucia. The new teacher puts the yellow pencil on the dirty table.

El perro feo corre en el patio grande. The ugly dog runs in the big yard.

Los niños traviesos juegan con el gato gris en la sala desorganizada. The mischievous children play with the gray cat in the messy living room.

4.  Verbs ( Los verbos )

Los verbos describe an action or a state of being. Verbs make up an important part of Spanish grammar for beginners. Every sentence has a verb! 

Common Verbs

• pensar – to think
• vivir – to live
• ser – to be

The above verbs are in their neutral state, which is called the infinitive form. You can tell when a verb is in its infinitive form because it will end in -ar, -er, or -ir . 

However, most sentences won’t use verbs in their infinitive form. Instead, verbs are usually conjugated in the present, past, future, or other tenses. Spanish verbs require a lot of conjugating! Learn more about Spanish verb conjugation with this guide .

See if you can identify the verbs in each of the following sentences. 

La maestra pone el lápiz en la mesa. (poner) The teacher puts the pencil on the table.

El perro corre en el patio. (correr) The dog runs in the yard.

5.  Adverbs ( Los adverbios )

Just like how adjectives describe nouns, adverbs add a description to verbs. Adverb even has the word “verb” inside of it!

For example, instead of saying “he runs,” you can say “he runs fast.” “Fast” describes how the action is done. 

Common Spanish Adverbs

Los adverbios in Spanish have many different forms, but the most common ending is – mente . In English, they end in -ly. 

• lentamente – slowly
• felizmente – happily
• cuidadosamente – carefully

Take a look at how adverbs affect these sentences.

La maestra pone el lápiz cuidadosamente en la mesa. The teacher carefully puts the pencil on the table.

El perro corre rápidamente en el patio. The dog runs quickly in the yard.

Los niños juegan silenciosamente con el gato en la sala. The children play quietly with the cat in the living room.

6. Pronouns ( Los pronombres )

A pronoun is essentially a word that substitutes a noun. You don’t want to keep using the same noun over and over again when telling a story. This repetition would sound boring and cluttered. Instead, you use a pronoun to replace the noun that you are talking about. 

Take a look at this paragraph without pronouns:

The teacher walked into class. Then the teacher told us that the teacher had a surprise. The teacher brought cupcakes to class!

Now take a look at the same paragraph using pronouns:

The teacher walked into class. Then she told us that she had a surprise. She brought cupcakes to class!

See how important pronouns are? They make the paragraph much more clear and concise!

Spanish Subject Pronouns

Spanish subject pronouns are the most common type of pronoun. They are broken down by the gender and number of the noun they replace. 

Try to identify the subject pronouns in these sentences. 

Ella pone el lápiz en la mesa. She puts the pencil on the table.

Él corre en el patio. He runs in the yard.

7. Prepositions ( Las preposiciones )

Prepositions explain the relationships between nouns. They tell you how two nouns are related, often referring to a location. 

Common Spanish Prepositions

• en – in, on
• por – by, because of
• debajo – below
• adentro – inside

These words are normally sandwiched by two nouns, as you can see in the following examples.

El perro corre alrededor del patio. The dog runs around the yard.

8. Conjunctions ( Las conjunciones )

Conjunctions are words that connect nouns, verbs, phrases, and sentences. They help you piece together different ideas. 

There are two main types of conjunctions: simple and complex. The simple conjunctions are the ones that you use all the time. In English, they are “and”, “but”, and “or”. Complex conjunctions, on the other hand, have a little more depth. 

Simple Spanish Conjunctions

• y – and
• o – or
• pero – but

Complex Spanish Conjunctions

• sin embargo – however 
• por lo tanto – therefore 
• así que – so
• aunque – even though

Take a look at how these conjunctions act in a sentence. 

La maestra pone el lápiz en la mesa pero se cae. The teacher puts the pencil on the table but it falls off.

Aunque el perro y el niño corrieron en el patio, todavía tienen energía. Even though the dog and the boy ran in the yard, they still have energy.

Los niños juegan con el gato en la sala. Así que, no nos van a molestar. The children play with the cat in the living room. So, they will not bother us.

9. Interjections ( Las interjecciones )

Interjections are abrupt remarks that help you to express different emotions. They also help to improve your Spanish by making it sound more natural! 

Interjections are a fun part of Spanish grammar for beginners. They are short words or phrases so they are easy to remember. Plus, native speakers will love hearing you use these natural Spanish sounds. 

Common Interjections in English

Common interjections in spanish.

Interjections can vary in their meaning. Context is extremely important to help decode them. Volume, pitch, and speed can also help show meaning. Interjections can also be filler words. They are a way to fill in a space or pause while the speaker thinks of the next thing they want to say. In this way, they are a means of not giving up airtime or preventing someone from interrupting.

Take a look at how interjections add emotion and feeling to these sentences. 

¡Venga! La maestra ya ha empezado la clase. Come on! The teacher already started class.

¡Ay! El perro está fuera del patio. Hey! The dog is outside of the yard.

Spanish Grammar Books

Here are some of the best Spanish grammar for beginners books. Whether you’re looking for grammar books for preschoolers , kids , or adults , there is a book for everyone!

Spanish Grammar for Beginners Quiz

Grammar exercises are a great way to reinforce what you’ve learned. This Spanish grammar test for beginners is an easy way to practice. Try to see if you can get all 10 questions right!

1. Gato is a…

2. ella is a…, 3. alto is an…, 5. en is a...., 6. las is an…, 7. ah is an…, 8. lentamente is an…, 9. correr is a…, 10. ciudad is a…, learn even more spanish grammar for beginners with a free class.

Now that you’ve explored Spanish grammar for beginners, it’s time to impress your language teacher! If you’re still searching for the perfect Spanish teacher, consider trying a free class with Homeschool Spanish Academy. We offer programs for students of all ages at competitive pricing . Sign up today and our certified teachers from Guatemala will have you speaking Spanish after just one class!

Ready to learn more Spanish grammar and vocabulary? Check these out!

• 23 Common Spanish Prepositions You Can Use Today
• 25 Common Subjunctive Phrases in Spanish Conversation
• What Is an Infinitive in Spanish?
• A Complete Guide to Imperfect Conjugation for Beginners
• How to Talk About the Temperature in Spanish: Fahrenheit, Celcius, and Descriptions
• A Complete Guide to Preterite Conjugation for Beginners
• Spanish Words with Multiple Meanings in Latin America
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2 Translation results for give in Spanish

Example sentences of give verb

• • Please give me your phone number.
• • Are you giving this to me or only lending it?
• • She has given money to many worthy causes.
• • They're asking people to give money for a new hospital.
• • Please give to our charity.
• • We already gave at the office.
• • It is better to give than to receive.
• • He gave me the letter.
• • He gave her his coat to hold.
• • He gave me a head start.
• • She gave him a camera for Christmas.

Synonyms of give verb

• Tenga en cuenta que la forma en el pasado es gave .
• Give up significa parar de hacer algo o renunciar. I gave up eating hamburgers when I started the diet. Give up también significa parar de intentar algo. After trying for weeks to reach an agreement, the lawyers eventually gave up.

Detailed synonyms for give verb

• Give , el término general, se puede aplicar a toda instancia de transferir algo por cualquier medio < giving money to the beggar> <gave the girl a ride on a pony> < give my love to your mother> .
• Donate connota a menudo un acto público de dar, por ejemplo, a una organización benéfica < donated a piano to the nursing home> .
• Deliver connota simplemente llevar algo a una persona o a un lugar <she delivers the mail on my street> .
• Hand over sugiere ceder control de algo <the rebels agreed to hand over their weapons> .
• Transfer connota mover algo o alguien, frecuentemente en una manera formal, de un lugar o de una persona a otra <they transferred the patient by helicopter to a different hospital> .

Synonyms of give noun

Phrasal verbs for give.

• give away - regalar (una posesión), revelar (un secreto)
• give back - devolver
• give in - rendirse,entregarse
• give off - despedir, largar
• give out - agotarse,acabarse
• give up - dejar,renunciar a, abandonar
• give up on - dar por perdido

Related phrases for give

• give someone the ax - (informal) despedir a alguien
• give it your all - (España) dar do de pecho, dar lo mejor de tí, (deporte) sudar la camiseta
• give it your best - (España) dar do de pecho, dar lo mejor de tí, (deporte) sudar la camiseta
• give (something) a shot - (figurado) intentar, probar, tratar
• give someone hell - (argot) darle caña a alguien, regañar
• give-and-take - dar y recibir, toma y daca
• give it a go - (informal) probar (algo), intentar (algo)
• give (someone) a piece of one's mind - (figurado) cantar las cuarenta (a alguien)
• give and take - (informal) dar y recibir, toma y daca
• give (someone) a hard time - (informal) hacer pasar mal (a alguien), tratar mal (a alguien), tratar duramente (a alguien)
• give someone the cold shoulder - (figurado, informal) ignorar a alguien
• give (something) a whirl - intentar hacer (algo), probar (algo)
• give (someone) a lift - llevar en coche (a alguien)
• give (someone) the once-over - echarle un vistazo (a alguien)
• I don't give a hoot - (informal) me vale un comino, me importa un pito
• give it your best shot - (informal) hacer todo lo que uno pueda, hacer todo lo que pueda

Reverse translation for give

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Give in the oxford spanish dictionary, give in the pons dictionary, give examples from the pons dictionary (editorially verified), monolingual examples (not verified by pons editors), translations for give in the english » spanish dictionary, i. give < pt gave, pp given> [ am ɡɪv, brit ɡɪv] vb trans.

•  Show synonyms for give.
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1.1. give (to hand) :

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1.2. give (to make a gift of) :

1.3. give (to donate) :, 1.4. give (to devote) :, 1.5. give (to sacrifice) :, 1.6. give (to administer, to serve) :, 1.7. give (to offer) :, 2.1. give (to grant) :, 2.2. give (to allow, to concede) :, 3. give (to pay, to exchange) :, 4.1. give (to cause) :, 4.2. give (to yield) :, 5.1. give (when introducing somebody) :, 5.2. give (when making a toast) :, 6.1. give (to award) :, 6.2. give sports (to adjudge) :, 6.3. give (to entrust) :, 7. give (to make a sound, a movement) :, 8.1. give (to convey) :, 8.2. give (to state) :, 9.1. give (to hold) :, 9.2. give (to stage, to perform) :, 10. give (to show, to indicate) :, 11. give (to care) inf :, ii. give < pt gave, pp given> [ am ɡɪv, brit ɡɪv] vb intr, 1.1. give (to yield under pressure) :, 1.2. give (to break, to give way) :, 2. give (to be going on) :, 3.1. give am (to surrender) :, 3.2. give am (to divulge information) :, 4. give (to make a gift) :, iii. give [ am ɡɪv, brit ɡɪv] n u, give away vb [ am ɡɪv -, brit ɡɪv -] (v + o + adv, v + adv + o).

•  Show synonyms for give away.

1.1. give away (free of charge) :

1.2. give away (present) :, 1.3. give away (as handicap) sports usu in -ing forms :, 2.1. give away (disclose) :, 2.2. give away (betray) :, 3. give away bride :, i. give in vb [ am ɡɪv -, brit ɡɪv -] (v + adv) (surrender, succumb).

•  Show synonyms for give in.

II. give in VB [ Am ɡɪv -, Brit ɡɪv -]

Give in (hand in) esp brit :, give off vb [ am ɡɪv -, brit ɡɪv -] (v + adv + o) (emit, produce).

•  Show synonyms for give off.

I. give up VB [ Am ɡɪv -, Brit ɡɪv -] give over (v + o + adv, v + adv + o)

•  Show synonyms for give up.

1. give up (renounce, cease from) :

2. give up (relinquish, hand over) :, 3. give up (surrender) :, 4. give up (disclose) :, 5. give up (devote, sacrifice) :, ii. give up vb [ am ɡɪv -, brit ɡɪv -] give over (v + adv), 1. give up (cease fighting, trying) :, 2. give up (stop doing sth ) :, iii. give up vb [ am ɡɪv -, brit ɡɪv -] give over (v + o + adv) (abandon hope for), see also give over, i. give over vb [ am ɡɪv -, brit ɡɪv -] (v + o + adv).

•  Show synonyms for give over.

1. give over (devote) :

2. give over (surrender) liter :, ii. give over vb [ am ɡɪv -, brit ɡɪv -] (v + adv), give over (desist, refrain) brit region :, i. give out vb [ am ɡɪv -, brit ɡɪv -] (v + o + adv, v + adv + o).

•  Show synonyms for give out.

1. give out (distribute) :

2. give out (make known) :, ii. give out vb [ am ɡɪv -, brit ɡɪv -] (v + adv + o), 1. give out (let out) :, 2. give out (emit) :, iii. give out vb [ am ɡɪv -, brit ɡɪv -] (v + adv), 1. give out (become exhausted) :, 2. give out (cease functioning) inf :, give back vb [ am ɡɪv -, brit ɡɪv -] (v + o + adv, v + adv + o).

•  Show synonyms for give back.

give back object/property/health/freedom :

Give onto vb [ am ɡɪv -, brit ɡɪv -] (v + prep + o).

•  Show synonyms for give onto.

give onto (overlook, give access to) esp Brit :

Give-and-take [ˌɡɪvənˈteɪk] n u.

•  Show synonyms for give-and-take.

I. give [gɪv] gave, given gave, given VB trans

1. give (offer) :, 2. give (lecture, performance) :, 3. give (organize) :, 4. give (pass on) :, ii. give [gɪv] gave, given gave, given vb intr, 2. give (stretch) :, iii. give [gɪv] gave, given gave, given n, i. give up vb trans, 1. give up (resign) :, 2. give up (quit) :, 3. give up (lose hope) :, 4. give up (stop being friendly towards) :, 5. give up (hand over) :, ii. give up vb intr, 1. give up (quit) :, 2. give up (cease trying to guess) :, give over vb intr brit inf, 1. give over (cease criticizing) :, i. give-away [ˈgɪvəweɪ] n.

•  Show synonyms for give-away.

1. give-away no pl inf (exposure) :

2. give-away (free gift) :, ii. give-away [ˈgɪvəweɪ] adj, 1. give-away (very low) :, 2. give-away (free) :, i. give in vb intr, ii. give in vb trans, 1. give in (hand in) :, 2. give in sports :, i. give out vb intr, 1. give out (run out) :, 2. give out:, ii. give out vb trans, 2. give out (announce) :, 3. give out (produce) :, 4. give out sports (disallow) :, give back vb trans, give off vb trans, give away vb trans, 1. give away (reveal) :, 2. give away (offer for free) :, 3. give away form (bride) :, give-and-take [ˌgɪvənˈteɪk] n (compromise).

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• Chinese ⇄ English
• Chinese ⇄ French
• Chinese ⇄ German
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• Czech ⇄ German
• Danish ⇄ German
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• Elvish ⇄ German
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• English ⇄ Bulgarian
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Speech to speech translation: Breaking language barriers in real-time

Table of contents.

If you want to reach a wider audience, speech to speech translation is a great way to do it. Here's everything you need to know.

Language barriers have been a long-standing issue in communication across different cultures and regions. However, the advent of advanced translation technology, particularly speech to speech translation, is progressively minimizing these barriers. This article will delve into what speech-to-speech translation is, how it works, its advantages, and some of the top tools available in this field.

What is speech to speech translation?

Speech to speech translation (S2ST) is an advanced system of language translation that translates spoken language from one language to another in real-time. Unlike traditional translation or interpretation methods that translate text, S2ST handles spoken language, including unwritten languages, making it a valuable tool for diverse, multilingual communication.

How speech to speech translation tools work

Speech to speech translation tools rely heavily on machine learning and artificial intelligence technologies, specifically natural language processing (NLP), automatic speech recognition (ASR), and text to speech (TTS) synthesis.

Here is a simplified breakdown of the process:

• Speech recognition: The S2ST system starts by encoding the input speech using automatic speech recognition. This phase transforms spoken words into a written format.
• Translation: The transcribed text is then processed using machine translation. It gets converted from the source language (say, English or Mandarin) into the target language (like Spanish or Hokkien).
• Speech synthesis: Finally, the translated text is transformed back into spoken language using TTS synthesis. This results in a playback of the translated speech in the target language.

More advanced models of S2ST systems, known as direct speech to speech translation systems, skip the transcription phase, converting the speech from one language to another without creating a written intermediary. These systems are more complex as they involve training data and creating embeddings from large datasets of different languages and waveforms.

There are two more important terms to know when it comes to speech to speech translation: speech to speech translation models and decoders:

Speech to speech translation models

A speech to speech translation model is an advanced type of translation system that uses machine learning and artificial intelligence to convert spoken language from one language to another in real time.

This technology typically comprises several components:

• Automatic speech recognition (ASR): This component takes the input speech, recognizes it, and converts it into text form. It’s a complex process that involves identifying the spoken language, understanding the speech in the context of that language, and transforming spoken words into written words.
• Machine translation (MT): The transcribed text is then translated from the source language into the target language using machine translation algorithms. These algorithms leverage vast datasets and sophisticated language models to ensure accuracy and fluency.
• Text to speech synthesis (TTS): The translated text is then converted back into speech in the target language using TTS systems. These systems generate spoken language that sounds natural, maintaining the correct pronunciation and intonation.

The most advanced speech to speech translation models skip the transcription step and translate the spoken words from one language directly to another, making the process more efficient and accurate. These direct translation models are typically trained on large datasets that include a broad variety of languages and accents, allowing them to perform well in real-world situations.

In the context of machine learning and natural language processing, a decoder is part of a model that translates the condensed understanding of the input data into the target or output data.

Often, the term decoder is used within the architecture of an encoder-decoder model. The encoder processes the input data and compresses it into a context vector, also known as a hidden state. This hidden state is then passed to the decoder, which generates the output data.

In the context of speech-to-speech or speech to text translation, the encoder might convert the input speech into an intermediate representation, and the decoder would then generate the translated speech or text from that representation.

In digital communications, a decoder is a device or software that converts an encoded or compressed digital signal or data back into its original format. For instance, a video decoder takes compressed video data and converts it into a viewable format.

Advantages of speech to speech translation

So, why would you want speech to speech translation for your audio or video content? Here are the top reasons:

• Real-time communication: One of the significant advantages of S2ST is real-time translation, which facilitates immediate communication across different languages. This is particularly valuable in real-world situations like business meetings, conferences, or travel.
• Breaking language barriers: With the ability to translate multiple languages, including those that are traditionally unwritten, S2ST breaks down barriers, enabling more effective communication.
• Accessibility: S2ST can also provide accessibility solutions for those with hearing or speech impairments by transcribing and translating spoken language.
• Ease of use: Many S2ST tools are designed to be user-friendly, with interfaces that are easy to navigate, even for beginners.

Top speech to speech translation tools

Speech to speech translation is a remarkable technological breakthrough, eliminating language barriers and fostering global communication like never before. As AI and machine learning technologies continue to advance, we can expect even more efficient and accurate tools in the future.

Several tech giants and emerging startups are at the forefront of S2ST technology, including Google, Microsoft, Meta (formerly Facebook), and SpeechMatrix.

Google Translate

This tool offers a conversation mode for speech to speech translation in real-time. It supports a variety of languages and dialects and is widely used due to its high-quality translation and user-friendly interface.

Microsoft Translator

This tool not only supports text translation but also allows speech translation. Its API can be integrated into other services to provide real-time translation.

Meta’s AI research

Meta’s research division has made significant strides in S2ST technology. They’ve been open-sourcing their models and tools, allowing others to build upon their work.

SpeechMatrix

An emerging player in the field, SpeechMatrix offers a toolkit for multilingual and multitask speech recognition and synthesis. Their advanced technology can handle both speech to text and speech to speech translation.

Speechify AI Dubbing

Speechify AI Dubbing is completely transforming how direct speech to speech translation is done with AI dubbing. Powered by sophisticated AI voice models, this tool can provide instant language translations at the click of a button.

Get fast and accurate speech to speech translation with Speechify AI Dubbing

If you need to translate your audio or videos quickly and accurately, we recommend Speechify AI Dubbing. With it, you can translate audio content into hundreds of different languages in seconds. The AI voices are incredibly natural-sounding, and they can even be customized to meet your needs or artistic vision.

Reach a wider audience with the help of Speechify AI Dubbing .

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Cliff Weitzman

Cliff Weitzman is a dyslexia advocate and the CEO and founder of Speechify, the #1 text-to-speech app in the world, totaling over 100,000 5-star reviews and ranking first place in the App Store for the News & Magazines category. In 2017, Weitzman was named to the Forbes 30 under 30 list for his work making the internet more accessible to people with learning disabilities. Cliff Weitzman has been featured in EdSurge, Inc., PC Mag, Entrepreneur, Mashable, among other leading outlets.

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Graduation year: 2024

High school: Macomb High School

Hometown: Macomb, Ill.

Majors: History education; middle grades social science

Minor: Psychology

Activities: Office of Student Life and Leadership (OSL), Leadership Academy, Phi Omega Phi fraternity, Student Government Association, varsity basketball and track & field

Internship: Student teaching at United Township High School in East Moline, Ill.

Post-grad plans: Just accepted a teaching position at Rivermont Collegiate in Bettendorf, Iowa

Why Augustana?

I was originally exposed to Augustana through my cousin, who was a 2022 graduate. I chose Augustana based on the excellence of their education department and the rich tradition associated with both their basketball and track & field programs. I saw Augustana as a place that could help me grow as a student, athlete and as a leader, which were opportunities I didn't envision myself getting at a big university.

Are you where you thought you'd be when you first came to campus?

Absolutely not! I came into college wanting to be an All-American basketball and track athlete; however, I wouldn't change my experience for anything. 

Since joining Augie, I have evolved into a student leader on campus being the president of my fraternity, holding leadership roles within the OSL, and having many other leadership responsibilities throughout my tenure here. I have grown and matured in so many ways, and that is in large part due to my willingness to try new things.

Who helped you get to where you are now?

I will start with thanking my education professors Dr. Scarlett, Dr. Schroeder and Dr. Egan, who all helped transform me into the educator and learner I am today. I want to give a special shoutout to Dr. Michael Scarlett. I can't think of a better mentor and advisor who has been with me through thick and thin.

To Ken Brill, Tia Fuhr, Schary Santamour and Kirk Anderson, thank you for helping me achieve success as a leader on campus and for giving me the opportunities to do so.

To my dad, mom and sister, much of what I do is done with the mindset to make you proud as you all have supported me throughout my entire life, and it is because of your unwavering support that I have to thank for all of my accomplishments and overall experience at Augustana.

And finally, to my friends, thank you for making me the person I am proud to be today and for creating memories that will last a lifetime.

Peak experience?

I have two very memorable experiences. My first would have to be my student teaching at United Township High School. Through this experience I was able to develop critical skills that will translate well into my future profession, and I was able to create some pretty awesome relationships with my students, which I will cherish forever.

Another experience would be a trip I took to Greece with the basketball team the summer after my sophomore year. This trip ushered in my love for travel.

What surprised you?

The immense number of opportunities for growth that Augie gave me was something that I didn't really know was possible. Since Augie is a smaller school, I knew that there would be more chances for me to get a job, to get more one-on-one time with my professors and to try out new things. However, I didn't know how easy it would be to get involved and make an impact.

How did you use your Augie Choice?

I used my Augie Choice for a study abroad trip to Jamaica. I had the privilege of teaching at an all-girls Catholic school in Kingston, where I not only got to fine-tune my teaching prowess, but also immerse myself into a new culture and experience a beautiful country.

What will you miss the most?

The people! The people I have befriended here have truly made Augustana a place I call home. Many of the people that I have forged relationships with throughout my four years will one day stand at my wedding. 

I will also miss the morning walks to class along the Slough, the late nights in the library and the mid-day runs to get coffee (shoutout Redband).

Advice for the Class of 2028?

Your college years are very transformative to your growth as an individual. This is your chance to truly find yourself and find out who you want to become. It is okay to fail, fail again and fail again in order to transform yourself into the person you can be proud of. Don't ever doubt yourself.

"It's been an absolute pleasure working with Sam these past four years. He is a natural leader. Whether it was in student teaching, during our J-term in Jamaica or in the classroom, Sam was always willing to step up and lead the way. His future students will be lucky to have him as their teacher. I am so excited to see where his teaching career takes him! He will accomplish great things!” – Dr. Michael Scarlett, associate professor, education

'It's on everybody's mind': Morehouse faculty and students raise concerns about Biden's graduation speech

ATLANTA — Morehouse College’s leadership is set to hold a call on Thursday — where faculty will get the chance to speak — to address concerns over having President Joe Biden as the school’s commencement speaker next month.

“From our perspective, really having a sitting president come to Morehouse offers an incredible opportunity,” said Morehouse Provost Kendrick Brown, who, along with the president of the school, will be conducting the call this evening, adding: “This is something that is in line with Morehouse’s mission and also with this objective of being a place that allows for engagement of social justice issues and moral concerns.”

Commencement season is traditionally a time for presidents to engage with younger audiences and all the energy they bring. But this year, with pro-Palestinian protests — and protests against Biden’s support for Israel —  dominating college campuses , these speeches are more fraught. The White House announced this week that Biden will be doing just two commencement addresses this year, at Morehouse and at the U.S. Military Academy at West Point.

Morehouse professor Andrew Douglas said many students and faculty are “wrestling” with whether — or how — to protest next month’s commencement.

“I’ve spoken with several faculty members who say under no conditions are they going to sit on a stage with Joe Biden,” Douglas said, adding: “It’s on everybody’s mind.”

Douglas, a political science professor in his 13th year at Morehouse, is a member of the school’s faculty council, the 15-member body that wrote a letter to the school’s president last week expressing “disappointment” upon hearing rumors that Biden had been invited to speak.

After those concerns came out, Morehouse’s leadership decided to hold its call with faculty members, though officials have made clear Biden’s invitation will not be rescinded.

“This was a decision that should have included more members of the campus community — students and faculty,” Douglas said. “And if those conversations had happened, I’m not sure that the decision to move forward would have been made.”

He pointed to “very serious and widespread concerns” over the war in Gaza, arguing that “the Biden administration has had a hand in seven months of death and destruction in ways that we don’t condone or support.”

On Wednesday, White House press secretary Karine Jean-Pierre responded to the backlash, telling reporters that commencements were meant to focus on the graduates and their families.

“It’s not the first time, obviously, that he’s given commencement speeches," she said. "I understand this is a different moment in time that we’re in. But he always takes this moment as a special time to deliver a message, an encouraging message, a message that’s hopefully uplifting to the graduates and their families. And we’re going to continue to have these conversations that I’ve just mentioned, with the different communities about what’s happening right now. We get it. It’s painful."

Calvin Bell, a senior at Morehouse who voted for Biden in 2020, has similar concerns. While he described Biden’s speech as a “distraction” from celebrating students during commencement, he also sees the visit as a chance to take student concerns over Gaza directly to the president.

“This is also an opportunity for students to make their voices heard during a time of increasing war and genocide in the Middle East,” Bell said. 

While Douglas acknowledged the call with leadership is “unlikely” to result in Biden’s speech being canceled, Douglas says the priority among faculty is to protect students’ rights to protest, noting that a protest at Morehouse — the nation’s only college dedicated to educating Black men — could bring a different risk than similar protests at other campuses across the country.

 “Our priority should be … to try and ensure that under no circumstances are the police brought to bear on our students,” Douglas said. 

“Our students do not have the same privileges that Ivy League students typically do, and confrontations with the police can turn deadly for our students,” he added.

“We have a legacy of being at the forefront of justice movements,” Brown said. “We certainly encourage our students, our faculty, our staff, to form strong opinions and to come together peacefully and engage in that. So the way I see this is, this is certainly an opportunity … for our community to engage with the president to express the range of views that exist on the present issues, certainly in Israel and Gaza.”

Politically, the speech holds several layers of significance for Biden. Morehouse is located just west of downtown Atlanta in battleground Georgia — a state Biden barely won in 2020. Some state Democrats have expressed concern about his ability to repeat that victory.

A speech at the lauded alma mater of Martin Luther King Jr. would also give the president a unique opportunity to appeal to young Black voters — a group where polls show his support is lagging.

But while commencement is still a month away — enough time for minds to change — Douglas said the early signs do not point to a warm welcome: “I have not had a conversation with a student who’s happy about this.”

Nnamdi Egwuonwu is a 2024 NBC News campaign embed.

Blayne Alexander is an NBC News correspondent, based in Atlanta.

• South Carolina Honors College
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New language-learning app hits all the right notes

Top photo: College of Engineering and Computing seniors: (l to r) Siri Avula, Ashley Bickham, Tanvi Singh, Mahi Patel and Vivian D'Souza.

What if your Spotify playlist could help you learn another language? Thanks to the Lyraquist app, developed by five College of Engineering and Computing seniors, that possibility will soon be a reality.

At the South Carolina Honors College Thesis Symposium on Friday, April 12, Siri Avula, Ashley Bickham, Vivian D’Souza, Mahi Patel and Tanvi Singh unveiled their CEC capstone project: the Lyraquist app. The five women, four of whom—Avula, D’Souza, Patel and Singh—are Honors students, designed Lyraquist to sync with a user’s Spotify Premium playlist. As users listen to songs in French, German and Spanish, the app utilizes Google translate to offer word-for-word English translations of the lyrics.

“Anyone can be a lyrical linguist.”

The Lyraquist logo, an LP record emblazoned with a world map, offers some insight into the inspiration and ethos behind the project.

D’Souza, who studied abroad in Ireland, has fond memories of connecting with students from around the world through music. She and her classmates would gather in common areas in the evenings and share songs with lyrics in a variety of languages. D’Souza mentioned how this practice helped her learn more about her classmates, their cultures and the languages they spoke.

Four of the five Lyraquist team members studied abroad during their time at USC, and all team members grew up in multilingual households. Using the knowledge gleaned from their computer science classes, the team sought to create an app that would emulate their language-sharing experiences and provide insight into other cultures.

“Our budget was zero dollars.”

The team, who met through their computer science classes, worked together for two semesters to develop, code and test the app. D’Souza and Patel mentioned that, initially, the team progressed in perfect sync. But as coding began and each member took on their own portion of the project, the team had some non-technical bugs to work out.

This inspired the team to implement weekly stand-up meetings, a common practice in professional tech teams, providing time for each member to give a progress update. This approach, combined with the project management program Trello, helped the team stay on track as they navigated platforms and software such as React Native, Javascript, Expo and the Musixmatch lyrics database to create Lyraquist.

Above all, the team strove for the app to abide by music copyright laws and ethical guidelines. Though they had no funding, they utilized open-access sources to provide users with the best in-app experience possible.

Dr. Jose Vidal, who served as the team’s capstone project director, attested to the team’s quality work. He was impressed by “how they were able to combine all the various third-party APIs [application program interfaces]: Spotify, Musicmatch, Google Translate, Lexicala, Expo Speech, into one cohesive and fun to use app.” 

“Customize their own learning journey.”

Within the app, users take charge of their learning experience. Unlike many language-learning apps that are lesson-based, Lyraquist allows users to choose the songs that they want to hear. As they listen, they can click on words in the lyrics to learn their definitions. Users can then add vocabulary to in-app workbooks, save songs for later study and “star” particular languages that they want to focus on.

If users are unsure of where to start, the Lyraquist team has thought that through, too. The team curated language playlists of varying difficulty levels to help users get started. Users can also find out what songs are trending in languages and countries around the world.

“Beyond just the vocabulary.”

At the Thesis Symposium presentation, USC German faculty member Dr. Yvonne Ivory was among the first to express excitement about the app’s possibilities. Lyraquist could be used in K-12 and college classrooms, allowing students to experience language learning outside of a textbook. The Lyraquist team has also added an in-app feedback function, allowing users to spot Google Translates errors and send corrections to the team.

The conversation surrounding Lyraquist is just beginning. More users, voices and languages will soon be included in the dialogue: the team is seeking approval from Spotify for the app’s public release.

Interested in viewing a demo of Lyraquist? Here’s a sneak peek.

Challenge the conventional. Create the exceptional. No Limits.

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Modi Calls Muslims ‘Infiltrators’ Who Would Take India’s Wealth

The direct language used against the country’s largest minority was a contrast to the image Prime Minister Narendra Modi presents on the world stage.

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By Alex Travelli and Suhasini Raj

Reporting from New Delhi

Prime Minister Narendra Modi on Sunday called Muslims “infiltrators” who would take India’s wealth if his opponents gained power — unusually direct and divisive language from a leader who normally lets others do the dirtiest work of polarizing Hindus against Muslims.

Mr. Modi, addressing voters in the state of Rajasthan, referred to a remark once made by Manmohan Singh, his predecessor from the opposition Indian National Congress Party. Mr. Singh, Mr. Modi claimed, had “said that Muslims have the first right to the wealth of the nation. This means they will distribute this wealth to those who have more children, to infiltrators.”

Mr. Modi aimed his emotional appeal at women, addressing “my mothers and sisters” to say that his Congress opponents would take their gold and give it to Muslims.

Modi Calls Muslims ‘Infiltrators’ in Speech During India Elections

Prime minister narendra modi of india was criticized by the opposition for remarks he made during a speech to voters in rajasthan state..

I’m sorry, this is a very disgraceful speech made by the prime minister. But, you know, the fact is that people realize that when he says the Congress Party is going to take all your wealth and give it to the Muslims, that this is just a nakedly communal appeal which normally any civilized election commission would disallow and warn the candidate for speaking like this.

Implications like these — that Muslims have too many babies, that they are coming for Hindus’ wives and daughters, that their nationality as Indian is itself in doubt — are often made by representatives of Mr. Modi’s Bharatiya Janata Party, or B.J.P.

Mr. Modi’s use of such language himself, as he campaigns for a third term in office, raised alarm that it could inflame right-wing vigilantes who target Muslims , and brought up questions about what had prompted his shift in communication style. Usually, Mr. Modi avoids even using the word “Muslims,” coyly finding ways to refer indirectly to India’s largest minority group, of 200 million people.

Mallikarjun Kharge, the president of the Congress party, called Mr. Modi’s remarks “hate speech.” Asaduddin Owaisi, who represents the only national party for Muslims, lamented how “common Hindus are made to fear Muslims while their wealth is being used to enrich others.”

Tom Vadakkan, a spokesman for the B.J.P., said that Mr. Modi’s speech was being misinterpreted. “This is not about our compatriots, the Muslims,” he said. Mr. Modi was talking only about “infiltrators,” according to Mr. Vadakkan.

The prime minister’s fiery oration, delivered in 100-degree heat in the town of Banswara in arid Rajasthan, marked a contrast to the image he presents in international contexts.

During a visit to the White House in June, Mr. Modi said there was “no question of discrimination” in India. When he played host to the Group of 20 summit in New Delhi three months later, he chose the theme “the world is one family”(in Sanskrit, the primary liturgical language of orthodox Hinduism).

He put his own face on soft-power outreach programs like World Yoga Day, broadcast to Times Square, using it to present a Hindu-centric India as a benign “teacher to the world.”

Campaigns that divide Hindus and Muslims can be useful in animating the hard-right Hindu base of Mr. Modi’s otherwise broad-based electorate, especially in places like Banswara, where Hindus outnumber Muslims by three to one.

With his remarks, Mr. Modi may have been trying to close a divide that has opened among Hindus in Rajasthan over whether to support the B.J.P., with one prominent group holding protests over comments made by a party official.

But the prime minister’s speech was also clearly intended for a wider audience; he shared a clip on his official social media channels.

The B.J.P. remains the favorite to win another parliamentary majority when six weeks of voting concludes on June 1 and ballots are counted three days later. Mr. Kharge, the Congress party president, called Mr. Modi’s speech — perhaps hopefully — a sign of desperation, adding that opposition candidates must be faring well in the early stages of balloting.

Neerja Chowdhury, a columnist and the author of “How Prime Ministers Decide,” echoed Mr. Kharge, saying that, in her view, “voters are expressing their dissatisfaction much more openly this time.” The B.J.P. is capable of a swift course correction, she added, because “they get feedback very quickly.”

Rahul Gandhi, the public face of the Congress party , said that Mr. Modi’s comments had been intended as a diversion from subjects that trouble ordinary voters, like joblessness and inflation.

That the prime minister alluded to religion at all in his speech drew complaints that he may have violated India’s election rules.

Candidates are supposed to be barred from asking for votes in the name of religion or caste. But B.J.P. leaders regularly invoke Hindu deities during campaign rallies. The country’s Election Commission, which enforces the rules, has taken little action against the party, even as it has moved against members of other parties in similar cases.

Uddhav Thackeray, a former ally of Mr. Modi’s who is now running against the B.J.P., declared that he would now ignore an Election Commission order to remove the word “Hindu” from his own party’s campaign song.

The basis for Mr. Modi’s attack was a 22-second excerpt from a statement that Mr. Singh, a Sikh economist who was the prime minister before Mr. Modi, made in 2006. Mr. Singh had been listing many of the traditionally disadvantaged groups in India, including lower-caste Hindus and tribal populations, and “in particular the Muslim community,” and said that all should share equitably in the nation’s wealth.

Since Mr. Modi took office in 2014, Muslims haven’t had a proportional share of India’s steady economic and social development . Just one of the 430 candidates the B.J.P. is fielding in the current election is Muslim.

Mr. Singh’s speech from 2006 seems old now, but it was made just four years after riots in the state of Gujarat under the watch of Mr. Modi. Hindus and Muslims hacked and burned one another and at least 1,000 died, most of them Muslims.

An earlier version of this article misstated the number of Muslim candidates that the B.J.P. is fielding in India’s current election. It is one, not zero.

How we handle corrections

Alex Travelli is a correspondent for The Times based in New Delhi, covering business and economic matters in India and the rest of South Asia. He previously worked as an editor and correspondent for The Economist. More about Alex Travelli

Suhasini Raj is a reporter based in New Delhi who has covered India for The Times since 2014. More about Suhasini Raj

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Biden’s planned Morehouse College commencement speech spurs alumni protest

President, scheduled to speak at the historically Black campus before the start of the Israel-Gaza war, will give speech on 19 May

• Student campus protests – live updates

Joe Biden will be the commencement speaker at Morehouse College in Georgia, giving the Democrat a key spotlight at one of the nation’s pre-eminent historically Black campuses but potentially exposing him to uncomfortable protests as he seeks re-election against Donald Trump.

The White House confirmed on Tuesday that Biden would speak on 19 May at the alma mater of the civil rights icon Martin Luther King Jr, and then address the graduating class at the United States Military Academy at West Point on 25 May.

The Morehouse announcement has drawn some backlash among the school’s faculty and supporters who are critical of Biden’s handling of the Israel-Hamas war. That could put the White House and Biden’s re-election campaign in a difficult position as the president works to shore up the racially diverse coalition that propelled him to the Oval Office.

By Tuesday afternoon, some Morehouse alumni were circulating an online letter that condemns the administration’s invitation to Biden and seeking signatures to pressure Morehouse’s president, David Thomas, to rescind it.

The letter, obtained by the Associated Press, claimed Biden’s approach to Israel effectively supports genocide in Gaza and runs counter to the pacifism that King expressed with his opposition to the Vietnam war.

“In inviting President Biden to campus, the college affirms a cruel standard that complicity in genocide merits no sanction from the institution that produced one of the towering advocates for nonviolence of the twentieth century,” the letter states, emphasizing King’s stance that “war is a hell that diminishes” humanity as a whole. “If the college cannot affirm this noble tradition of justice by rescinding its invitation to President Biden, then the college should reconsider its attachment to Dr King.”

Late last week, before the school and the White House formally announced commencement plans, Morehouse provost Kendrick Brown, Thomas’s top lieutenant, sent an email to all faculty acknowledging concerns about “rumors” and affirming that the school issued the invitation to Biden last September. That would have been before Hamas attacked Israel on 7 October, spurring the sustained counteroffensive that the Morehouse alumni letter called an act of genocide against Palestinians. Brown’s email did not reference anything about the Middle East conflict.

Brown invited faculty to an online forum, scheduled for Thursday afternoon, to discuss the matter. But, he added: “Please know going into this conversation that the College does not plan to rescind its accepted invitation to President Biden.”

Morehouse officials have not responded to an Associated Press inquiry.

Asked about the concerns from some faculty members, the White House deputy press secretary, Andrew Bates, said Biden was eager to speak at the school and added: “Commencements are about the graduates, their families and their loved ones, about celebrating the accomplishments of the graduates.

“I’m not going to weigh in on processes happening at Morehouse, but he looks forward to going there and celebrating with the graduates,” he added.

Earlier Tuesday, Thomas released a statement to BET.com that, like the provost’s faculty letter, highlighted the September timing of the invitation to Biden.

Thomas said Morehouse officials “eagerly anticipate” the president’s visit, which he called “a reminder of our institution’s enduring legacy and impact, as well as our continued commitment to excellence, progress and positive change.”

The Rev Stephen Green, pastor of the St Luke AME church in Harlem and an author of the alumni letter, said in an interview that his group had reached out to several Morehouse trustees and hoped to speak with Thomas. Green, who graduated in 2014, called the effort part of a “common thread of protest and activism in the Morehouse tradition” of social and political engagement.

“We hope this would send a strong message that we are serious about the values we were taught,” Green said, adding that he wants to see Biden forcefully advocate for a Palestinian state and an Israeli withdrawal from Gaza.

Beyond any dissatisfaction over Israel, polling suggests Biden may have work to do with Black Americans generally. More than half of Black adults approve of how he is handling his job as president, according to an AP-NORC poll conducted in March, but that is down significantly from when he took office and 94% approved of his performance.

Biden has increasingly encountered protests this year from progressives who assert that he is too supportive of Israel. The issue has proven vexing for the president. He has long joined the US foreign policy establishment in embracing Israel as an indispensable Middle East ally. Yet he also has criticized the Israeli prime minister, Benjamin Netanyahu , for mounting civilian deaths in Gaza and told him that future US aid depends on Israel taking steps to protect civilians.

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Legal experts say the TikTok divest-or-ban bill could stand up in court despite being a free-speech disaster

• President Joe Biden signed the TikTok divest-or-ban bill into law on Wednesday.
• TikTok said it would challenge the law in court, citing First-Amendment violations.
• Legal experts said Congress' national-security argument could still win  over free-speech concerns in courts.

Congress passed a bill this week that will force TikTok's owner to sell its US assets or face removal from mobile-app stores. President Joe Biden signed the bill into law on Wednesday. Parent company ByteDance now has between 9 months and a year to sell or spin off the app in the US.

What comes next will be an all-out legal battle.

TikTok has vowed to "move to the courts," where it plans to challenge the law as "a clear violation of the First Amendment rights of the 170 million Americans on TikTok," per an internal memo sent to staff on Saturday. The company will likely ask for a preliminary injunction, stopping the countdown clock on its sale until legal questions are sorted out.

Other parties, like TikTok creators , may launch separate legal challenges in the coming weeks, as they have done in the past. First-Amendment-focused organizations like the ACLU or the EFF could file amicus briefs defending TikTokers' free-speech rights.

Will these legal challenges work? Maybe…

Earlier attempts to ban or force a sale of TikTok often haven't stood up in court.

Trump's 2020 order to ban TikTok was halted by a federal judge who said it likely exceeded executive authority. A Montana law that attempted to ban the app was struck down in 2023 by a federal judge who said it overstepped state power and "likely violates the First Amendment."

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This time, however, could be different. The reason? Congress is arguing that TikTok poses a national-security risk, and the courts tend to defer to that governing body when it comes to issues of national security, experts told Business Insider. The federal government has more authority on that subject than a state like Montana does.

"The court will look at the merits of the case, but really driven by deference to Congress as having much more understanding of the national-security risks than the judges themselves do," Matthew Schettenhelm, a senior litigation analyst at Bloomberg Intelligence, told BI. Schettenhelm estimated the law had a 70% chance of surviving a legal challenge.

It's a coin toss when national-security interests come up against speech protections

If this law wasn't about protecting national security, TikTok's case would be a slam dunk. Its argument that the law violates free speech is clear, as passing a bill that could lead to a ban will box out tens of millions of Americans from an app they use to say things every day.

While the bill is framed around forcing new ownership of TikTok, it's likely to result in a ban, which strengthens the free-speech argument. The Chinese government has signaled it opposes a TikTok divestment. Its foreign ministry said last month that a forced sale was "sheer robbers' logic." Its government has the final say on the export of TikTok's algorithm, which would make the app much harder to spin-off.

Restricting free speech would be a big problem for the bill if it didn't have national-security interests at its core. While First-Amendment arguments are well supported in court, national-security concerns also have a lot of sway, legal experts told BI.

"The First Amendment is the trump card that basically allows you to prevail if you can plausibly make a First-Amendment argument," said G.S. Hans, an associate clinical professor of law at Cornell Law School and associate director of its First-Amendment clinic. "National security also is a trump card, and the government often wins when it claims that. The question for me is, which trump card does the court think is more valuable?"

Security arguments have stood up in the past for more narrow cases against TikTok. A federal judge upheld a Texas law that blocked state employees from using the app on state-owned devices and networks, saying it was a "reasonable restriction on access to TikTok in light of Texas's concerns."

Show us your smoking-gun evidence, Congress

Legal experts said the evidence the US government brings to court to prove that TikTok is a national-security risk will be central to its case. It has to demonstrate that a forced divestiture or outright ban is necessary.

"It can't be just conclusory, or in other words to say, 'We think there's a national security threat. Therefore we should ban the app,'" said Lena Shapiro, director of the First Amendment clinic at the University of Illinois College of Law. "They have to provide evidence."

Congress' bipartisan bill is the culmination of years of political attacks from Washington on TikTok's operations . Politicians fear its owner ByteDance, which is headquartered in China, could be forced to share US user data with the Chinese Communist Party because of a standing National Intelligence Law. US officials have also raised concerns that the CCP could use TikTok to censor or promote information and even influence an election, serving its own interests. TikTok has denied both of these claims.

"We believe the facts and the law are clearly on our side, and we will ultimately prevail," a TikTok spokesperson told BI in a statement. "We have invested billions of dollars to keep US data safe and our platform free from outside influence and manipulation."

Congress hasn't proven that an outright sale or ban of TikTok is the only way to protect national-security interests. Other less severe efforts like a national data privacy law could solve some of its concerns without limiting speech, for example.

"The government bears the burden of pointing to an important interest in instituting this law," said Ramya Krishnan, a senior staff attorney at the Knight First Amendment Institute at Columbia University, which filed a legal challenge against Texas's state-device ban last year. "There's the onus of showing that it could not achieve its interest in narrower ways."

Watch: TikTok could be banned in US after House vote

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'Deepest apology.' OU's pause means female, Black students won't get $450K in scholarships

 "to our donors, please accept our deepest apology for our inability to share your generosity with our students for next academic year," eddith dashiell.

Editor's note: Excluded from the long list of scholarships award at The E.W. Scripps School of Journalism' s April 23 awards banquet were $46,000 in scholarships designated for minority and female students. University wide, about $450,000 in scholarships in those and other categories will not be awarded.

Eddith A. Dashiell is the director of the journalism school. She gave the speech below about the E.W. Scripp's 12 unawarded scholarships.

Over the last few years, we have seen a growing backlash against d iversity, equity and inclusion. That backlash has reached higher education.  

States like Oklahoma and Florida have abolished DEI offices, programs and curriculum. 

As of tonight, Ohio does not have such a law. 

There is no state law preventing Ohio University from continuing its DEI efforts and making our campus a welcoming and inclusive environment for all students —especially students from underrepresented groups, who were born here and are also citizens of the United States.

OHIO News has published numerous articles demonstrating its commitment to diversity and its successful DEI efforts.

In June 2023, the U.S. Supreme Court handed down a decision focus on race-based admissions policies. 

In January 2024, we were quietly told that this 2023 U.S. Supreme Court decision was being stretched to apply to race-based/diversity scholarships. All diversity-based scholarships were being “paused.”

What is the impact on E.W. Scripps school of Journalism

Twelve scholarships totaling more than $46,000 will not be rewarded.

According to the Columbus media’s coverage of the university’s decision to pause the awarding of diversity scholarships for 24-25 school year was based on advice from the Ohio Attorney General’s Office. It was quoted as saying race-based scholarships discriminate against white students.

This is Athens, Ohio.  

Racial makeup of OU's journalism school

• This year: 419 journalism majors
• African American: 18 students
• Native American: zero
• Asian American: 4 students
• Hispanic/Latino: 23 students
• Whites:  354 students

How can 12 scholarships discriminate against white students who make up 84% of our majors?

We may not be able to award these scholarships, but the donors deserve to be honored and thanked, anyway.

$46,000 in scholarship not going to Black, female and other OU journalism students

∎ One scholarship was established by former associate dean of the college Dee Dee Riffe. The Eliza Al-corn Clark Memorial Scholarship honors Dr. Riffe’s grandmother. 

Last year we honored Dee Dee’s grandmother by awarding a $900 scholarship to an African American sophomore. This year we cannot honor her grandmother because we are not allowed to award the Eliza Alcorn Clark Scholarship. I expect Dee Dee will be contacting me soon when she realizes that she has not received her thank you note.

∎ Margaret McKechnie is a 1966 graduate of Scripps. 

She spent most of her career working in communications for the banking industry and wanted to give back to young women coming up in journalism. Last year we awarded two Margaret A. McKechnie Scholarships to two of our female students who were from out of state. Race was not part of the criteria. 

Each scholarship was $6,000 each. This year: No McKechnie scholarships.

∎ Edward J. Martin Memorial Scholarship awarded to a student who works in print journalism and has financial need.  Preference was to go to a student who was Native American. Not a requirement.  We have awarded the Martin Memorial Scholarship for years to students interested in print journalism with financial need. 

Doubtful every student was of indigenous descent. This year: no student will get this $2,000 scholarship.

∎The Ford Scholar Award is intended for minority student with financial need. A thousand dollars was awarded last year. This year the Ford Scholarship goes to no student.  

∎The Frances and Margaret Channell Scholarship honors mother and daughter alums of the school. Frances worked as a reporter and teacher. Maggie spent many years working in administrative positions on campus. 

∎Last year the Channell Scholarship was $5,000, which went to a female who lived in a specific area of Ohio.  This year no student will receive the award.

∎ Long-time former director, Dr. Ralph Izard was a strong advocate for diversity in the school. 

He was the director who hired me. There was a time when we had as many as eight African American faculty in the school.  Dr. Izard’s generosity was part of a scholarship which has been supplemented by many former Posties to create the Ralph Izard—Post Scholarship.  

The primary criterion was that the student work for The Post.  Preference was to have been given to a minority student—but that was not a requirement. Last year’s winner received a $2,100 scholarship. This year no Postie will receive the Izard-Post Scholarship.

∎ Another one of our diversity scholarships honors one of the Scripps J-School and Post newspaper’s most distinguished alums, Pulitzer Prize winning journalist and columnist Clarence Page.

The donor noted that “it is hoped the recipients of this scholarship will exhibit the qualities that brought Page success and enabled him to improve the trajectory of American journalism.” 

Goal was help increase diversity at The Post, but some of our past recipients have worked in other student media, and the donors have been pleased with the quality and caliber of our previous awardees.

For (the school of journalism's) centennial, donors chipped into to bump this award up. Last year, we were able to award two $6,000 scholarships.  For the 24-25 academic year, the Page Scholarship goes to no student. I have heard rumors that the donors are not happy.

∎ Andy Alexander worked with Clarence Page at The Post during their days here at OU.

Editor of The Post was his first journalism job and before retirement, one of his last was the ombudsman for the Washington Post. 

The Andrew Alexander Scholarship was for news and information major from an underrepresented group. For years we have awarded at least one Andy Alexander Scholarship.  Last year we awarded two Alexander scholarships in the amount of $3,000.  No Alexander Scholarship will be awarded for next academic year.

∎ Our students in the E. W. Scripps School of Journalism have also been blessed with support from the Scripps Howard Fund. 

Among the numerous scholarships the Scripps Fund has provided our students is the Scripps Multicultural Scholarship to help under-represented students pay for their education. Last year we awarded a $2,000 scholarship to a deserving student for the 23-24 academic year. For the 2024-25 academic year, however, there will be no Scripps Multicultural Scholarship award.

• 12 scholarships
• Not awarded.

On behalf of the E. W. Scripps School of Journalism: To our donors, please accept our deepest apology for our inability to share your generosity with our students for next academic year. 

We are grateful for your support of journalism education and your commitment to provide financial support to our underrepresented students who want to spend four years in a small town to attend a predominantly white institution because it has one of the best journalism programs in the country.

Eddith A. Dashiell is the director of E. W. Scripps School of Journalism .

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Opinion: USC got it wrong in canceling valedictorian’s speech. Here’s what the school should do now

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USC’s decision to rescind valedictorian Asna Tabassum’s invitation to speak at its commencement no doubt resulted from a range of pressures from inside and outside the university, particularly the outcry over the student’s expressions of support for Palestinians. Provost Andrew T. Guzman wrote that he acted in the face of “substantial risks relating to security and disruption at commencement.”

Particularly since Oct. 7, university administrators have tough jobs requiring them to balance commitments to free speech, a vibrant and respectful academic culture, and campus safety. That said, USC made the wrong decision.

University officials evidently calculated that they would prefer taking heat for canceling Tabassum’s speech to doing what they have done for over a century: giving the valedictorian the opportunity to share her insights with the USC community.

Editorial: Free speech or discrimination? Colleges need help drawing the line

Complaints of antisemitism and Islamophobia on campus have skyrocketed. Figuring out when speech is protected or violating the rights of others is no easy task.

Jan. 2, 2024

What exactly was the risk of abiding by this valuable and time-honored tradition? After all, U.S. presidents are invited to give commencement addresses at universities every year, necessitating far more security than any other speaker. Surely the threats posed to Tabassum can’t be graver than those facing a president of the United States.

Could it be that the risks motivating administrators included the prospect that the valedictorian might criticize Israel’s war in Gaza or express sympathy for the Palestinian people? If so, their tolerance for voices that roil the establishment has sadly disappeared.

We will not move past the crisis of the moment by silencing those with whom we disagree. The university is exactly the sort of place where such views must be heard. Otherwise, it is not a university.

Opinion: College campus hecklers, your disruptions don’t count as free speech

Recent incidents at SUNY Albany, Stanford Law School and Cornell show students confusing censorship for legitimate protest.

April 14, 2023

Universities should resist the toxic political culture that locks us in our echo chambers, where we are exposed only to those views that are to our liking. Students shouldn’t become passive followers who seek a diploma just to get a job. We want and need our students to be leaders; they need to encounter divergent and challenging perspectives that allow for innovation and the production of knowledge that can serve society.

An important point is often lost in the shrillness of public debate: It is legitimate to call for the liberation of Palestinians who have been deprived of the right of self-determination — which is precisely what Israel represents for Jews — since 1948, even if reasonable people can disagree about how that should be achieved. It is also legitimate to express grave concern about a war that has killed more than 33,000 people, many of them children, and displaced most of the Gaza Strip’s population.

These arguments are deeply discomfiting to many, especially students, staff and faculty who identify with Israel. And if the valedictorian were to articulate these claims in her commencement speech, it would be uncomfortable for some, perhaps many. But controversy is hardly unheard of or inappropriate in commencement addresses and decisions about who delivers them.

Graduation speakers have seized the pulpit to speak truth to power during some of the most tumultuous times in our country. At Vassar College’s 1970 commencement ceremony, it was probably uncomfortable for many in the audience, particularly the men, when Gloria Steinem declared that “much of the trouble this country is in has to do with the Masculine Mystique: the idea that manhood somehow depends on the subjugation of other people.” And many in the audience of UC Berkeley’s 1966 law school commencement were likely uncomfortable when valedictorian Michael Tigar devoted his speech to Vietnam, proclaiming: “War is the enemy of political freedom.”

But given the tedium that so often characterizes commencement speeches, controversial ones may be more in line with the rightful function of universities.

It is not too late for USC to correct its error. It would do justice to Tabassum, who is by all accounts an exceptional, passionate and compassionate student. And it would demonstrate confidence in the university as a forum that can withstand — and even benefit from — controversial and challenging speech.

David N. Myers is distinguished professor of Jewish history at UCLA. Salam Al-Marayati is the president of the Muslim Public Affairs Council.

More to Read

Opinion: USC’s ‘security risk’ rationale to thwart peaceful protest is not justified

April 25, 2024

Pro-Palestinian protests grow at California campuses as opposing demonstrators clash at UCLA

USC cancels ‘main stage’ commencement ceremony

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