Where Translation Studies Lost the Plot: Relations with Language Teaching (original) (raw)
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Where Translation Studies lost the plot
Translation and Translanguaging in Multilingual Contexts, 2018
Recent interest in the role of translation in language teaching calls for dialogue between the disciplines of Translation Studies and Language Education. In framing this dialogue, translation scholars would do well to avoid assuming superiority or special knowledge; they would instead do well to reflect on the history of their own discipline, particularly the opposition to language departments that can be found in some countries in the 1980s and 1990s. In politically turning away from language learning, translation scholars left the education field open for unopposed implantation of immersion and communicative teaching methods that ideologically shunned translation. Further, in framing their major internal debates in terms of binary categories, usually involving a good translation method opposed to a bad one, translation scholars themselves all but abandoned the non-binary pedagogical models that once included many types of translation solutions. Those non-binary models should now b...
Translation as a means and as an end: reassessing the divide
To cite this article: Ángeles Carreres (2014) Translation as a means and as an end: reassessing the divide, The Interpreter and Translator Trainer, 8:1, 123-135. The validity of translation in language teaching – often termed pedagogical translation - is currently undergoing a process of reassessment. While there is increasing consensus favouring the use of the first language in the second language classroom, the role of translation in language learning is still an object of debate and the case for it is not sufficiently supported by empirical data. In contrast, the field of translator training has experienced phenomenal growth in the past few decades. As part of this process, researchers and practitioners in Translation Studies have tended to highlight the difference between translation as a means and translation as an end in itself. This stressing of the divide, which has been productive in allowing for a specific pedagogy of translation to develop, has, arguably, stood in the way of a fruitful dialogue between foreign language educationalists and translation studies scholars. This state of affairs has not helped the development of pedagogical translation. This paper examines the fraught relationship between translation as a means and as an end, interrogating the assumptions that underlie their divorce and looking into alternative ways of conceptualising the boundaries that set them apart. Keywords. Translation in Language Teaching, Language Learning, Pedagogical Translation, Translator Training, Translation as a Means.
Strange Bedfellows: Translation and Language teaching
To cite this article: Carreres, Ángeles (2006) ‘Strange Bedfellows: Translation and Language Teaching. The Teaching of Translation into L2 in Modern Languages Degrees: Uses and Limitations’. Sixth Symposium on Translation, Terminology and Interpretation in Cuba and Canada, Canadian Translators, Terminologists and Interpreters Council, available at: http://www.cttic.org/publications\_06Symposium.asp
Teaching Translation versus Doing Translation: a Connection between the Two
International Journal of Multidisciplinary and Current Research, 2013
Translation, as a profession, is relatively new; it goes back to Nuremberg trials or the recruitment of translators in the 1950s. It existed as a result of the rapidly growing increase in the translation types and the number of texts of different languages requiring translation (Newmark, 1991: 62). This was accompanied by a change in focus from literature to linguistics, from artistic work to skilful work and from proposition to communication (ibid: 62). The present paper discusses two crucial concepts in the field of translation studies; the first is translation teaching while the second is translation practice. These concepts are examined in an attempt to explore whether or not there is a connection between them. The paper probes into the concepts in question in view of three main areas: translation teacher and translator requirements, course syllabus and programmes designed for translation teaching as well as translation training and finally text types, problems and directionality in translation. The paper will argue that there is a clear link between translation teaching and translation practice as an important objective of the former is to achieve the latter. This link is clearly shown if sufficient consideration is given to the aforementioned areas.
Applying translation theory in teaching
New Voices in Translation Studies, 2005
A basic premise of this article is that the institutional teaching of translation studies has evolved in the past decades partly due to a growing connection between theory and teaching practice. The present article focuses on how seven proponents of various translation theories teach in classrooms, on why theory is important for the teaching of the profession, and on the nature of theory. This discussion leads to a fundamental concern for the training of future translators for professional work. It is argued that translation trainees should be exposed to a variety of approaches to translation which are inspired by and connect to different theoretical schools so that students are in this way taught to be flexible in their approach to texts and will also learn theory in practical application.
2016
In the globalised era of the 21st century the constant mobility of citizens around the world has led to great linguistic and cultural diversity resulting in a growing demand for interlingual and intercultural mediation, affecting both disciplines of Translation Studies (TS) and Foreign Language Teaching (FLT). The fact that achieving interlingual/intercultural communication is an objective of both translation and language learning has been officially acknowledged in the Common European Framework of Reference for Languages (2001), the first document since the decline of the Grammar-Translation method to relate the concept of translation to language learning. However, neither the acknowledgment of the role of the L1 in the L2 classroom nor the development of mediation skills for every language student, as proposed in CEFR, have seemed to restore the place of translation within FLT. The paper examines the possible reasons for the negative reactions towards translation’s recent introduc...
Translation and the Contemporary Language Teacher
Procedia Social and Behavioral Sciences, 2012
Due to the point that translation is still a controversial issue in foreign language teaching and also with respect to the fact that translation remains a significant component in various foreign language teaching programs, the present study attempts to investigate the importance of translation in foreign language learning and teaching. The present study is twofold: The first aim is to present a literary review of the role and benefits of translation in foreign language development and the second aim is to n instrument for assisting foreign language learning development. A questionnaire consisting of 15 items was administered to the participants and the data were statistically analysed.
Dristikon: A Multidisciplinary Journal
This paper explores the perceptions and practices of postgraduate-level students about translation in language education. More specifically, it aims to examine the significance of translation studies in language pedagogy. Thus, the prime concern of this study is to see how translation is connected through language and culture to establish the relationship among and between teachers, students, curriculum and methodology. Data for the study were collected from primary sources. In doing so, the narrative inquiry method was employed in which five postgraduate-level students having translation as a specialization were purposively selected for the interview. The finding reveals that translation has an undeniable contribution to promoting language, culture and literature in our academia. The study concludes that translation assists students to theorize complex theories, approaches, and philosophies to gain in-depth knowledge and skills in relation to language pedagogy.
Pedagogic Translation vs. Translation Teaching: A Compromise between Theory and Practice
2014
Rather than dealing exclusively with translation pedagogy, I will address the relationship between translation pedagogy and language learning, analyzing how and to what extent translation is connected to the acquisition of language competence. I will examine on the one hand the role of translation in teaching English2 as a foreign language at the Università per Stranieri of Perugia (hereafter USPG), and on the other hand the role of teaching English at the “Istituto Universitario Carlo Bo” of Rome, a higher education institute (hereafter SSML), which is equivalent in all respects to a university program in translation and interpreting. In the former institution translation is used as a tool, in the latter it is a goal. I will also examine some aspects of functional linguistics related to the actual teaching of translation, by exploring the ways in which theory can influence practice and vice versa on a pragmatic level and by proposing a model for teaching translation.