The Necessity of Translation - Theory and Practice in Education (original) (raw)
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The Necessity of Translation in Education: Theory and Practice
The Necessity of Translation in Education: Theory and Practice, 2021
The way that education is conceptualized and studied in the English and German languages is very different. This reflects broader differences in ways of thinking between the European Continent and the Anglophone world. It begins with the way that the field of Education as a whole is structured: In the English-speaking world, the term “Education” loosely circumscribes activities and concerns associated with school (and other educational institutions), with psychology, sociology and critical theory being seen as “applied” to these activities and concerns. In German on the other hand, Pedagogy (Pädagogik) is often understood first in conceptual terms: It designates the influence (instructional and otherwise) of one group of people (e.g. educators) on another (e.g. children and youth)—regardless of place and time. The field of education thus does not involve of an application of theories from other domains as much as it entails the study of education and pedagogy both inside and outside of the school and specifically “on its own terms”—as having its own, specific questions, concerns and interests. This is just the beginning, however. This chapter discusses these and other differences and how they affect translation, emphasizing the value of insights available to English-language scholars from the German-language construction of the discipline.
Translation Makes Something Happen. Why Include Translation in Secondary School Programmes
Awareness that translation can provide operational terms and methodological tools for understanding the processes shaping today’s changing cultural realities is generally very low, even for school textbooks’ authors, teachers and parents. Drawing from my experience as an academic teacher of translation and instructor for secondary school translation workshops I will discuss how translation could be used in school curricula. However, making translation and translators present at school will meet with systemic obstacles if there is not a wider presence of Translation Studies in teacher training programmes and university education in humanities. Paraphrasing Auden’s famous line, I claim that “translation makes something happen” and that one of the aims of university courses in translation is to help future educators understand this truth.
Education as Translation: Toward a Social Philosophy of Translation (2020)
InTraLinea, 2020
Translation has been considered an equivalent to intercultural communication as long as it has been contemplated within the confines of linguistic and cultural paradigms. However, because culture is considered the broadest of these two paradigms, it has rightfully been defined in multiple ways and at multiple levels in order to fit more elaborate and wider frameworks. For instance, as dichotomous structural boundaries have faded away in favor of hybridity and métissage, it has been argued in anthropology and in cultural and postcolonial studies (around the notion of cultural translation most notably) that culture is in and of itself a translational phenomenon. This means that the framework of education is itself a place where culture as an intellectual practice and process can be transmitted. Culture considered as education, and education as a space of predilection for the transmission/translation of culture. The goal of this paper is to reflect on issues involved in what could be termed as educational translation, studied both retrospectively and prospectively. Raising the issue of education not only as a space of communication but also as a sort of transformation of the human mind (both its values and its principal orientations) is inevitably an attempt to determine which social blueprint is expected at the end of the educational process in translational terms. The cases of the will be the main illustrations to our reflection. http://www.intralinea.org/archive/article/2524
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.
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.
The Role of Translation in Foreign-Language Teaching
2017
Teachers all over the world teach a foreign-language using some specific methods and techniques prescribed by these methods along with the activities developed accordingly. Likewise, learners all over the world use a variety of techniques which they have been taught and internalized. Translation, a basic means of communication, has remained to be disfavored and even ignored in the teaching of foreign-languages for quite a long time. Despite this prevailing attitude towards translation, it is difficult to assume that learners or teachers as the two main agents involved in language learning do not resort to translation at all. Thus, it stands as a big question to answer why translation is presented as a taboo and if it really deserves to be a taboo? To answer this it seems of utmost importance to approach the issue from different perspectives as approaching the issue from only one perspective is likely to be deceptive in drawing a general picture. To this end, a multi-dimensional appr...
No Language Requirement: Translation Theory in a General Education Context
Translation Review (89), 2014
The field of translation and translation studies has gained considerable attention in the past decade. The Presidential Theme of the 2009 MLA Conference was "The Tasks of Translation in the Global Context," tapping into a translational zeitgeist that has manifested in many other ways as well. In U.S. institutions, there is an ever-increasing number of programs in translation, including new certificate programs, concentrations, majors, and minors at both the undergraduate and graduate levels, and elsewhere new courses in existing fields that address questions of translation. 2 More and more job listings in related fields, such as English literature, world literature, and national literature departments, are including translation studies as a desirable secondary specialization or translator training as a primary area.
Translation In Foreign Language Teaching
Vertalen in theorie en praktijk, 1985
In this paper I examine why translation has become an outlaw in certain circles in foreign language teaching. A list of the most common objections to using translation in the classroom will be contrasted with possible counter-objections, on the basis of which I support the view that translation can be used in a meaningful way in the teaching of foreign languages. Quite obviously, this view leads to a number of further questions concerning when, how, in what circumstances, and for what purposes translation may be usefully employed. These questions, however, cannot be discussed within the limits of the present paper.
Introduction The video, “Translation and Language Learning – open discussion “, was a small presentation of the related report, “Translation and Language Learning: The role of translation in the teaching of languages in the European Union”, whose questions & answers session aimed to give the teachers from the forum, opportunity to share their ideas concerning translation and its deployment on teaching and learning practices. The participants who commented, according to the video, presented viewpoints that probably are in agreement with the positioning of many other EFL teachers worldwide, including this academic Gislaine Schineider de Melo, from Brazil, however, nor all argumentations converged for the same beliefs and conception regarding the usage of translation in English classes. The diversity of opinions and the divergence on the interpretation enrich the debate on the teaching practice same time it brings the translation back to the teachers ́ agenda, not only its importance, but also, how to use translation properly, in order to improve the language learning: intercomprehension, communication, and further abilities. Forum is also a rich method to assemble data and make analyses on how the answers fulfill or complement each other, as noticed; translation promotes accuracy, self-confidence against hesitation, the usage is valuable if done in a consciously way, translation is an important part of the language learning process, thus, translation approached in a communicative perspective, among other considerations. The negative aspects were also mentioned: translation takes a large part of the class, translators speak the language very poorly, translation is a poor method because it doesn't attach to the concept, etc. The following pages summarize some points of the entire research stated in the report, such as: the most relevant reached conclusions, unexpected conclusions, what could yield similar research conducted on the Brazilian context, and possible professional development conclusions. This essay is part of the contents approached in the subject Teaching English Through Translation (TETT), attended by Phd. Sheila Queralt Steves, a task designed for the academics of Teaching English as a Foreign Language Master, from the Universidad Europea del Atlántico, Spain.