TRANSLATION IN LANGUAGE LEARNING AND TEACHING: FROM A SUB ROSA PRACTICE INTO A BEDROCK OF GLOBAL EDUCATION POLICY
DOI:
https://doi.org/10.46827/ejfl.v7i2.5001کلمات کلیدی:
translation, mediation, language policy, the Common European Framework of Reference for Languages (CEFRL), foreign language learning and teachingچکیده
Ever since the Grammar Translation Method has been outlawed in mainstream language education policy, translation as a tool for language learning and teaching has been ostracized for a variety of reasons other than pedagogical. However, with the currently growing multilingualism and multiculturalism, there is an ideal opportunity to engage in true cultural dialog and democratic citizenship. The translation is justifiably an essential step in the process of global identity construction. Today, the Common European Framework of Reference for Languages with its Companion Volume with New Descriptors for Mediation provides a blueprint for installing mediation as a proxy for translation in the learning and teaching of English as a foreign language. In this regard, mediation is conceived of as a set of translatorial skills that are highly required by today's world citizens in day-to-day life situations. Therefore, the foreign language classroom has to provide for the development of language learners as social agents whose mission is to establish and maintain communication across linguistic and cultural barriers. Within this perspective, this paper joins the initiative to close the conceptual, theoretical, and methodological divide between translation studies and foreign language learning and teaching methodologies. In doing so, it purports to reassess the validity of translation as a pedagogical activity in the foreign language classroom in light of the mediation descriptors provided by the Council of Europe in the Common European Framework of Reference for Languages (CEFRL).
Article visualizations:
مراجع
, 10] Howatt, A. P. R., & Smith, R. The History of Teaching English as a Foreign Language, from a British and European Perspective. Language & History, 57(1), 75–95 (2014)
Meidinger, J. V. J.V. Meidinger’s Fransche spraakkunst. J. Noman en zoon (1844)
, 34, 35] Cook, G. Translation in language teaching: An argument for reassessment. Oxford Univ. Press (2010)
Comenius. J. A The Great Didactic of Comenius. Adam & Charles Black. London (1896)
Tierney-Hynes, R. Novel Minds: Philosophers and Romance Readers, 1680-1740. Springer (2015)
Webbe, J. Pueriles confabulatiunculae, 1627. Scolar P. (1968)
, 14] Laviosa, S. Translation and Language Education: Pedagogic approaches explored (1st ed.). Routledge (2014)
Jespersen, O. How to Teach a Foreign Language. Routledge (2013)
, 26] Howatt, A. P. R. A history of English language teaching. Oxford University Press (1984)
Sauveur, L. Causeries avec mes élèves. F.W. Christern (1891)
Knapp, K., Seidlhofer, B., & Widdowson, H. G. (2009). Handbook of Foreign Language Communication and Learning. Walter de Gruyter (1896)
Butzkamm, W. We only learn language once. The role of the mother tongue in FL classrooms: Death of a dogma. The Language Learning Journal, 28 (1), 29–39 (2003)
West, M. P. Teaching English in Difficult Circumstances: Teaching English as a Foreign Language, with Notes on the Technique of Textbook Construction. Longmans (1960)
Palmer, H. E. Everyday Sentences in Spoken English, in Phonetic Transcription with Intonation Marks (for the Use of Foreign Students). Cambridge, Heffer (1992)
Butzkamm, W., & Caldwell, J. A. W. The bilingual reform: A paradigm shift in foreign language teaching. Narr. (2009)
A. S. Hornby, The Situational Approach in Language Teaching (I), ELT Journal, Volume IV, Issue 4, Pages 98–103, January 1950
Ellis, R. The Study of Second Language Acquisition. OUP Oxford (2008)
Lado, R. Linguistics Across Cultures: Applied Linguistics for Language Teachers. University of Michigan Press (1957)
Krashen, S. The input hypothesis: Issues and implications. Longman (1985)
, 25] Widdowson, H. G. Teaching language as communication. Oxford University Press (1978)
Ellis, R., & Ellis, P. R. Task-based Language Learning and Teaching. OUP Oxford (2003)
, 28] Stern, H. H., & Allen, J. P. B. Issues and Options in Language Teaching. Oxford University Press (1992)
, 30] Kramsch, C. Context and Culture in Language Teaching. OUP Oxford (1993)
Kress, G. R., Leeuwen, T. V., & Leeuwen, D. of H. and S. S. T. V. Multimodal Discourse: The Modes and Media of Contemporary Communication. Arnold (2001)
Norris, S. Analyzing Multimodal Interaction: A Methodological Framework. Routledge (2004)
Wei, L., & Cook, V. Contemporary Applied Linguistics Volume 2: Volume Two Linguistics for the Real World. A&C Black (2009)
Quirk, R., Widdowson, H. G., & Cantù, Y. English in the World: Teaching and Learning the Language and Literatures: Papers of an International Conference Entitled “Progress in English Studies” Held in London, 17-21 September 1984 to Celebrate the Fiftieth Anniversary of the British Council and Its Contribution to the Field of English Studies Over Fifty Years. Cambridge University Press for the British Council (1985)
Jenkins, J. The Phonology of English as an International Language. OUP Oxford (2000)
Dong, Y., Gui, S., & Macwhinney, B. (2005). Shared and separate meanings in the bilingual mental lexicon. Bilingualism: Language and Cognition, 8(3), 221–238 (2008)
Prince, P. Second Language Vocabulary Learning: The Role of Context versus Translations as a Function of Proficiency. The Modern Language Journal, 80(4), 478–493 (1996)
Saricoban, A. Translation to Test Vocabulary and Language Skills. Procedia - Social and Behavioral Sciences, 46, 2959–2963 (2012)
Ehlich, K. Zum Textbegriff (In Annely Rothkegel & Barbara Sandig). Buske (1984)
House, J. Translation as communication across languages and cultures. Routledge, Taylor & Francis Group (2016)
Robinson, D. Translation and Empire: Postcolonial Theories Explained. St. Jerome (1997)
Venuti, L. The translator’s invisibility: A history of translation (Third edition). Routledge (2018)
, 54] Laviosa, S., & González Davies, M. (Eds.). The Routledge handbook of translation and education. Routledge, Taylor & Francis (2020)
Anderson, J., & Macleroy, V. (Eds.). Multilingual digital storytelling: Engaging creatively and critically with literacy. Routledge, Taylor & Francis Group (2017)
Cummins, J. Interdependence of first-and second-language proficiency in bilingual children. Language Processing in Bilingual Children, 70, 89 (1991)
, 59] Piccardo, E., North, B., & Goodier, T. Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: the CEFR Companion Volume. Journal of E-Learning and Knowledge Society, Vol 15 No 1 (2019)
Cummins, J. Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education. In N. H. Hornberger (Ed.), Encyclopedia of Language and Education (pp. 1528–1538). Springer US (2008)
Cummins, J. BICS and CALP: Empirical and Theoretical Status of the Distinction. In B. V. Street & S. May (Eds.), Literacies and Language Education (pp. 59–71). Springer International Publishing. (2017)
Corcoll López, C., & González-Davies, M. Switching codes in the plurilingual classroom. ELT Journal, 70(1), 67–77 (2016)
Puren, C. Perspectives actionnelles et perspectives culturelles en didactique des langues-cultures: Vers une perspective co-actionnelle co-culturelle. Langues Modernes, 3/2002, 55–71 (2002)
Puren, C. La problématique de la centration sur l’apprenant en contexte scolaire. Études de Linguistique Appliquée, 100, 129–149 (1995)
, 56, 57] Stathopoulou, M. Cross-Language Mediation in Foreign Language Teaching and Testing. Multilingual Matters (2015)
Bohle, F. Sprachmittlung im Fremdsprachenunterricht: Mit Anwendungsbeispielen für den Spanischunterricht. Diplomica Verl (2012)
, 61, 62, 63, 65, 66] Europarat (Ed.). Common European framework of reference for languages: Learning, teaching, assessment; companion volume. Council of Europe Publishing (2020)
Europarat (Ed.). Common European framework of reference for languages: Learning, teaching, assessment (12th printing). Cambridge Univ. Press (2011)
Piccardo, E. Médiation et apprentissage des langues: Pourquoi est-il temps de réfléchir à cette notion ?: Éla. Études de Linguistique Appliquée, n°167(3), 285–297 (2012)
, 69] Liddicoat, A. J. Translation as intercultural mediation: Setting the scene. Perspectives, 24(3), 347–353 (2016)
دانلودها
چاپ شده
شماره
نوع مقاله
مجوز
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
