Mundos en palabras

Carreres, Ángeles; Noriega-Sánchez, María; Calduch, Carme

doi:10.4324/9781315162379

Cited by 17 publications

(7 citation statements)

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“…In fact, in the case of translation in language teaching it appears to offer a limited perspective and has been challenged by scholars like Pergnier, whose prologue to Delisle and Lee-Jahnke's volume on language and translation teaching claims that 'traduction didactique' versus 'traduction professionnelle' should no longer be regarded as two opposite ends but as part of a continuum in a manner that will allow these practices to make significant advances in the pedagogical research of each field (1998: ix-x). The same insight is shared by Carreres (2014) and Carreres et al (2017) who advocate for a continuum that associates translation as a means and translation as an end.…”

Section: Terminology Used In Theoretical Frameworkmentioning

confidence: 75%

“…Strict notions of both monolingualism and even bilingualism are no longer relegated to the discipline's rejected past; rather, reflecting on them has enabled a rethinking and reassessment of the legitimacy of translation in contemporary FL teaching. It is worth noting that this shift is currently embraced by different 'turns' in various disciplines that favour revisiting translation in FL teaching and learning: (a) the multilingual turn, discussed by May (2014); (b) the pluricultural turn, highlighted by González Davies (2018); or (c) the translation turn proclaimed by Carreres et al (2017). All these turns support exploring the pertinent question of an updated perspective of the use of translation where 'translation is certainly making a comeback that is far from Grammar-Translation practices' (in González Davies' Foreword to Carreres et al 2017: xiii).…”

Section: Translation In Language Teaching: Historical Developmentsmentioning

confidence: 99%

“…By way of a general characterisation, 'pedagogical translation' refers to a mediating skill that entails meaning transfer and operates alongside other language skills in the FL classroom. An example may be any task that, frequently, requires working with a text, although activities vary greatly, as can be seen in Laviosa (2014, particularly 107-140), Leonardi (2010: 85-118), Carreres et al's. (2017) wide range of translation tasks under the latest trends of translation in the language classroom, or González Davies (2004), who offers a rich array of communicative and interactive translating tasks developed to be included in the translation and in the FL classroom and which focus on critical matters, from degrees of fidelity to cultural references and filters, intended meanings and linguistic skills (see especially .…”

Section: Translation In Fl Teaching and Learning: Restructuring The Boundariesmentioning

confidence: 99%

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Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries

Gutiérrez

2018

The Language Learning Journal

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The gradual reintroduction of translation into the foreign language classroom in the last few decades has generated considerable interest among teachers and scholars. A renewed focus on translation as an aspect of language teaching has simultaneously originated from and resulted in the publication of theoretical and empirical studies as well as monographs that recognise 'pedagogical translation' as a beneficial and increasingly accepted practice. However, conceptual and terminological inconsistencies persist that blur the boundaries between the general idea of using translation in the language classroom and more specific practices that involve translation tasks (also known as 'pedagogical translation') or code-switching. The article addresses these terminological incongruities by exploring the impact of conceptualisations of translation in language education and, specifically, its use in pedagogical translation. The goal is to consider the plethora of concepts related to translation in language teaching (TILT) and to explore how they may be connected with the reconceptualisation of translation in language pedagogy. This will open up useful avenues for a more thorough incorporation of translation into foreign language education, particularly at the secondary and college level, and will propose future lines of research and pedagogical sound praxis.

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Section: Terminology Used In Theoretical Frameworkmentioning

confidence: 75%

Section: Translation In Language Teaching: Historical Developmentsmentioning

confidence: 99%

Section: Translation In Fl Teaching and Learning: Restructuring The Boundariesmentioning

confidence: 99%

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Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries

Gutiérrez

2018

The Language Learning Journal

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“…Carreres shows that both translating in real life and learning a language are inextricably linked to a communicative purpose (2014: 125; see also 2006: np), as demonstrated by the fact that both professional translation competence and the plurilingual and pluricultural abilities expected from language graduates are grounded in communication. A number of scholars now work at the intersection of language pedagogy and translator training (see González-Davies, 2004Carreres, Noriega-Sanchez, 2011;Pintado Gutiérrez, 2012, 2019Laviosa, 2014;Carreres, Noriega-Sánchez, Calduch, 2018;Pym, 2018;Enriquez Raido, Austermuhl, Sanchez Torron, 2020), thus bridging the gap between these two disciplines. There is, however, still some divergence, as suggested for instance by the CEFR authors' clarification that its translation descriptor scale (with no focus on the language direction) is not intended to relate to the activities of professional translators or to their training (Council of Europe 2020: 102; see also 2018: 113).…”

Section: Teaching Translation In the Language Classroom: An Overviewmentioning

confidence: 99%

Teaching Translation From English Into Italian as a Purposeful Activity in the Language Classroom: An Empirical Study

Seccia¹

2022

ILD

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This article discusses the ways in which pedagogical translation into Italian can be a valuable tool in enhancing the students’ proficiency, thus contributing to the still underdeveloped research on effective translation teaching practices in the Italian language classroom. Taking an interdisciplinary approach to Italian teaching and based on empirical data collected from translation into Italian workshops delivered to undergraduate Modern Languages students at the University of Hull (UK), this article examines the ways in which drawing on translation studies teaching models can help students to enhance their communicative language competences. Particular attention is paid to pragmatic, sociolinguistic and pluricultural competences, which are crucial in the formation of future language professionals as cultural mediators. More specifically, the discussion consists of the evaluation of two interrelated translation teaching models (Nord 1991/2005, 1997a/2018; Malmkjær 1998) based on a qualitative analysis of the students’ reflections through the lens of the Common European Framework of Reference (CEFR) competence model. The results indicate that drawing on translation studies teaching models can help to teach translation into Italian (which is usually perceived challenging by students) as a purposeful activity, thus enhancing the learners’ communicative ability in real life, as recommended by the CEFR. L’insegnamento della traduzione dall’inglese all’italiano come utile attività nella classe di lingua: uno studio empirico L’articolo prende in esame metodi attraverso cui la traduzione pedagogica verso l’italiano può essere usata come un valido strumento per potenziare le competenze linguistiche di studenti e studentesse. A tal proposito, si pone l’obiettivo di offrire un contributo alla ricerca tuttora in fase di espansione su come insegnare a studenti e studentesse di lingue a tradurre verso l’italiano in modo efficace. Attraverso un approccio interdisciplinare alla didattica dell’italiano e sulla base di dati raccolti durante delle lezioni di traduzione verso l’italiano rivolte e studenti e studentesse di Modern Languages della University of Hull (Regno Unito), il presente studio empirico esamina come rifarsi a modelli di insegnamento elaborati da due studiose di Translation Studies possa aiutare studenti e studentesse di italiano a potenziare le proprie competenze linguistico-comunicative. Particolare attenzione è posta sulle competenze sociolinguistiche, pragmatiche e pluriculturali, fondamentali nel formare professionisti/e in ambito linguistico in grado di agire come mediatori/trici culturali. Nello specifico, lo studio consiste nell’esaminare due modelli correlati (Nord, 1991/2005, 1997a/2018; Malmkjær, 1998) in seguito a riflessioni di studenti e studentesse analizzate qualitativamente in base ai descrittori esemplificativi del Quadro comune di riferimento per la conoscenza delle lingue (QCER). I risultati suggeriscono che rifarsi a modelli di insegnamento elaborati da studiosi/e di Translation Studies può aiutare a presentare la traduzione verso l’italiano come un’attività utile, non fine a se stessa e non solo impegnativa come viene di solito percepita da studenti e studentesse. Stando ai risultati, ciò aiuta infine a potenziare la capacità di comunicare in situazioni di vita reale come proposto dal QCER.

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“…Since the beginning of the new millennium, a considerable rise has been noted in translation publications which points to resurgence as new methods and ideas are investigated for teaching translation in the classroom. Based on the assumption that translation is a foreign language teaching strategy, translation is now seen as a communicative action is pointed out by Carreres, Noriega-Sánchez, and Calduch (2018); Colina (2002) and Pintado Gutiérrez (2021). Despite this growing interest, there are still several disagreements among academics, researchers and teachers about the exact nature and place of translation.…”

Section: Introductionmentioning

confidence: 99%

Contemporary Pedagogical Practices of Translation Skills in ESL Classrooms

Malik¹,

Seemab

Khudai³

et al. 2023

Pak. J. Humanit. Soc. Sci

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The present study explores the contemporary pedagogical practices of translation skills in undergraduate classrooms in Pakistan. Translation skills are essential components of the prescribed syllabuses and examinations. Classroom observations reveal that the students face problems in translation skills. Consequently, teaching and learning of translation skills need redesigning. The study aims to enhance awareness among students about the real implication of translation skills and suggest changes. The paradigm selected is the pragmatic analysis of contemporary unsuccessful pedagogical practices of translation skills. The data was collected from 321 undergraduate students of public and private institutions through a questionnaire. The data was analyzed descriptively. The findings reveal that the contemporary pedagogical practices of translation skills are less effective in enhancing translation skills as current translation practices focus on cramming translation rules and passages instead of developing students' autonomy. The research contributes to teaching and learning translation skills, especially for ESL teachers and learners. The outcomes of this research will lead future researchers to suggest further improvements in pedagogical practices of translation skills.

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Mundos en palabras

Cited by 17 publications

References 0 publications

Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries

Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries

Teaching Translation From English Into Italian as a Purposeful Activity in the Language Classroom: An Empirical Study

Contemporary Pedagogical Practices of Translation Skills in ESL Classrooms

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