Abstract
This article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.
Funding source: Dublin City University
About the author
Dr. Lucía Pintado Gutiérrez is Assistant Professor in Spanish and Applied Linguistics at Dublin City University, Ireland. Her research explores the developing field of language education and pedagogical translation, in particular the principles on how translation may be utilized as a tool in foreign language, and how it may be developed as a skill for the benefit of FL learners. Her interdisciplinary research includes aspects related to foreign language teaching and learning, translation pedagogy, and learners’ motivation and agency. A second strand of her research lies at the intersection of translation and memory studies. She has published and co-edited work in both areas.
-
Funding: This research was funded by a grant from the Faculty of Humanities and Social Sciences, Dublin City University.
References
Butzkamm, Wolfgamg & John A.W. Caldwell. 2009. The bilingual reform: A paradigm shift in foreign language teaching. Tübingen: Narr.10.1515/9783484431225.152Search in Google Scholar
Carreres, Ángeles & María Noriega-Sánchez. 2011. Translation in language teaching: Insights from professional translator training. Language Learning Journal 39(3). 281–297. https://doi.org/10.1080/09571736.2011.567356.Search in Google Scholar
Carreres, Ángeles, Micaela Muñoz-Calvo & María Noriega-Sánchez. 2017. Translation in Spanish language teaching: The fifth skill. Journal of Spanish Language Teaching 4(2). 99–109. https://doi.org/10.1080/23247797.2017.1419030.Search in Google Scholar
Carreres, Ángeles. 2006. Strange bedfellows: Translation and language teaching. The teaching of translation into L2 in modern language degrees: Uses and limitations. In Sixth symposium on translation, terminology and interpretation in Cuba and Canada. http://www.cttic.org/ACTI/2006/papers/Carreres.pdf (accessed 5 September 2019).Search in Google Scholar
Colina, Sonia. 2002. Second language acquisition, language teaching and translation studies. The Translator 8(1). 1–24. https://doi.org/10.1080/13556509.2002.10799114.Search in Google Scholar
Colina, Sonia. 2003. Translation teaching: From research to the classroom. Montreal: McGraw-Hill.Search in Google Scholar
Cook, Guy. 2010. Translation in language teaching: An argument for reassessment. Oxford: OUP.Search in Google Scholar
Corcoll López, Cristina & Maria González Davies. 2015. Switching codes in the plurilingual classroom. ELT Journal 70(1). 67–77. https://doi.org/10.1093/elt/ccv056.Search in Google Scholar
Council of Europe, Language Policy Unit, Strasbourg. 2018. Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 (accessed 5 September 2019).Search in Google Scholar
Crookes, Graham & Richards Schmidt. 1989. Motivation: Reopening the research agenda. University of Hawaii Working Papers in ES 8. 217–256.10.1111/j.1467-1770.1991.tb00690.xSearch in Google Scholar
Csizér, Kata. 2007. A nyelvtanulási motiváció vizsgálata. Angolul és németül tanuló diakók motivácios beállítódásá a nyelvválásztás tükrében [Examining language learning motivation. English and German language learners’ motivational attitudes towards language choice]. Új Pedagógiai Szemle 57(6). 54–68.Search in Google Scholar
Deller, Sheelagh & Mario Rinvolucri. 2002. Using the mother tongue: Making the most of the learner’s language. Surrey: Delta Publishing.Search in Google Scholar
Directorate-General for Translation (DGT). 2013. Translation and language learning: The role of translation in the teaching of languages in the European Union. Luxembourg: Publications Office of the European Union.Search in Google Scholar
Dörnyei, Zoltan. 2003. Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning 53(S1). 3–32. https://doi.org/10.1111/1467-9922.53222.Search in Google Scholar
Dörnyei, Zoltan. 2009. Individual differences: Interplay of learner characteristics and learning environment. Language Learning 59(1). 230–248. https://doi.org/10.1111/j.1467-9922.2009.00542.x.Search in Google Scholar
Duff, Alan. 1989. Translation. Oxford: Oxford University Press.Search in Google Scholar
García-Medall, Joaquín. 2001. La traducción en la enseñanza de lenguas. Hermeneus 3. 113–140.Search in Google Scholar
Gardner, Robert C. 1985. Social psychology and second language learning. The role of attitudes and motivation. London: Hodder Arnold.Search in Google Scholar
Gillham, Bill. 2000. Developing a questionnaire. London: Continuum.Search in Google Scholar
González Davies, Maria. 2004. Multiple voices in the translation classroom: Activities, tasks and projects. Amsterdam and Philadelphia: John Benjamins.10.1075/btl.54Search in Google Scholar
González Davies, Maria. 2014. Towards a plurilingual development paradigm: From spontaneous to informed use of translation in additional language learning. The Interpreter and Translator Trainer 8(1). 8–31. https://doi.org/10.1080/1750399x.2014.908555.Search in Google Scholar
González Davies, Maria. 2018. The use of translation in an integrated plurilingual approach to language learning: Teacher strategies and good practices. Journal of Spanish Language Teaching 4(2). 124–35. https://doi.org/10.1080/23247797.2017.1407168.Search in Google Scholar
Hurtado Albir, Amparo. 1999. Enseñar a traducir. Madrid: Edelsa.Search in Google Scholar
Källkvist, Marie. 2013a. Languaging in translation tasks used in a university setting: Particular potential for student agency?. The Modern Language Journal 97(1). 217–238. https://doi.org/10.1111/j.1540-4781.2013.01430.x.Search in Google Scholar
Källkvist, Marie. 2013b. The engaging nature of translation: A nexus analysis of student-teacher interaction. In Dina Tsagari & Georgio Floros (eds.), Translation in language teaching and assessment, 115–134. Newcastle: Cambridge Scholars Publishing.Search in Google Scholar
Kelly, Niamh & Jennifer Bruen. 2014. Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours. Language Teaching Research 19(2). 150–168. https://doi.org/10.1177/1362168814541720.Search in Google Scholar
Kelly, Niamh & Jennifer Bruen. 2017. Using a shared L1 to reduce cognitive overload and anxiety levels in the L2 classroom. Language Learning Journal 45(3). 368–381. https://doi.org/10.1080/09571736.2014.908405.Search in Google Scholar
Kerr, Philip. 2014. Translation and own-language activities. Cambridge: Cambridge University Press.Search in Google Scholar
Lavault, Elisabeth. 1985. Fonctions de la traduction en didactique des langues: Apprendre une langue en apprenant à traduire. Paris: Didier Erudition.Search in Google Scholar
Laviosa, Sara. 2014. Translation and language education: Pedagogic approaches explored. Abingdon: Routledge.10.4324/9781315764542Search in Google Scholar
Leonardi, Vanessa. 2010. The role of pedagogical translation in second language acquisition: From theory to practice. Bern: Peter Lang.10.3726/978-3-0351-0071-6Search in Google Scholar
Levine, Glen S. 2011. Code choice in the language classroom. Bristol: Multilingual Matters.10.21832/9781847693341Search in Google Scholar
Malmkjær, Kirsten (ed.). 1998. Translation and language teaching: Language teaching and translation. Manchester: St. Jerome Publishing.Search in Google Scholar
Neunzig, Wilhelm & Helena Tanqueiro. 2007. Estudios empíricos en traducción: enfoques y métodos. Girona: Universitat Autònoma de Barcelona.Search in Google Scholar
Nunan, David. 1990. Action research in the language classroom. In Jack C. Richards & David Nunan (eds.), Second language teacher education, 62–81. Cambridge: Cambridge University Press.Search in Google Scholar
Oxford, Rebecca L. & Madeleina Ehrman. 1993. Second language research on individual differences. Annual Review of Applied Linguistics 13. 188–205. https://doi.org/10.1017/s0267190500002464.Search in Google Scholar
Oxford, Rebecca L. 1990. Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.Search in Google Scholar
Pegenaute, Luis. 1996. La traducción como herramienta didáctica. Contextos 14. 27–28.Search in Google Scholar
Pintado Gutiérrez, Lucía. 2012. Fundamentos de la traducción pedagógica: traducción, pedagogía y comunicación [the fundamentals of pedagogical translation: Translation, pedagogy and communication]. Sendebar 23. 321–53.Search in Google Scholar
Pintado Gutiérrez, Lucía. 2018. Translation in language teaching, pedagogical translation, and code-switching: Restructuring the boundaries. Language Learning Journal. 1–21. https://doi.org/10.1080/09571736.2018.1534260.Search in Google Scholar
Pintado Gutiérrez, Lucía. 2019. Mapping translation in foreign language teaching: Demystifying the construct. In Melita Koletnik & Nicolas Frœliger (eds.), Translating and language teaching. Continuing the dialogue. Newcastle upon Tyne: Cambridge Scholars Press.Search in Google Scholar
Reid, Joy. 1990. The dirty laundry of ESL survey research. TESOL Quarterly 24(2). 323–338. https://doi.org/10.2307/3586913.Search in Google Scholar
Samimy, Keiko & Motoko Tabuse. 1991. Situation-specific affective variables in a second language classroom: Analysis and intervention. Paper presented at the annual meeting of the American educational research association, US department of education, Chicago, April 1991. http://files.eric.ed.gov/fulltext/ED330218.pdf (accessed 5 September 2019).Search in Google Scholar
Tódor, Erika-Mária & Zsuzsanna Dégi. 2016. Language attitudes, language learning experiences and individual strategies. What does school offer and what does it lack?. Acta Universitatis Sapientiae, Philologica 8(2). 123–137. https://doi.org/10.1515/ausp-2016-0022.Search in Google Scholar
Tsagari, Dina & Georgios Floros (eds.). 2013. Translation in language teaching and assessment. Newcastle upon Tyne: Cambridge Scholars.Search in Google Scholar
Weiner, Bernard. 1992. Human motivation: Metaphors, theories and research. Newbury Park, CA: Sage.Search in Google Scholar
Supplementary Material
The online version of this article offers supplementary material (https://doi.org/10.1515/cercles-2020-2013).
© 2020 Walter de Gruyter GmbH, Berlin/Boston
