On Translation's Place in Language Teaching and Learning and in University Language Programs

Abstract

On Translation's Place in Language Teaching and Learning and in University Language Programs Jeffrey Killman Keywords interpreting/interpretación, language learning/aprendizaje de lenguas, language teaching/enseñanza de lenguas, translation/traducción, translation studies/estudios de traducción Since translation—which here includes both written and spoken modes—has often been considered incompatible with communicative language teaching and learning, translation studies must carefully find its place in university language programs. Translation's unfortunate reputation as a means for second language (L2) acquisition stems from some of its earliest pedagogical implementations, which, particularly in the case of younger learners, consisted of: sentences for translation … especially constructed to illustrate particular points of grammar and to ensure graded progression. This focus on isolated sentences, however well intended, drew the ire of proponents of so-called 'Natural' methods of language learning and teaching, steeped as many of them were, in the new discipline of psychology with its emphasis on connectivity and association (Pym, Malmkjær, and Gutiérrez-Colón 2013: 12) The activity of translating unconnected sentences was contrary to this emphasis and, hence, did not permit natural conversation. Moreover, the grammar lessons contained in grammar- translation course books focused more on word classes than on the syntactic relationships between them, thus encouraging word-for-word translation and further disconnection and disassociation (Pym, Malmkjær, and Gutiérrez-Colón 2013: 12).1 What was missing was research exploring "the benefits of creative and communicative ways of making translation a useful and practical learning activity" (Pym, Malmkjær, and Gutiérrez-Colón 2013: 16).2 Translation activities may vary greatly (from written to spoken or audiovisual or from scaffolding in initial L2 learning to complex tasks designed to build several skills at advanced levels), but, "Translation should not be proposed as a stand-alone teaching method in itself" (Pym, Malmkjær, and Gutiérrez-Colón 2013: 139). Thanks to increasing recognition of translation studies, more research is currently being carried out on how translation may complement L2 teaching and learning. More (refined) research should help elucidate (more clearly) the different ways translation may specifically be combined with general L2 approaches to produce optimal effects. University language programs undertaking curricular programming in translation should carefully weigh student needs, whether the goal is to produce graduates who will indeed pursue career paths in translation or whether it is only to equip L2 graduates with complementary translation skills and knowledge. Either way, students who are placed in translation classes prematurely, when L2 skills are underdeveloped, may depend (too) heavily on these courses for language acquisition. These students would likely be better placed in a communicative or immersion environment where they might more adequately build these skills. One way active [End Page 247] L2 acquisition may, to a certain extent, be built into a translation course is by creating a CLIL (content and language integrated learning) or immersion setting. However, there is currently no consensus on whether this is a best-practice translation teaching method, as practices seem to vary depending on the country, institution, or instructor. Washbourne (2010), for example, is of the opinion that "Striving for an 'immersion' environment in a translation class sends the message that language acquisition is the primary goal, which it is not" (11). Regardless of when or how programs introduce translation, Hague (2013) aptly reminds us that: successful translation programs do not limit their requirements to translation courses. Instead, they also require that students take language, literature, and culture classes. The expectation is that these courses will help students develop the linguistic and cultural sub-competencies necessary for translation competence. In so doing, students should also gain the critical-thinking skills and experiential learning promoted in modern views of liberal education. (28) Even if students do not go on to become professional translators, there is value to be found in translation studies. Not only may students become well-informed translation consumers, knowledgeable about multilingual and multicultural communication needs and challenges, they may also cultivate a broad humanistic "appreciation of the craft and contributions of translation to the world in which they live" (Doyle 1991: 19). Jeffrey Killman The University of North Carolina at Charlotte NOTES 1...