Abstract
Translation has been a core of controversies on whether it can be a valid and effective instrument in second language (L2) teaching. This work advocates the movement that tries to restore translation as a practical and efficacious pedagogical tool. In order to do so, the reasons why translation was rejected are presented with a focus on the ban of the L1 use in L2 educational settings. However, this study also presents some contemporary debates about the use of L1 in language pedagogy and its productive role in language teaching. Therefore, drawing on ideas from discussions on the role of L1 and the explicit instruction, are able to review the translation status, and that its use is pertinent in L2 teaching and learning in a justified, organic and contextualized manner.
Highlights
The practice of translation is long established, and, according to Munday (2012, p. 13), writings on this process go long back in history, as it was crucial for cultural and religious dissemination
The study of translation as field only came to light later in the twentieth century and, in line with Munday (2012), before that, translation had the minor position of just an element of language teaching
Cook (2010, p. 14-15) points out that, until 1960s, language learning in secondary school in many countries had come to be severely influenced by what is known as Grammar-Translation Method ( GTM)
Summary
The practice of translation is long established, and, according to Munday (2012, p. 13), writings on this process go long back in history, as it was crucial for cultural and religious dissemination. 14-15) points out that, until 1960s (and beyond), language learning in secondary school in many countries had come to be severely influenced by what is known as Grammar-Translation Method ( GTM) Per contra, this method, detailed in our section, was a target of grave criticism and fell into disrepute with the rise of new alternative forms of second language ( L2) teaching, such as, the Direct Method or the Communicative Approach (Cook, 2010), for instance. This method, detailed in our section, was a target of grave criticism and fell into disrepute with the rise of new alternative forms of second language ( L2) teaching, such as, the Direct Method or the Communicative Approach (Cook, 2010), for instance This process led, as a consequence, to the discard of translation in the scenario of language teaching and learning. It is valid to point out that the scope of this article is the written translation rather than oral translation (interpreting or interpretation) even though overlaps make a clear distinction impossible (Gile, 2004; Munday, 2012)
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