Abstract
The importance of translation in Additional Language Learning (ALL) cannot be overemphasized, as there exist of late various studies in support of this fact. Extant studies on this issue have dealt with various aspects of translation in language learning in Europe, Canada, Australia and in the United States, although studies in this regard are not limited to these geographical boundaries. Moreover, these studies do not only focus on the impact of translation on ALL but also on various other issues like plurilingualism as it relates to translation in ALL. However, research in this regard are relatively scarce in the African context. As such, many studies done in Africa, particularly in Nigeria, are limited in scope when it comes to the relevance of translation in learning German as a Foreign Language (GFL). This study therefore seeks to shed more light on how translation studies in GFL lessons in Nigeria could be useful as a tool against “waiting room dangers”. In this sense, I mean the (in)security issues encountered in places of temporary localisations.
Highlights
The rapid advancement in science and technology in today’s world has served to benefit communication and the mobility of people
A learner or teacher of German as a Foreign Language (GFL) in Nigeria occasionally finds themselves in the dangers of the “waiting room”
I aim to argue that learning about these “waiting room dangers” in translation classes of GFL lessons and relating such challenges to a student’s local context, i.e. Nigeria, could help in preventing unpleasant experiences while a student of German as a Foreign Language (GFL) travels to Germany during or after their studies
Summary
The rapid advancement in science and technology in today’s world has served to benefit communication and the mobility of people. Learning German in Third-World countries, often implies temporary movement or short-term travel to Germany Against this background, a learner or teacher of German as a Foreign Language (GFL) in Nigeria occasionally finds themselves in the dangers of the “waiting room”. When travelling to Germany, such persons experience transitions in offices, academic institutions and railway stations Such “waiting rooms”, temporary locations or places of transitions are not without their dangers. I argue that such a development in GFL lessons could be beneficial towards addressing/overcoming “waiting room dangers” In this sense, I aim to argue that learning about these “waiting room dangers” in translation classes of GFL lessons and relating such challenges to a student’s local context, i.e. Nigeria, could help in preventing unpleasant experiences while a student of German as a Foreign Language (GFL) travels to Germany during or after their studies
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