Guy Cook, author of the award-winning applied linguistics book Translation in Language Teaching, presents his arguments for re-establishing translation as an essential part of modern language teaching and learning. Guy will be hosting a Global Webinar on this topic on 26th and 31st October 2011. You can find out more information and register to attend here.
Using translation is surely a natural and obvious means of teaching someone a new language. It has lots of good effects. It can be used to aid learning, practise what has been learned, diagnose problems, and test proficiency. In any case, teachers can’t stop students translating – it is such a fundamental basis for language learning.
Translation is also useful skill in itself. And not just for professional translators and interpreters. In multilingual societies and a globalised world, translation is all around us as an authentic act of communication: from families, schools, hospitals, courts, and clinics, to business meetings and the United Nations. We find it in notices, labels, menus, subtitles, news interviews and many other places.
In addition, it allows learners to relate new knowledge to existing knowledge (as recommended by many learning theories), promotes noticing and language awareness, and highlights the differences and similarities between the new and existing language. Many people also find the tackling of translation problems intellectually stimulating and aesthetically satisfying. In addition, it helps create and maintain good relations between teacher and student, facilitates classroom management and control, and allows students to maintain their own sense of first language identity, while also building a new bilingual identity. It does not seem to impede efficient language use – many students who began their studies through translation go on to become fluent and accurate users of the new language.
So what is wrong with it? Given all these apparent advantages, it seems most peculiar that the mainstream literature on language pedagogy and second language acquisition, has routinely dismissed translation as a desirable component of language teaching and learning for over a hundred years – without research, reasoning or evidence. Is there perhaps some other reasons that translation has been villainised in this way?
In my webinar next week, I shall be asking what happened to translation, and why. I shall be making a case for reinstating translation as a major component of language teaching and learning. Whether you agree or disagree, I hope you will join us, tell us of your own experiences, and put forward your own views.