Teaching materials for the communicative translation class

Teaching materials and techniques for the communicative translation classDr. Constanza Gerding SalasUniversitt Leipzig Universidad de Concepcin, May 2012{General teaching techniquesLeipzig Concepcin, 2012

BrainstormingLeipzig Concepcin, 2012

BrainstormingA process for generating new ideas

Useful for finding solutions for specific translation problems by gathering ideas spontaneously without prior judgment or comment

A good starting point for bridging the gap between students current knowledge and desired results (Shreve, 1997)

It fosters relaxation, a state of mind linked to the incubation stage of problem solving (Kussmaul, 1995)Leipzig Concepcin, 2012Relaxed discussion atmosphereLeipzig Concepcin, 2012

Relaxed discussion atmosphereFacilitates the creative process

Lowers affective filters that may inhibit and feedback

Affective filters are impediments to learning or acquisition caused by negative emotional ("affective") responses to one's environmentLeipzig Concepcin, 2012Discussions in the SL/TL?Leipzig Concepcin, 2012

Discussions in the TL (Colina, 2003)Foster students self-confidence

Encourage paraphrasing

Facilitate the association of wordsLeipzig Concepcin, 2012Discussions in the TL (Colina, 2003)Foster students self-confidence

Encourage paraphrasing

Facilitate the association of wordsLeipzig Concepcin, 2012The translation briefLeipzig Concepcin, 2012

The translation briefIt may be a complete set of parameters for translators to follow up to the word

It may consist of an incomplete list of requirements

There may not be an explicit translation commission; so translators should have to find out missing information, determine key situational elements, etc.

Leipzig Concepcin, 2012Basic translation activities (Colina, 2003)

Basic translation activities (Colina, 2003)Pre-translation activitiesReading comprehensionFocus on languagePost-translation activitiesLeipzig Concepcin, 20121. Pre-translation activitiesThey should allow for consideration of pragmatic factors for the ST and TT

They must include a transition brief to help determine contextual factors for the TT

They should encourage sense translating and discourage word-for-word translation

They should deal with all sorts of transfer issues

Source text analysis (text type & genre, function, format, style, readers, situation...) brief in mind

Research and documentation; expert advice; glossary creation; parallel text analysis; terminological searches.Leipzig Concepcin, 20122. Reading comprehensionLeipzig Concepcin, 2012

2. Reading comprehensionCompletion of incomplete schemasUnderstanding unclear/new terminologyFollowing cohesion cluesUse of contextUnderstanding text formats and non-textual cluesIdentifying main points and secondary ideasTelling facts from opinionsPredictingParaphrasing and summarizingAnswering the journalist's questionsLeipzig Concepcin, 20123. Focus on languageFocus on smaller units of translationFocus on language useNegative transfer: lexical or structural calque, false friends, inadequate register, etc.Comments on relevant language issuesAvoiding unjustified transferReminding students of the importance of accuracy (grammar, spelling, format, etc.)Leipzig Concepcin, 20124. Post-translation activitiesDeveloping the translators self-concept and self-confidenceFostering professional awareness and behavior

ExamplesA new brief can be set up to discuss its implications on the new TT.Discussion on the constraints of dictionary useSharing ways of solving problemsSharing resourcesAnalysis of textual organization differencesLeipzig Concepcin, 2012Outside of classPre-translation activities should be assigned one or two class periods before the date scheduled for the start of the discussion.

Pre-translation and translation activities themselves should be done outside of class.

Pre-translation activities are given more emphasis at initial stages of learning.

Post-translation production of clean versions for portfolioLeipzig Concepcin, 2012The importance of analysisRobinson (2006) proposes the following:

Never assume perfect understanding of STAlways pay close attention to translation commissionAlways find out who the TT readership will beAlways analyze for text type, genre, register, rhetorical functions, non-linguistic clues

Always analyze the syntactic, semantic and pragmatic relationship between ST and TTLeipzig Concepcin, 2012In classOral introductory summary reported by students.Gradual reading aloud of TT (text/s on screen)Contrast with various other versionsDiscussion of problems and comments on solutionsAnalysis of pragmatic changesComments on special difficultiesCorrection of errorsAnalyzing translation decisionsSharing new information sourcesSharing tools employedLeipzig Concepcin, 2012Useful translation techniques Vocabulary building exercises (L2 learning): multiple choice, open cloze, roots and affixes, in- and out-of- context synonyms, opposites, etc. (Colina, 2003)L1 intra-linguistic translation (other ways to say it)Re-organizing paragraphs for text coherenceParaphrasing in the SL (Nord, 1996: 332)Summarizing orally in the TL Prcis writing in the SL / TLLeipzig Concepcin, 2012Useful translation techniquesComparing translated text based on different briefsChanging register or functionPeer proof-reading and editingMT editingContextual equivalents (Hurtado Albir, 1996)Peer translation correction according to a rubric (Hurtado Albir, 1996: 49-50)

Leipzig Concepcin, 2012Constructivism in translationSumming up, according to Lazo & Zachary (2008: 180) constructivist learning theories point at:creating adequate learning environments for collaborative work and communicationactivating previous knowledgeencouraging active learningcontextualizing learningdeveloping autonomy (learning to learn) fostering the development of communicative competenceperforming tasks based on professional realitypromoting learning diversityfostering intercultural understanding Leipzig Concepcin, 2012Leipzig Concepcin, 2012