The Video Connection: Integrating Video into Language Teaching by Rick AltmanReview by: Phillip J. CampanaThe Modern Language Journal, Vol. 74, No. 1 (Spring, 1990), pp. 139-140Published by: Wiley on behalf of the National Federation of Modern Language Teachers AssociationsStable URL: http://www.jstor.org/stable/327999 .

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Diane W Birckbichler 139

oriented theory of translation, an "applica- tion-oriented" approach that treats translation as a problem-solving process and cogently ana- lyzes the macro- and micro-textual strategies involved. Henry Niedzielski and Manfred Kummer, because they get bogged down in their numerous definitions, only touch on the purported purpose of their study: to show how interlanguage can be used to organize transla- tion courses for students with a low level of lan- guage proficiency - however, this reviewer questions how this can be accomplished without giving students the false impression that trans- lating is a purely mechanical exercise. Based on Greimas' concept of "isotopy," Klaus Mudersbach and Heidrun Gerzymisch-Arbo- gast develop a concept of"leksemantic isotopy," which they define as "text-specific meaning as a network of semantic relations" (p. 147) and demonstrate its application to translation. The result is an extremely detailed and confusing chart that breaks down, rearranges, and inter- relates every concept in the sample German poem (a similar chart is provided for its Eng- lish translation). They maintain that transla- tors should make such charts as a means of tex- tual analysis. This might prove useful if done in less detail; however, their argument might have been more convincing if they had not demonstrated the technique with a poem by one of the linguists himself.

By contrast, Mary Snell-Hornby offers in her published dissertation Translation Studies less cumbersome and more practical - though not entirely original - analytical techniques for ap- proaching translation that address both the macro- and micro-textual aspects of the text: analyzing the mood, theme, interrelated con- cepts, syntax (e.g., paratactic vs. hypotactic), so-called "lexical fields," linguistic "frames" and the "scenes" they activate, lexis (e.g., the con- text-determined shades of meaning), and style (opaque vs. transparent), among others. The similarity to the approach of a literary critic should not be surprising since literary transla- tion does involve a degree of literary interpre- tation. Snell-Hornby illustrates her strategies with concrete examples of what she considers good and bad translations. Unfortunately, she often does not offer alternatives to the "bad" translations - e.g., in her analysis of the cul- ture-bound aspects of lexis. She also demon- strates how bilingual dictionaries do not meet the needs of a translator because they present words in isolation, while translators deal with

words in context (a problem especially vexing for foreign language students) and suggests to lexi- cographers "a differentiated approach to inter- lingual relationships based on prototypes, semantic fields and description" (p. 107). Snell- Hornby's translation strategies and concrete ex- amples represent an invaluable contribution to translation pedagogy.

The author derives her analytical strategies presented in chapters three and four from the solid theoretical foundation she lays in chap- ters one and two: she selectively adapts, syn- thesizes, and applies existing linguistic theory to translation theory and develops an "inte- grated approach," a holistic principle based on Gestalt linguistics and prototypology that refutes the notion of "equivalence" in transla- tion. Among other examples, she bases her notion of "lexical fields" on Greimas' concept of isotopy and her "scenes-and-frames" tech- nique of textual analysis on Fillmore's work in semantics. Especially valuable for foreign lan- guage pedagogues is her in-depth treatment in chapter two of translation as a cross-cultural event. Snell-Hornby concludes with a look at the future of translation studies as an inde- pendent discipline.

The future of translation and interpretation studies should be good indeed if the American Translators Association and the scholars repre- sented here continue their efforts. This reviewer looks forward to the publication of the fourth volume of the ATA series.

MAUREEN T. KRAUSE Rose-Hulman Institute of Technology

ALTMAN, RICK. The Video Connection: Integrat- ing Video into Language Teaching. Boston: Hough- ton Mifflin, 1989. Pp. vi, 184. $10.76, paper.

Altman's goal here is to provide "a short, prac- tical book on the use of video materials for the teaching of language and culture" including "an appropriate theoretical foundation for a new video pedagogy" (p. vi). His book is divided into three parts: "General Principles," "Teach- ing with Video," and "Practical Considera- tions." The first section offers comparisons of language models for "traditional" and "video- inspired" instruction. Emphasis is on the neces- sity of restructuring the pedagogical process with video so that it is not just "a continuation

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140 The Modern Language Journal 74 (1990)

of familiar patterns modified by a new technol- ogy or a new technique" (p. 21). The second section offers a wide range of suggestions on how to make the best use of video in lower-level language sequences, as well as in composition, conversation, special-purpose (e.g., business), and civilization courses. The case for enhanc- ing cultural awareness through the nonverbal aspects of video is particularly well made. Under the heading "Practical Considerations," Altman provides information about both the legal and the technical aspects of video in the classroom as well as some sources of video materials. The appendixes list explanations of acronyms and technical terms.

The Video Connection does an excellent job of providing specific suggestions on how to use video segments in a proficiency-oriented class- room. It also supplies interesting theoretical material, challenging the reader to rethink basic pedagogical approaches to the language cur- riculum. If the book has a weakness, it is in the uneven mixture offered in the last part: the necessary information on copyright laws is almost overshadowed by the frequent admoni- tions about off-air taping. The suggestions on the purchase and use of equipment are more valuable than the overly detailed explanations about the inner workings of a VCR. Rather than emphasis on the demystification of the VCR in chapter ten, the reader could profit

from a comparison of its capabilities with the newer technology of interactive videodisc, and a strategy for teachers to enlist allies in other disciplines (where videodiscs are available) to support the addition of this technology in their schools.

Finally, a book that emphasizes the visual aspects of the language curriculum is not served well by the universally "muddy" quality of the photographs. While color images from video are not easily transferred to black and white, there are processes available to the publisher that would have produced better examples. The reader can, however, compensate for these photos by using the coupon at the back of the book to obtain a VHS demo tape for a nominal $5.00 handling fee.

In summary, The Video Connection is a very useful primer on video in language teaching, and it will undoubtedly take its place as sup- plementary reading in many methodology classes. It is also likely that revisions of portions of the book will be necessary as the author re- sponds to rapid technological changes and the accompanying improvements in both the avail- ability and the quality of video (especially videodisc) materials.

PHILLIP J. CAMPANA Tennessee Technological University

Institute for Rural Foreign Language Teachers

THIS YEAR-LONG (1991) INSTITUTE WILL CON- centrate on literature, culture, and language acquisition (languistics) in an integrated ap- proach to secondary school teaching. Partici- pants will be French (20), German (10), and Spanish (20) teachers. This institute is funded by the National Endowment for the Humani- ties

($265,000-- 70% of the budget), by a $300

contribution from the participant's school, and by Kansas State University. Participants will receive a stipend of $1,000, most expenses (travel, lodging, meals), long distance expenses for telephone conference sessions, and six to nine hours of graduate or undergraduate credit. Activities throughout the year include two-day workshops (January and November), a four-

week summer seminar (June/July), plus ten telephone conference calls with target-language groups during the academic semesters (partici- pants will be supplied with amplifiers to use in these sessions). KSU faculty, visiting univer- sity professors, and secondary-school teachers are the instructors. Mileage for those partici- pants in Kansas, Oklahoma, Nebraska, Iowa, and Missouri, and limited equivalent amount of travel expenses for those outside these tar- geted states will be covered. For information or application materials, contact: Dr. Loren Alexander, Modern Language Department, Kansas State University, Manhattan, KS 66506; phone (913) 532-6760. Application deadline: 1 May 1990.

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