Translation and language-learning (DGT/2012/TLL)

Presentation, Brussels, 25 October 2013

Kirsten Malmkjær, University of Leicester Anthony Pym, Universitat Rovira i Virgili, European Society for Translation Studies

Aims of the project

To examine how translation can contribute to the learning of a foreign or second language (L2).

To compare and contrast attitudes to language-teaching methods in different countries.

To propose guidelines for future action.

Scope of the project

Data were collected using two questionnaires: one for teachers and one for experts.

There were 963 respondents in total from 15 countries.

Two focus groups were conducted.

Croatia, Finland, France, Germany, Poland, Spain, United Kingdom Comparison countries: Australia, China, United States

Case-study countries

EU policy on language learning from 2002 to 2012 does not mention translation in any systematic way.EU policy on multilingualism from 2008 to 2012 mentions translation only as an alternative to language learning. The Common European Framework of Reference for Languages, which lists “mediation” (including translation and interpreting) as one of the main language skills.

Literature review - policies

Grammar-Translation (c19th): translate graded sentences (for large groups of secondary-school children)

Direct/natural/communicative methods (c20th) inspired by Chomsky/psycholinguistics/immersion emphasising how very young children acquire the complex system that is language without formal teaching.

Literature review – historical debates

Yes, it can and does, often as “mental translation”, except where:

there are numerous different L1s present in the L2 class; “translation” is understood in a narrow word-for-word sense, which can interrupt fluency in L2; it is less present in primary teaching.

Question 1. Can translation contribute to effective language learning?

Question 1. Can translation contribute to effective language learning?

Do you use translation exercises in your classes?(global results)

Translation is not seen as a language-learning method per se. It is often seen as a check on acquisition and as a way of exploring differences between language systems. Its potential advantages are clear in the literature.

Question 2. What is the comparative pedagogical value of translation?

Translation is not perceived as enhancing spoken fluency.

It has been shown to enhance the development of comprehension and L2 writing skills.

It may be valuable for intercomprehension, although we have found no evidence for this.

It is possibly most valuable for learning aims that do not involve whole language systems

… and for developing spoken and written translation skills.

Question 3. Does the value of translation depend on the learning aim?

Croatia: Not as a systematic approach to language learning.Finland: Not mentioned in the Finnish National Core Curriculum for Basic Education (2004). France: Banned from 1950 to the early 1990s and still discouraged. Germany: It varies from Land to Land. Poland: Not as a systematic approach to language learning; it is not mentioned in the Core Curriculum.Spain: Not as a systematic approach to language learning.United Kingdom: Due for introduction in 2014 for children aged 11-14 in England.

Question 4. Does translation currently form a part of the curricula in the Member States?

There is a marginal (3%) perception that translation is prohibited, although there is no evidence to support this.

Of the teachers who replied “The curriculum forbids it”, 12% (4 respondents) said they would not use translation if they were permitted to do so.

Of the 114 teachers who use translation “never” or “rarely”, 8% “have never considered it seriously”, and 5% say they “do not feel qualified”.22% (25 teachers) say “translation is detrimental to language learning”. Of these, 68% (17 teachers) were from France.

Question 5. Is there a willingness to introduce translation?

Bilingualism in Finland (Turku), Catalonia (Tarragona) and the United States (Monterey and Tucson).

In Catalonia and the US, translation activities are used less than is the global average, but this is not so in Finland.

In Catalonia and the US, “immersion” is valued more than is the global average, but this is not so in Finland.

Question 6. Is there a difference in attitude in bilingual countries?

Question 7. How can translation as a method of language learning be made more attractive?

Use as a (goal-driven) communicative activity Use as scaffolding in initial L2 learning Use to train students to use and combine multiple language

resources and/or media Use for interesting/challenging/amusing activities.

Main findings

Used as a communicative activity, translation can enhance the learning of an L2.

Translation is not seen as a language-learning method per se; it is usually combined with a range of different approaches.

In most cases, translation is not an explicit feature of language-teaching curricula, but translation activities are commonplace.

Translation can be used as scaffolding at early stages and as a complex activity at higher levels; these activities have different relationships to language learning.

Main findings

There is a tendency for translation to be used less commonly in primary education and more commonly in higher education.

Non-communicative uses of translation (e.g. grammar-translation) are regarded negatively.

There is growing theoretical/research interest in the relationship between communicative translation and language teaching.

Translation can be a key activity in training students to use multiple language resources.

Guidelines for future action

Steps should be taken to foster a view of translation as a goal-driven communicative activity.

L2 teachers at all levels should have access to a communicative view of translation, through publications, online materials or short training courses.

Use of translation in class

EF Proficiency Index (2012)

EF Proficiency Index (2012)

EF Proficiency Index (2012)

EF Proficiency Index (2012)