Middle school teachers’ views and recommendations about using translation exercises in L2 reading comprehension classes

Abdellah Badda; Víctor Pavón Vázquez

doi:10.30827/portalin.vi42.29482

Autores/as

Abdellah Badda Universidad de Córdoba, España https://orcid.org/0000-0001-9493-2666
Víctor Pavón Vázquez Universidad de Córdoba, España

DOI:

https://doi.org/10.30827/portalin.vi42.29482

Palabras clave:

ejercicios de traducción, recomendaciones pedagógicas, comprensión lectora, principiantes, docentes de secundaria

Resumen

Los académicos en el campo han defendido la reintroducción de ejercicios de traducción en el aula de inglés como lengua extranjera. Destacaron el papel de la traducción y pidieron que se prestara atención a su posición en la enseñanza de la LE, especialmente en lo que respecta a las cuatro habilidades (Atkinson, 1993, 1987; Auerbach, 1993, Deller & Riuvolucri, 2002). Sin embargo, se observa que se ha prestado poca atención a sugerir recomendaciones metodológicas prácticas para un posible uso de ejercicios de traducción. En el presente artículo, nuestro objetivo es explorar las opiniones y recomendaciones de los profesores sobre el uso de ejercicios de traducción en la enseñanza de la comprensión lectora a principiantes en las escuelas intermedias marroquíes. El estudio empleó un método de investigación cualitativo. A pesar de las condiciones desalentadoras de la Covid-19 y de la dificultad de encontrar profesores que hayan enseñado inglés continuamente en las escuelas secundarias, se entrevistó a diez profesores marroquíes que utilizan el mismo libro de texto y con el mismo nivel de alumnos. El análisis de los datos reveló que los profesores son positivos acerca del uso de la traducción en las clases de comprensión lectora.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Abdellah Badda, Universidad de Córdoba, España

Abdellah Badda was born in Ksar El Kebir, Morocco. He received his B.A in English studies in 2016 and an M.A in translation sciences and linguistics from Abdelmalik Essadi University, Morocco. He has been teaching English in public and private schools since 2006. His main interests focus on bilingual education and translation.

Víctor Pavón Vázquez, Universidad de Córdoba, España

Víctor Pavón Vázquez is Assistant Professor at the University of Córdoba (Spain). He is current Director of Language Policy and Director of the UCOidiomas language centre at the UCO. His interests focus on bilingual education programmes, and on the delineation of language policies in an international context.

Citas

Ambele, E. A. (2022). Supporting English teaching in Thailand by accepting translanguaging: Views from Thai university teachers. Issues in Educational Research, 32(3), 871-886.

Ambele, E. A., & Watson Todd, R. (2021). Translanguaging in everyday urban conversations in Cameroon. International Journal of the Sociology of Language, 2022(273), 181-197.

Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247.

Atkinson, D. (1993). Teaching monolingual classes. Longman.

Auerbach, E.R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.

Balabakgil, B., & Mede, E. (2016). The use of L1 as a teaching strategy by native and non-native EFL instructors at a language preparatory program in Turkey. Advances in Language and Literary Studies, 7, 15-35.

Beeby-Lonsdale, A. (1996). Teaching translation from Spanish to English: Worlds beyond

words. University of Ottawa Press.

Borghetti, C. (2011). Intercultural learning through subtitling: The cultural studies approach. In L. Incalcaterra McLoughlin, M. Biscio, & M. À. Ní Mhainnín (Eds.), Audiovisual translation subtitles and subtitling: Theory and practice (pp. 111–137). Peter Lang.

Bowen, T., & Marks, J. (1994). Inside teaching. Heinemann.

Brooks-Lewis, K. A. (2009). Adult learners’ perceptions of the incorporation of their L1 in

foreign language teaching and learning. Applied Linguistics, 30(2), 216-235.

Chamot, A., O’Malley, J. M., Küpper, L., & Impink-Hernandez, M. V. (1987). A study of learning strategies in foreign language instruction: First year report. InterAmerican

Research Associates.

Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57(3), 402-423.

Cook, G. (2007). A thing of the future: Translation in language learning. International Journal of Applied Linguistics, 17(3), 396-401.

Cook, G. (2010). Translation in language teaching. Oxford University Press.

Couto-Cantero, P., Sabaté-Carrové, M. & Gómez Pérez, M. C. (2021). Preliminary design of an initial test of integrated skills within TRADILEX: An ongoing project on the validity of audiovisual translation tools in teaching English. Research in Education and Learning Innovation Archives, 27, 73-88.

Dagilieně, I. (2012). Translation as a learning method in English language teaching. Studies

about Languages, 21, 124-129.

Cook, G. (2007). A thing of the future: Translation in language learning. International Journal of Applied Linguistics, 17(3), 396-401.

Deller, S. & Rinvolucri, M. (2002). Using the mother tongue: Making the most of the learner’s language. Delta Publishing.

Duff, A. (1989). Translation. Oxford University Press.

Duff, A. (1994). Translation: Resource books for teachers. Oxford University Press.

Eadie, J. (1999). A Translation technique. ELT Forum, 37(1), 2-9.

Edge, J. (1986). Acquisition disappears in adultery: Interaction in the translation class. ELT Journal, 40(2), 121-124.

Ellis, R. (1992). Second language acquisition & language pedagogy. Multilingual Matters Ltd.

Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224.

Eskildsen, S. (2008). Constructing another language-usage-based linguistics in second language acquisition. Applied Linguistics, 30(3), 335-357.

Florez, M.C. (2000, June/July). Native languages in the beginning adult ESL classroom: To

use or not to use. WATESOL News, 30(4), 1-10.

García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17-35.

Halliday, M.A.K. (1994). Spoken and written modes of meaning. In D. Graddol & O. Boyd-Barrett (Eds.), Media texts, authors and readers: A reader (pp. 51-73). Multilingual Matters.

Han, S.A. (2005). Good teachers know where to scratch when learners feel itchy: Korean learners’ views of native-speaking teachers of English. Australian Journal of Education, 49(2), 197-213.

Harmer, J. (1991). The practice of English language teaching. Longman.

Hawks, Phil. (2001). Making distinctions: A discussion of the mother tongue in the foreign

language classroom. Hwa Kang Journal of TEFL, 7, 47-55.

Hitchcock, G. & Hughes, D. (1989). Research and the teacher: A qualitative introduction to school-based research. Routledge.

Husain, K. (1996). Translation in the history of language teaching. International Journal of

Translation, 8(1-2), 111-120.

Kabir, S.M.S. (2016). Methods of data collection. Basic guidelines for research: An introductory approach for all disciplines, 1, 201-275.

Kavaliauskienë, G., & Kaminskienë, L. (2007). Translation as a learning tool in English for

specific purposes. KALBOTYRA, 57(3), 132-139.

Kern, R.G. (1994). The role of mental translation in second language reading. Studies in Second Language Acquisition, 16(4), 441-461.

Klaudy, K. (2003). Languages in translation. Scholastica.

Larsen-Freeman, D. (2000). Techniques and principles in language teaching. (2nd ed.). Oxford University Press.

Leonardi, V. (2009). Teaching business English through translation. Journal of Universal Language, 10(1), 139-153.

Leonardi, V. (2011). Pedagogical translation as a naturally-occuring cognitive and linguistic activity in foreign language learning. Sezione di Lettere, 6(1-2), 17-28.

Lertola, J. (2018). From translation to audiovisual translation in foreign language learning. Trans. Revista de Traductología, 22, 185-202.

Liao, P. (2006). EFL learners’ beliefs about strategy use of translation in English learning. RELC, 37(2), 191-215.

Mahmoud, A. (2006). Translation and foreign language reading comprehension: A neglected didactic procedure. English Teaching Forum, 44(4), 28-33.

Malmkjær, K. (Ed.). (1998). Translation and language teaching: Language teaching and translation. St. Jerome Publishing.

Mouhana, M. (2010). Re-examining the use of L1 in the classroom. Presentation Given at the Department of Linguistics, UAE University. Al-Ain, United Arab Emirates.

Muranoi, H. (2000). Focus on form through interaction enhancement: Integrating formal instruction into a communicative task in EFL classrooms. Language Learning, 50(4), 617-673.

Nadstroga, Z. (1988). A communicative use of translation in the classroom. ELT Forum, 30(4), 12-14.

Nation, P. (2003). The role of the first language in foreign language learning. Asian EFL Journal, 5(2), 1-8.

Pacek, D. (2003). Should EFL give up on translation? Talk Given at the 11th Annual Korea TESOL International Conference, October 18 th, 2003, Seoul.

Pavón, V., & Ramos, M. C. (2019). Describing the use of the L1 in CLIL: Analysing students’ L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism, 22(1), 35-48.

Pennycook, A. (1994). The cultural politics of English as an international language. Longman.

Pintado Gutiérrez, L. (2012). The use of translation towards foreign language autonomous learning, In P. Alderete Díaz et al. (Eds.), Translation, Technology and Autonomy in Language Teaching and Learning (pp. 175-195). Peter Lang.

Poole, A. (2005). Gender differences in reading strategy use among ESL college students. Journal of College Reading and Learning, 36(1), 7-20.

Popovic, R. (2001). The place of translation in language teaching. Bridges, 5, 3-8.

Rivers, W.M. (1981). Teaching foreign-language skills. University of Chicago Press.

Ross N. J. (2000). Interference and intervention: Using translation in the EFL classroom. Modern English Teacher, 9(3), 61-66.

Robinson, P. (1991). ESP Today: A practitioner’s guide. Prentice Hall.

Stern, H.H. (1992). Issues and options in language teaching. Oxford University Press.

Swift, S. (2006). Using the L1 in the EFL classroom. An ELT notebook. Online. http://eltnotebook.blogspot.com/2006/11/using l1-in-efl - classroom.html

Talaván, N., & Ávila-Cabrera, J. J. (2015). First insights into the combination of dubbing and subtitling as L2 didactic tools. In Y. Gambier, A. Caimi, & C. Mariotti (Eds.), Subtitles and language learning (pp. 149–172). Peter Lang.

Topolska-Pado, J. (2011). Use of L1 and translation in the EFL classroom. Zeszyty Glottodydaktyczne, 3, 11-25.

Turnbull, M. (2001). There is a role for the L1 in second and foreign language teaching, but... Canadian Modern Language Review, 57, 531-540.

Ulrych, M. (1986). Teaching translation in the advanced EFL classes. ELT Forum, 24(2), 14-17.

Ur, P. (1996). A course in language teaching. Cambridge University Press.

Urgese, T. (1989). Translation: How, when and why. ELT Forum, 27(3), 38-40.

Upton, T. A. (1997). First and second language use in reading comprehension strategies of Japanese ESL students. Teaching English as a Second Language Electronic Journal,

, 1-27. http://tesl-ej.org/ej09/a3.html

Van Els, T., T. Bongaerts, G. Extra, C. Van Os, & Janssen-van Dieten, A. (1984). Applied linguistics and the learning and teaching of foreign languages. Edward Arnold.

Widdowson, H. (1978). Teaching language as communication. Oxford University Press.

Wringe, C. (1989). The effective teaching of modern languages. Longman.