Translation in Language Teaching

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Translation in Language Teaching

01 Jan 2010-

About: The article was published on 2010-01-01 and is currently open access. It has received 202 citations till now. The article focuses on the topics: Language education & Universal Networking Language.

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Book•

Language as Symbolic Power

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Claire Kramsch¹•Institutions (1)

University of California, Berkeley¹

29 Oct 2020

TL;DR: The power of symbolic representation, symbolic action and the power to create symbolic reality is discussed in this paper, where a broad range of existing work by philosophers, sociolinguists, sociologists and applied linguists is presented.

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Abstract: Language is not simply a tool for communication - symbolic power struggles underlie any speech act, discourse move, or verbal interaction, be it in face-to-face conversations, online tweets or political debates. This book provides a clear and accessible introduction to the topic of language and power from an applied linguistics perspective. It is clearly split into three sections: the power of symbolic representation, the power of symbolic action and the power to create symbolic reality. It draws upon a wide range of existing work by philosophers, sociolinguists, sociologists and applied linguists, and includes current real-world examples, to provide a fresh insight into a topic that is of particular signiﬁcance and interest in the current political climate and in our increasingly digital age. The book shows the workings of language as symbolic power in educational, social, cultural and political settings and discusses ways to respond to and even resist symbolic violence.

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239 citations

English as a Medium of Instruction: Challenges for Vietnamese Tertiary Lecturers

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Nha T T Vu¹, Nha T T Vu², Anne Burns³, Anne Burns¹, Anne Burns⁴ - Show less +1 more•Institutions (4)

University of New South Wales¹, Vietnam National University, Ho Chi Minh City², Aston University³, University of Sydney⁴

01 Sep 2014

TL;DR: This article investigated a new English as a medium of instruction undergraduate program in Vietnam and found that lecturers were challenged by their own language abilities, students' language competence and learning styles, pedagogical issues, and resource availability.

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Abstract: The development of English as a medium of instruction (EMI) is of great interest to language and language policy researchers in an era of globalization and internationalization. Despite recognition of a number of implementational problems and constraints, EMI has been widely introduced into various non-native English-speaking (NNES) countries. The question of what challenges face stakeholders in the implementation of EMI was our major focus in a two-year project that investigated a new EMI undergraduate program in Vietnam. Selected findings from the study’s interview component reveal that lecturers were challenged by their own language abilities, students’ language competence and learning styles, pedagogical issues, and resource availability. Based on these findings, suggestions are made for enhancing the success of similar programs.

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101 citations

Journal Article•DOI•

Translation as a pedagogical tool in the foreign language classroom: A qualitative study of attitudes and behaviours:

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Niamh Kelly¹, Jennifer Bruen¹•Institutions (1)

Dublin City University¹

01 Mar 2015-Language Teaching Research

TL;DR: This article explored the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviors.

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Abstract: A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) (Cook, 2010). The purpose of this article is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviours. A case study of one Irish Higher Education Institution was conducted, and qualitative interviews were carried out with six lecturers in Japanese and six in German in conjunction with a review of the relevant documentation including course outlines and module descriptors. The results indicated widespread support on the ground for the use of TILT in some form suggesting a need for further research on the impact of the use of TILT on the language learning process.

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70 citations

Cites background from "Translation in Language Teaching"

...Cook (2013) points to a growing literature which supports a return to bilingual teaching for a number of acquisitional, pedagogic, political and educational reasons....
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...Despite reasons cited above for the rejection of TILT, there is a new wave of advocacy of TILT in the foreign language classroom (Butzkamm & Caldwell, 2009; Cook, 2010, 2013; Malmkjær, 1998)....
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Journal Article•DOI•

‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL

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Erwin Gierlinger

01 Apr 2015-Language and Education

TL;DR: In this paper, the authors argue that the use of the majority language in CLIL by teachers follows an educationally principled approach, motivated by behavioural, classroom and task management, and knowledge scaffolding considerations.

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Abstract: Classroom code switching in foreign language teaching is still a controversial issue whose status as a tool of both despair and desire continues to be hotly debated. As the teaching of content and language integrated learning (CLIL) is, by definition, concerned with the learning of a foreign language, one would expect the value of code switching to constitute an important part in CLIL research. This paper sets out to argue that the use of the majority language in CLIL by teachers follows an educationally principled approach. It is expressed within an instructive and regulative register, motivated by behavioural, classroom and task management, and knowledge scaffolding considerations. Through a comparative data coding process using MAXQDA, several dimensions of code switching were identified and elaborated on. These dimensions included principledness, contextualisation, conflictuality, domain sensibility, linguistic deficit awareness, language learning, and knowledge construction support, as well as affect...

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68 citations

Cites background from "Translation in Language Teaching"

...However, recent research within a cognitivist paradigm (Butzkamm and Caldwell 2009; Cook 2010; Macaro 2014), and in particular in socio-cognitive and dynamic systems language learning approaches (Atkinson 2011; Larsen-Freeman and Cameron 2008), is beginning to shed doubt on a mostly deficit role of the majority language in foreign language learning....
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...However, recent research within a cognitivist paradigm (Butzkamm and Caldwell 2009; Cook 2010; Macaro 2014), and in particular in socio-cognitive and dynamic systems language learning approaches (Atkinson 2011; Larsen-Freeman and Cameron 2008), is beginning to shed doubt on a mostly deficit role of…...
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...…language acquisition (SLA) and foreign language learning (FLL) researchers identify the majority language as a vital resource, rather than a liability, in the learning of any other language (Butzkamm and Caldwell 2009; Cook 2010; Macaro 2014; Saville-Troike 2006; Turnbull and DaileyO’Cain 2009)....
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...Contrary to this mainstream perception, more and more second language acquisition (SLA) and foreign language learning (FLL) researchers identify the majority language as a vital resource, rather than a liability, in the learning of any other language (Butzkamm and Caldwell 2009; Cook 2010; Macaro 2014; Saville-Troike 2006; Turnbull and DaileyO’Cain 2009)....
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Dissertation•

Form-focused instruction: A case study of Vietnamese teachers’ beliefs and practices

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Van Canh Le

01 Jan 2011

67 citations

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Translation in Language Teaching

Citations

Cites background from "Translation in Language Teaching"

Cites background from "Translation in Language Teaching"

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