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Open accessJournal ArticleDOI: 10.1080/09571736.2018.1534260

Translation in language teaching, pedagogical translation, and code-Switching: restructuring the boundaries

04 Mar 2021-Language Learning Journal (Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: 49, Iss: 2, pp 219-239
Abstract: The gradual reintroduction of translation into the foreign language classroom in the last few decades has generated considerable interest among teachers and scholars. A renewed focus on translation...

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Topics: Translation studies (64%), Language education (58%), Foreign language (54%) ... read more

12 results found

Open access
01 Mar 1998-
Topics: Philology (52%)

150 Citations

Open accessJournal ArticleDOI: 10.1080/07908318.2019.1661687
Javier Muñoz-Basols1Institutions (1)
Abstract: From watching a subtitled TV series to learning the lyrics of a popular song in a foreign language, media act as a mirror reflecting global multilingual realities. And yet, it is not always...

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Topics: Multilingualism (58%), Foreign language (56%), Lyrics (50%)

14 Citations

Open accessJournal ArticleDOI: 10.24903/SJ.V6I1.684
01 Apr 2021-Script Journal
Abstract: Background: Instructional materials for vocational schools encounter distinguishing features; it manages to take on the English for Special Purposes (ESP). This research was carried out to seek the data of teaching materials for Vocational Schools in Indonesia. It used a survey procedure to gather the English teachers’ perspectives. It stressed the Translation skill. Methodology: A survey design was utilized to gather the data. With a Purposive Sampling Technique, it involved 30 vocational English teachers in Sumatera Utara Province. A set of questionnaires was administered to gain the perspective of English teachers about the translation materials and teaching process in some Vocational Schools. It used a Likert Scale to determine the values responses of samples. Findings: Data gained indicated that 52.45 % of respondents agreed with the teaching material, and 43.10 % strongly agreed with those. Only 4.45 % of respondents strongly disagreed with those topics. Data analysis showed that the 58 elements in the Subject of Translation in ELT had covered the teaching materials in Vocational school. Conclusion: It concluded that translation is a fundamental element of the instructional system in English as a foreign language in Indonesia. Based on this notion, the Vocational English teachers in Indonesia should be trained to consider the appropriate ways of translating by knowing the theories and practice of translating within English teaching material.

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7 Citations

Journal ArticleDOI: 10.1017/S095834402000021X
Boris Vazquez-Calvo1Institutions (1)
01 Sep 2021-ReCALL
Abstract: Driven by their affinity to popular culture, fans frequently engage in linguistic practices that may be conducive to language learning. This study seeks to find out how a group of Catalan-speaking gamers decided to start producing fan translations of video games from English into Catalan. Based on a digital ethnography (online interviews and observation of the group’s activity), two types of analysis were conducted: a content analysis for recurrent trends and a focused analysis of internal metalinguistic discussions on the quality of translations. Results indicate that fan translators (1) organize hierarchically with set roles and functions, (2) curate their group identity and care for the promotion of Catalan as a vehicle for cultural production, (3) learn language incidentally in three ways: while translating (ensuring the comprehension of English and the linguistic quality and creativity of the transfer into Catalan), through sharing language doubts with their peers on their Telegram group and dialogically agreeing on pragmatically acceptable English-Catalan translations, and through metalinguistic discussions on translation tests received from potential new members. The study resonates with a novel subfield in computer-assisted language learning: language learning in the digital wilds, which might be fertile ground for studies on incidental and informal language learning online. The study may also serve as inspiration for effective integration of translation into language classrooms in a manner that bridges vernacular fan translation and pedagogic translation, considering the importance of metalinguistic discussion for language learning and the sociocultural dimension of both translation and language learning.

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Topics: Language acquisition (56%), Vernacular (50%)

4 Citations

Open accessJournal ArticleDOI: 10.1016/J.SYSTEM.2020.102262
Fiona Gallagher1Institutions (1)
01 Jul 2020-System
Abstract: This paper describes a qualitative research study which explores the views and practices of EFL teachers in relation to codeswitching and the use of the L1 in the classroom and the extent to which their particular teaching context plays a role in this. Interviews took place with twenty-four teachers who teach or have taught English in both (1) multilingual contexts in which the learners typically do not share a common L1 and (2) contexts in which the learners typically share an L1 other than English. Themes relating to the nature of the teaching and learning space in each context, the extent to which the teachers view the teaching environment as a bi/multilingual setting, and the role of the particular context in their overall approach and practices are examined. Findings point to the largely flexible, fluid and mixed views of EFL teachers in relation to the use of the L1 in the classroom and to the need for a more explicit focus on this area in teacher development and training. It is suggested that taking a bilingual stance may offer potential as a means for teachers to reflect on and critically examine their practices and beliefs in relation to this topic.

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Topics: Context (language use) (52%)

4 Citations


35 results found

Open accessBook
13 Jan 2006-
Abstract: Policies concerning language use are increasingly tested in an age of frequent migration and cultural synthesis. With conflicting factors and changing political climates influencing the policy-makers, Elana Shohamy considers the effects that these policies have on the real people involved. Using examples from the US and UK, she shows how language policies are promoted and imposed, overtly and covertly, across different countries and in different contexts. Concluding with arguments for a more democratic and open approach to language policy and planning, the final note is one of optimism, suggesting strategies for resistance to language attrition and ways to protect the linguistic rights of groups and individuals.

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Topics: Language policy (66%), Language attrition (64%), Linguistic rights (58%) ... read more

1,244 Citations

Journal ArticleDOI: 10.3138/CMLR.57.3.402
Abstract: This paper argues for the re-examination of the time-honoured view that the first language should be avoided in the classroom by teachers and students. The justifications for this rest on a doubtful analogy with first language acquisition, on a questionable compartmentalization of the two languages in the mind, and on the aim of maximizing students' exposure to the second language, laudable but not incompatible with use of the first language. The L1 has already been used in alternating language methods and in methods that actively create links between L1 and L2, such as the New Concurrent Method, Community Language Learning, and Dodson's Bilingual Method. Treating the L1 as a classroom resource opens up several ways to use it, such as for teachers to convey meaning, explain grammar, and organize the class, and for students to use as part of their collaborative learning and individual strategy use. The first language can be a useful element in creating authentic L2 users rather than something to be shunned...

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Topics: Comprehension approach (66%), Language assessment (64%), First language (64%) ... read more

1,124 Citations

Journal ArticleDOI: 10.1515/9783110239331.1
Abstract: This article attempts to synthesize the scholarship on translanguaging conducted in different academic disciplines and social domains, and raises critical questions on theory, research and pedagogy to take the orientation forward. The literature review highlights the overly cognitive and individualistic focus on translanguaging competence, the need to explore this communicative practice in domains other than conversation, and the failure to develop teachable strategies of translanguaging. Findings from a classroom ethnography of a writing course are marshaled to develop teaching strategies for the co-construction of meaning and orientations for assessing effective translanguaging practices.

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Topics: Translanguaging (79%), Applied linguistics (57%)

466 Citations

Journal ArticleDOI: 10.1111/J.1540-4781.2006.00395_3.X
Claire Kramsch1Institutions (1)
Abstract: about a culture's multiple facets were to become the chief goal of FL programs at all levels, from beginners to graduate students. We, like other disciplines in colleges and universities, would be engaging our students in obtaining new knowledge about content and communicating an analysis of how that content operates. That is a claim we are hard pressed to make with current definitions of communicative competence because without content and analytical thinking applied to that content, language competence, no matter how communicative, remains essentially self-referential.

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438 Citations

Journal ArticleDOI: 10.1111/J.1540-4781.2011.01208.X
Ofelia García1, Claire E. SylvanInstitutions (1)
Abstract: Bilingual classrooms most often have strict language arrangements about when and who should speak what language to whom. This practice responds to diglossic arrangements and models of bilingualism developed in the 20th century. However, in the 21st century, heteroglossic bilingual conceptualizations are needed in which the complex discursive practices of multilingual students, their translanguagings, are used in sense-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. Examining the case of a network of U.S. secondary schools for newcomer immigrants, the International High Schools, this article looks at how students' plurilingual abilities are built through seven principles that support dynamic plurilingual practices in instruction-heterogeneity, collaboration, learner-centeredness, language and content integration, language use from students up, experiential learning, and local autonomy and responsibility. As a result, students become not only more knowledgeable and academically successful but also more confident users of academic English, better at translanguaging, and more plurilingual-proficient. The article presents translanguaging in education as the constant adaptation of linguistic resources in the service of meaning-making and in tending to the singularities in the pluralities that make up multilingual classrooms today. [ABSTRACT FROM AUTHOR]

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Topics: Translanguaging (65%), Multilingualism (57%), Bilingual education (52%) ... read more

411 Citations

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