Abstract
This article argues for translation as a fifth skill in language learning and for its integration in a systematic, purposeful, and informed manner in the Spanish language curriculum, with special attention to the situation in the United States. After reviewing the relevant literature in the fields of translation studies (TS) and language acquisition and teaching, we contend that a narrow, specialized, and one-dimensional view of translation, on the translation side, and a rigid ban on the use of the native language on the part of the SLA/teaching community prevented a fruitful integration of translation in the second language (L2) classroom. A broader conceptual definition of translation as cross-linguistic language mediation provides for a much more promising interaction. Taking this conceptual basis as the point of departure, the article suggests research directions as well as specific curricular ideas and strategies to implement the integration of translation in Spanish language teaching. It also highlights the benefits that can be derived from this reconceptualization of the field, e.g., an improved ability to prepare students and to address a much more complex language learning situation created by issues such as globalization, and increased immigration from/to Spanish-speaking countries.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-14 |
| Number of pages | 14 |
| Journal | Journal of Spanish Language Teaching |
| DOIs | |
| State | Accepted/In press - Jan 24 2018 |
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Keywords
- communicative translation
- Language mediation
- linguistic awareness
- Spanish language acquisition
- Spanish language teaching
- translation studies (TS)
ASJC Scopus subject areas
- Education
- Language and Linguistics
- Linguistics and Language
Cite this
Translation in Spanish language teaching : the integration of a “fifth skill” in the second language curriculum. / Colina, Sonia -; Lafford, Barbara A.
In: Journal of Spanish Language Teaching, 24.01.2018, p. 1-14.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Translation in Spanish language teaching
T2 - the integration of a “fifth skill” in the second language curriculum
AU - Colina, Sonia -
AU - Lafford, Barbara A.
PY - 2018/1/24
Y1 - 2018/1/24
N2 - This article argues for translation as a fifth skill in language learning and for its integration in a systematic, purposeful, and informed manner in the Spanish language curriculum, with special attention to the situation in the United States. After reviewing the relevant literature in the fields of translation studies (TS) and language acquisition and teaching, we contend that a narrow, specialized, and one-dimensional view of translation, on the translation side, and a rigid ban on the use of the native language on the part of the SLA/teaching community prevented a fruitful integration of translation in the second language (L2) classroom. A broader conceptual definition of translation as cross-linguistic language mediation provides for a much more promising interaction. Taking this conceptual basis as the point of departure, the article suggests research directions as well as specific curricular ideas and strategies to implement the integration of translation in Spanish language teaching. It also highlights the benefits that can be derived from this reconceptualization of the field, e.g., an improved ability to prepare students and to address a much more complex language learning situation created by issues such as globalization, and increased immigration from/to Spanish-speaking countries.
AB - This article argues for translation as a fifth skill in language learning and for its integration in a systematic, purposeful, and informed manner in the Spanish language curriculum, with special attention to the situation in the United States. After reviewing the relevant literature in the fields of translation studies (TS) and language acquisition and teaching, we contend that a narrow, specialized, and one-dimensional view of translation, on the translation side, and a rigid ban on the use of the native language on the part of the SLA/teaching community prevented a fruitful integration of translation in the second language (L2) classroom. A broader conceptual definition of translation as cross-linguistic language mediation provides for a much more promising interaction. Taking this conceptual basis as the point of departure, the article suggests research directions as well as specific curricular ideas and strategies to implement the integration of translation in Spanish language teaching. It also highlights the benefits that can be derived from this reconceptualization of the field, e.g., an improved ability to prepare students and to address a much more complex language learning situation created by issues such as globalization, and increased immigration from/to Spanish-speaking countries.
KW - communicative translation
KW - Language mediation
KW - linguistic awareness
KW - Spanish language acquisition
KW - Spanish language teaching
KW - translation studies (TS)
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U2 - 10.1080/23247797.2017.1407127
DO - 10.1080/23247797.2017.1407127
M3 - Article
AN - SCOPUS:85041009092
SP - 1
EP - 14
JO - Journal of Spanish Language Teaching
JF - Journal of Spanish Language Teaching
SN - 2324-7797
ER -