Translation in Spanish language teaching: the integration of a “fifth skill” in the second language curriculum

Sonia - Colina, Barbara A. Lafford

Research output: Contribution to journalArticle

4 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)1-14
Number of pages14
JournalJournal of Spanish Language Teaching
DOIs
StateAccepted/In press - Jan 24 2018

Fingerprint

Spanish language
curriculum
Teaching
language
learning situation
ban
Spanish Language
Language Curriculum
Language Teaching
language acquisition
mediation
speaking
immigration
globalization
linguistics
classroom
ability
interaction
Language Acquisition
learning

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

@article{0098e79563d84e0380d86de705d5741e,
title = "Translation in Spanish language teaching: the integration of a “fifth skill” in the second language curriculum",
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.",
keywords = "communicative translation, Language mediation, linguistic awareness, Spanish language acquisition, Spanish language teaching, translation studies (TS)",
author = "Colina, {Sonia -} and Lafford, {Barbara A.}",
year = "2018",
month = "1",
day = "24",
doi = "10.1080/23247797.2017.1407127",
language = "English (US)",
pages = "1--14",
journal = "Journal of Spanish Language Teaching",
issn = "2324-7797",
publisher = "Taylor and Francis Ltd.",

}

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)

UR - http://www.scopus.com/inward/record.url?scp=85041009092&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85041009092&partnerID=8YFLogxK

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 -