This question has been discussed elsewhere on the Teaching English site. Ensure that your source material really does focus on these, and has not been introduced just because you like it. Under each heading we can consider some of the concerns expressed.
Learners Translation teaches learners about language, but not how to use it. Objections to using translation We can consider possible problems with using translation by looking at possible negative impact on learners and then on teachers.
It is important to recognise the problems associated with traditional approaches to translation a solitary, difficult and time-consuming activity using literary texts and find solutions to these, such as ensuring these tasks are short not easyalways working in groups, and maintaining the element of a communication gap where possible.
However, it and these other abandoned activities are now a feature of many communicative classrooms and successful aids to learning, although the approach to using them has changed. Learners translate and then other learners back translate, then compare versions and discuss why there are differences.
Benefits Many ELT teachers and theorists now see the validity and value of translation as an activity in communicative classrooms although few coursebook writers offer ideas and materials for this area. Translation is a difficult skill which must be done well in order to be productive and rewarding.
There are many aspects to designing and running tasks. In the GTM approach, this natural learning method is reversed. Translation does not help learners develop their communication skills.
Translation software programmes and web pages are good sources of these see below. Communication between student Teaching english through translation essay teacher is reduced with this method, which avoids misunderstandings and prevents language barriers that may occur in a method that focuses on teacher-student communication or verbal language learning.
Learners bring in examples of L1 language in their own country or L2 in another country for discussion and translation. Think about the different benefits of translation and more specifically L1 - L2 or L2 - L1 work in the context of aims and also of the class profile.
Learners research and then present their findings on the translations of a particular group of words, such as those of their own professional field. This makes it hard to justify for many classes with time restrictions. Classroom approaches Translation is a difficult activity to set up and can go badly wrong, producing some of the objections described above.
Some ideas for classroom activities Learner groups work on translating different sections of a text, and then regroup to connect together their parts into a full text, with suitable connecting language.
Many learners living in either their own countries or a new one need to translate language on a daily basis, both informally and formally. Without this translation can create more problems than benefits.
Think about the possibilities and pitfalls of this kind of work in a multi-lingual group - discussion and comparison of L1 idioms may be very rewarding, for example, but working on a text not. Because lessons using GTM are not interactive and engaging for students, they become more likely to lose interest in their subject and less motivated to learn.
Finally, if you have interested learners, encourage them to explore translation further by themselves - it is a fascinating, complex and worthy process. This can also be done by sharing material via group e-mails. Ask learners to find different kinds of texts for comparison and translation, for example recipes, e-mails, graffiti, technical texts, post-its, etc.
Class activities or learning games are rarely necessary, as students are translating text to another language directly. Make sure you have dictionaries and usage sources available. This level of awareness is almost impossible in a multi-lingual class.
Translation encourages learners to use L1, often for long periods of class time, when the aim of modern teaching is to remove it from the classroom. Comparisons Learners work in groups on short texts then regroup and compare their versions, before producing a final text.
The mere application of grammar and sentence structure cannot adequately prepare them for realistic conversations or verbal communication, as no emphasis is given to spoken language in the GTM approach.
Translation is a real-life, natural activity and increasingly necessary in a global environment. Translations may also be inaccurate, as it is not always possible to simply translate one word or phrase accurately to another language for example, the translation of "computer" in English to Latin is not possible, as there is no Latin word for computer.
GTM focuses on sentence structure, grammar, vocabulary and direct translations of the native language to English. It was a key element of the Grammar Translation Method, which was derived from the classical method of teaching Greek and Latin.
It also lends itself well to work with other tools such as e-mail and class web pages. Following on from this, if a teacher uses L1 in a translation activity then this can undermine their work to maintain an English-speaking environment in the class.
Learners and teachers not only have to take into account meaning but also a range of other issues, including form, register, style, and idiom. Whether we encourage it or not, translation is a frequently used strategy for learners; if we accept this, we need to support them in developing this skill in the right way, e.
The method requires few resources to teach, normally just the use of textbooks or translated passages. Learners participate in live online forums such as Word Reference see below.
Introduction Translation was a significant part of ELT for a long time, and then a significant missing part for a long time also.TEACHING ENGLISH THROUGH TRANSLATION Principio del formulario The authors of this subject argue that translation is a valid tool for instruction.
TEACHING ENGLISH THROUGH TRANSLATION. Essay TEACHING ENGLISH THROUGH TRANSLATION Principio del formulario The authors of this subject argue that translation is a valid tool for instruction. Present arguments for and. The Grammar Translation Method (GTM) used in teaching English as a foreign language (TEFL) focuses on reading and writing.
Language is taught through translation methods, contrasting and comparing. The official global blog for Oxford University Press English Language Teaching. Translation in language teaching and learning | Global-Ready Content | mint-body.com Practising English on one’s own through oral translation into English with self-check may be a quicker way for developing fluency in speaking English than casual talking to.
Principio del formulario. The authors of this subject argue that translation is a valid tool for instruction. Present arguments for and against the use of translation in your own specific teaching situation or in an imagined teaching situation.
The Communicative Approach In English Language Teaching English Language Essay. Print Reference this. It is the approach that has prevailed in English Language Teaching over the past 40 years, and it is still used nowadays.
the audio-lingual method and Grammar-translation method.
These great linguists and educators who .Download