By Mayra Yaranga Hernández
Different
approaches and methods have told teachers to prevent their students from using
the L1, since this may have seriously detrimental effects on their learning
process. However, using the L1 and translating are not problems in themselves,
but regarding how they are used to aid learning. After all, we all translate,
even if only at the beginning of our language learning process!
In
order to make the most of translation, we should not think of it as a method
like the much-maligned Grammar Translation. Instead, we should try to think of
activities in which translation and interlinguistic awareness could be challenging
for our learners. Using translation wisely can help students in two ways:
1. Language Awareness:
Thanks
to a comparison between lexical chunks, learners can become aware of many
interesting peculiarities of L1 and L2. For example, the differences between
collocations in the two languages (e.g. “depende
de” versus “depend on”), false friends (e.g. “actual”) or even the shocking
lack of equivalence in idiomatic expressions and popular sayings (e.g. how
would you say “ir de Guatemala a
Guatepeor” in English?). Although knowledge of these features does not in
itself guarantee lexical mastery, at least it prevents some recurrent
interference-based mistakes and creates a habit of L2 fact-checking, especially
now that most students seem to be so keen on Google Translate instead of a good
online dictionary.
2. Cultural Awareness:
Two
different language systems operate in different ways in their respective
contexts. There are assumptions, beliefs, and ways of seeing the world which
are not necessarily apparent when we expose students to L2 content. Translation
can help students realise that, in the real world, what they consider “normal”
in L1 simply does not apply in L2. Think, for instance, of students asking you
how to say “de nada” in English as a
response to “thank you”. Would you simply throw out “you’re welcome” or the
old-fashioned “don’t mention it?” Or would you think twice about when
this kind of phrase is used and when not (most of the time)?
If
we want to incorporate translation into our teaching, we should consider how
our learners will benefit from it. If they require systems work, then
translating or comparing L1 and L2 could be beneficial if we detect areas
needing special contrastive attention. If they require work on skills,
translation can help them go beyond their current capabilities by providing
them with language they can use in communicative settings (for example, when
preparing questions for an interview). If they require more challenging
practice, we can set up lively activities requiring students to identify,
produce or give feedback on translations of language chunks in context. For
further suggestions, I would recommend the eyebrow-raising work by Guy Cook,
“Translation in Language Teaching”.
In
conclusion, translation is definitely here to stay. Certainly, teachers can
rest assured they do not need to revert to Grammar Translation. Instead, they should
not be afraid of using some activities requiring L1 and L2 working together,
and perhaps they will discover how useful it can be.
NOW IT'S YOUR TURN
Have you ever used translation in class? If not, What prevents you from using it?
Biodata
Mayra Yaranga (1985) Doctor in Education
(UNIFÉ); Master’s Degree in Media, Culture and Identity from Roehampton
University (London) revalidated by PUCP, a Bachelor’s Degree in Education -
UPCH and the Professional Title of Licenciada - IPNM. Currently she is
Cambridge Oral Examiner and Member of the Research Team for Universidad del
Pacífico Language Centre. She is also an Associate Professor and Pre-University
Centre Director at UNIFÉ.
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