Tempted to Use Translation When Teaching a Foreign Language? Two Reasons Why it Can be Effective

By Mayra Yaranga Hernández

When we think of a traditional foreign language lesson, we immediately picture a class with well-behaved students aligned in neat rows, dusty books, a green board, white chalk and a method which nobody would dare to contradict: translation. We might think that, after the arrival of Communicative Language Teaching translation would be gone for good, wouldn’t it? Actually, things are very different and I would like to argue for its use in the language classroom.

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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The Hottest Issues of Language Learning

By Enrique Rojas R.

       

          It is said that all social animals are able to communicate with each other, whether you refer to insects, like ants or bees; birds, like pigeons or parrots; or mammals like dolphins, dogs or apes. They do it through a set of prearranged signals. Those signs or gestures do transmit certain information. But if we refer to communication as the sending or exchanging of thoughts and opinions by speech, writing or signs, then we are denoting human exchanges and pointing to an exclusively anthropological creation: language.

        It is thought that men were using it a million years ago, although little we know about its origins and we probably never will. What we do know is that different human groups spoke diverse languages. The socialization process then made it necessary for some people to learn the language of others.

      To learn the language of the parents and the own human group has always seemed to be a natural process that pretty much takes care of itself without requiring much science or methodological development. But learning a “foreign” language demanded extra effort and perhaps the elaboration of certain methods. It is interesting to mention that about five thousand languages are spoken in the world today, though they can be grouped in some 20 families.

         Since then the humanity has been developing methods to learn and teach foreign languages. A. P. R. Howatt & Richard Smith make reference to the history of foreign language teaching as a rather lengthy and complex sequence of schemes, within which it seemed each one replaced the one before. They also mention “the large number of named ‘methods’ of language teaching that appear in some sources and the way in which they are sometimes strung together as in a necklace of beads.”

         We have been following the Communicative Language Teaching Approach for over half a century now, although we can distinguish that the way this methodology was perceived in the 1960’s and 70’s is quite dissimilar to how we understand it today.

        Linguists, psychologists and educators continue formulating theories and methods to improve the practices employed in the teaching of foreign languages. Our team of researchers has decided to take a look at which are today the most interesting and debatable issues in second or foreign language teaching. In our eagerness to deal with topics of relevance for our colleagues, we are beginning today a series of articles on The Hottest Issues of Language Learning.

Reference:

Howatt , A & Richard Smith. 17 Sep 2014. The History of Teaching English as a Foreign    Language, from a British and European Perspective. Retrieved from https://www.tandfonline.com/doi/full/10.1179/1759753614Z.00000000028.

BIODATA

Graduated in Journalism at the PUCP, Peru, Enrique Rojas R. holds a MA in Journalism and MA in Inter American History from Southern Illinois University, USA; a MA in Linguistics from Universidad Iberoamericana del Atlántico, Spain; a MA in Literature from University of the Americas, Puebla, Mexico, all the coursework for a MA in TEFL at Universidad de Piura, Peru and BA in Education from Universidad Federico Villarreal. He has also obtained Certificates of Proficiency in English both from Cambridge University and the University of Michigan and the Diploma for EFL Teachers from Universidad del Pacifico. He is an Oral Examiner for the Cambridge University exams and has been awarded the title Expert in E-Learning from Asociacion Educativa del Mediterraneo and Universidad Marcelino Champagnat. He has worked as a professor in universities in Peru, Mexico and the United States; as a newscaster and a producer in radio and television stations in the United States and Mexico, and as a writer and editor in daily newspapers of the same countries. He has been in the staff of CIDUP for 20 years teaching English and Spanish specializing in International Exams, English for Business, ESP and Teacher Training. He has been a speaker in every Congress of English for Special Purposes organized by Centro de Idiomas de la U.P. He is also a member of its Research Area

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