Objectives and competences
The objective of this course is to provide knowledge and understanding of the historical development of foreign language teaching methods and present pros and cons of the use of translation and L1 in FLT.
Competences:
• mastering the metalanguage (language pedagogy, translation sciences);
• knowing how to differentiate between pedagogical and functional translation;
• knowing how to recognize function and importance of translation and L1 use in FLT;
• knowing how to analyze and critically assess the didactical methods under discussion, and the role of translation and L1 within them;
• knowing how to apply translation for language-didactic purposes (FL teaching and learning);
• developing sensitivity to changes in language and developments in languages.
Content (Syllabus outline)
The course provides a coherent overview of the most important foreign language teaching methods and their historical development, and critically discusses the role of translation and L1 use within them.
The course introduces students to various applications of translation and L1 in FLT, and aims to bridge the gap between pedagogical and functional translation.
Learning and teaching methods
• lectures
• tutorials
• option work
The information and communications technology is used for educational purposes in the teaching and learning process.
Intended learning outcomes - knowledge and understanding
Knowledge and understanding:
• students know and understand the role of translation and L1 within the most important didactic approaches in the past;
• students know how to differentiate between pedagogical and didactical translation;
• students know how to devise didactic activities and to integrate translation and L1 into FLT.
Readings
• Butzkamm, W. in Caldwell. The bilingual reform: A paradigm shift in foreign language teaching. 2009.
• Butzkamm, W. Aufgeklärte Einsprachigkeit. Zur Entdogmatisierung der Methode im Fremdsprachenunterricht. Heidelberg: Quelle & Meyer, 1993/1998.
• Carreres, A. „Strange bedfellows: Translation and Language Teaching.“ 2007. http://www.cttic.org/ACTI/2006/papers/Carreres.pdf (poskus dostopa 1.. februar 2015).
• Carreres, A. „Translation as a means and as an end.“ The Interpreter and Translator Trainer 8(1) (2014): 123-135.
• Cook, G. Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press., 2010.
• Cook, V. Second Language Learning and Language Teaching Website. 2008. http://homepage.ntlworld.com/vivian.c/SLLandLT/SumsChap2.htm
• Cook, V. „Using the first language in the classroom.“ Canadian Modern Language Review 57(3) (2001): 402-423.
• Larsen-Freeman, D. Techniques and Principles in Language Teaching. Oxford: Oxford University Press, 2003.
• Leonardi, Vanesa. The Role of Pedagogic Translation in Second Language Acquisition. From Theory to Practice. Bern in Berlin: Peter Lang, 2010.
• Malmkjaer, K. Translation and Language Teaching. Language Teaching and Translation. Montaža Kirsten Malmkjaer. Manchester: St. Jerome., 1998.
Additional information on implementation and assessment Type (examination, oral, coursework, project):
* written exam - 70 %
* active participation in tutorials, homework - 30 %
