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

Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework

“…Bawarshi and Reiff (2010), among others, have noted how recontextualization "is akin to translation" (p. 93). While cross-lingual translation has long been banished from the language classroom (Carreres & Noriega-Sánchez, 2011;Pennycook, 2008), scholars have recently displayed a renewed interest in its possible uses in foreign language teaching (e.g., Colina & Lafford, 2017;Cook, 2010;Gramling & Warner, 2016) and composition studies (e.g., Horner & Tetreault, 2016;Kiernan et al, 2016;McCarty, 2018; see also Gentil, 2018). Connor (2011) has further considered the productive connections between translation studies, an area of study that is especially prominent in Europe, and intercultural rhetoric, which adopts a dynamic, nonessentialist view of culture to understand how writers navigate linguistic and cultural differences.…”

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages

“…However, the translation task was enjoyed by 68% of the respondents, therefore to a lesser extent than the subtitling task. In the third question, students rated the improvement they felt they had made (or not) due to subtitling practice in the four traditional language skills -listening, reading, speaking, and writing -as well as in translating, which might be considered as a 'fifth skill' (Colina & Lafford, 2018;Ferreira Gaspar, 2009). Predictably, learners felt they had improved mostly the major skills involved in interlingual standard subtitling, namely translating (93%) and listening (85%).…”

Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context

“…Likewise, Gasca-Jiménez (2017) highlights that translation and interpreting are communicative activities that are part of the linguistic experience of HL speakers and encourages the use of translation-based activities through a collaborative and active methodology to favor the transfer of skills between the majority and the heritage language as well as the development of a multilingual identity, intercultural competence, linguistic skills, and metalinguistic knowledge. Finally, Colina and Lafford (2017) argue that translation, understood broadly as a mediation activity, can facilitate the development of linguistic and textual competence and serve as a motivational factor for HL learners.…”

“…The lack of these devices in language can significantly hinder progress in any of the three modes of interpreting, but particularly in sight translation, since a written text serves as the source input. As Colina and Lafford (2017) describe in the context of translation, HL speakers lack the requisite experience with formal written registers, thereby leading to carryover of source language features at the lexical and structural level. Consequently, HL speakers require instruction in these features prior to or during interpreting coursework to help address this type of behavior.…”

“…Related areas of research, such as language for specific purposes (LSP) and language teaching, have begun to explore their intersections with translation and interpreting, with particular emphasis on their role within the community (e.g., Abbott, 2017;Doyle, 2017;King de Ramírez, 2017) and the development of linguistic and mediation skills (e.g., Carreres, 2014;Cook, 2010;González-Davies, 2018). For instance, as an addition to the four skills typically associated with language learning (i.e., reading, writing, speaking, and listening), Colina and Lafford (2017) propose translation be included as a fifth skill taught in language teaching. Additionally, pedagogical reflection has been relevant for LSP researchers (e.g., Sánchez-López, Long & Lafford, 2017) and, given the growing interest in this area, research lines continue to expand their scope.…”