Unlock the power of English Translation in the Language Classroom Sally Parry IATEFL 2012.

Unlock the power of English

Translation in the Language ClassroomSally Parry IATEFL 2012


CONTENT

OVERVIEW

IDEAS

WORKSHOP


L1 IN THE CLASSROOM – A SEPARATE ISSUE

COMPLETE BAN

TEACHING IN L1


TRANSLATION 4

Once upon a time 4


RATIONALE 5

• The prevailing orthodoxy

– Theories of SLA

• Teach students to communicate

–Think in English - speed


- then another one 6Learning a Language


BUT ALSO 7

• Commercial and practical

– Multilingual classes

– Native-speaker teachers


TRANSLATION 8

Once upon a time 4


… BUT OUT IN THE FOREST 9

libraryfairy.blogspot.com guardian.co.uk


MAYBE…. 10

joelws.com


Retrieving the bathwatersome of us never threw it out, just hid itthe students were drinking it anyway

Retrieving the babyActually helping the students to learn

Washing a non-existent baby in an empty metaphorical bath?

WHERE ARE WE NOW? 11


WHY? 12

• Supported by research

• Use internal grammar machine more efficiently

• Translation in Language Teaching: – Guy Cook


All thought is a form of translation

mentalesementalese

L2L2L1L1


L 2 LEARNING IS MORE LIKE THIS? 14


OR EVEN … 15


IN THE MODERN WORLD 16

bbc.co.uk

• Realistic and practical aim• ELF

• Not necessarily slow


SOMETIMES … 17

• Perhaps it’s a good idea to slow down?

• THINKING, FAST AND SLOW»DANIEL KAHNEMAN


TWO SYSTEMS 18

• SLOW

• COGNITIVE WORK

• NOT AUTOMATIC

• FAST

• INTUITIVE

• GUT FEELING• SOMETIMES

BASED ON FALSE ASSUMPTIONS


SUMMARY SO FAR 19

• TRANSLATION OFFERS A WAY TO

• ACCESS Student’s knowledge of L1• TEACH Skills


IMPLICATIONS? 20

Higher status for the learner? Improved status for non-native speaker teachers?

Native speaker monoglots had better shape up!


WHAT 21

META-LANGUAGE

WORDS

CHUNKS/COLLOCATIONS

IDIOMS

SENTENCES (MEANING/FUNCTION/FORM)

QUESTIONS

GRAMMAR EXPLANATIONS

TEXTS


META-LANGUAGE PLUS 22

FROM READY FOR IELTS


DICTIONARIES 23

• BI-LINGUAL

• AND MONO-LINGUAL

• EXAMPLE

SCREEN …………… TARPAULIN


A TEXT – A TASK

24

TBL PROBLEMS– PREVENT AVOIDANCE OF TARGET LANGUAGE

– CHOICE OF TEXT– STUDENTS CREATE IN L1– GIVEN TEXT– E.G. FCE LEAFLET


EXAMPLE 25

• IELTS TASK ONE– STUDENTS WRITE IN L1

• TRANSLATE

• RESPONSES


All thought is a form of translation 26

?

= mentalesementalese

L2aL2aL2bL2b

L1cL1cL1dL1d


EXAMPLE 27


• IELTS TASK TWO

– ACCESS SYSTEM 2

• TRANSLATE THE QUESTION =

UNDERSTAND THE QUESTION

PLAN – TRANSLATE THE QUESTION – NEW PLAN

EXAMPLE 28


• Encouraged wider vocabulary• to ‘traduce’ the question helps you understand it• Useful for other students but• Translating didn’t help him to understand because

in order to do the former you have to do the latter

RESPONSES 29


AN EXPERIMENT 30

TRANSLATION Duff, A. OUP 1989

Unlock the power of EnglishTRANSLATION Duff, A. OUP 1989


A REAL INFORMATION GAP!


TO SUMMARISE 34


• DIFFERENT STUDENTS – DIFFERENT LEARNING STYLES

• A VARIETY OF ACTIVITIES TO ENGAGE AND CHALLENGE

• AN ALTERNATIVE APPROACH • JUDICIOUS AND TARGETED USE


• Questions

• Discussion starters

• Thank you


BIBLIOGRAPHY

• Ready for IELTS» Sam McCarter Macmillan 2010

• Translation in Language Teaching» Guy Cook OUP 2010

• Thinking, Fast and Slow» Daniel Kahneman Allen Lane 2011

• Translation: Resource Books for Teachers» Alan Duff OUP 1990

Unlock the power of English Translation in the Language Classroom Sally Parry IATEFL 2012.

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Transcript of Unlock the power of English Translation in the Language Classroom Sally Parry IATEFL 2012.