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Authors: ° Dr. Marta Dahlgren (Universidad de Viga)
® Mr, James Sitwell (Universidad de Vigo)

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“Chapter 1 ee A brief History of Translation up to the 1980's

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Chapter 2 ee Translating or Translation?
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Chapter 3 ee Teaching Translation

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TEACHING ENGLISH THROUGH TRANSLATION

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Chapter 4 e» Translation as a Language Teaching Tool

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ee Glossary
ee Bibliography
ee Appendices
i TEACHING ENGLISH THROUGH TRANSLATION

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AIM OF THE SUBJECT.

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There is a vast body of literature on translation, ranging from translation history to

models of translator training, but there is a generalised opinion that the existence of an
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increasing number of publications has not added much to the understanding of how an
adequate translation is produced. Systematic study of translation as a product and of
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the translating process is slowly beginning to be carried out, and results appear,
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frequently in the form of proceedings from the translation congresses and seminars that
are mushrooming all over the world.
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The aim of this module is to lay the foundations for the use of translation in the
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teaching of a foreign language. Therefore, an overview of translation studies as they

are carried out today is presented, as well as a description of the methods used in
Translation and Interpreting Degree Courses to prepare students for a career as
professional translators and interpreters. This leads up to the chapter Learning
Languages through Translation, where the focus is on translation as a tool in the
English classroom. The fina! goal is to prepare teachers of English for a more productive
use of translation exercises, far away from the old Grammar-Translation Method,
triggering new approaches and inspiring the production of new materials.
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A BRIEF HISTORY OF
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TRANSLATION UP TO THE
1980'S
1.1. IN ANCIENT ROME...
We know very little about what was translated and from/to which languages before the
Romans. Translation as we understand it started with the transferring activities -
implicit or explicit - from Greek into Roman. The first translation theorists are also
Roman: St. Jerome and St. Augustin. The Romans brought forward the idea that
translation is not carried out by finding equivalents between words. The discussion
about whether it is possible to transfer meaning in a word-for-word translation is still
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raging, even if it has gone through many phases: the idealist, the structuralist, the
functionalist... you name it. Be this as it may, what the Romans said about translating
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“sense for sense”, i.e. meaning for meaning, did make a lot of sense. The only problem
is to determine what meaning is: sentence meaning, utterance meaning, functional
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meaning...
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ENGLISH THROUGH TRANSLATION

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B 1.2. A SUMMARY OF MODERN APPROACHES
Let’s make a jump directly to the present century, and focus on the American scene.
& Reference must be made to Ezra Pound, whose translation of Chinese poetry became
famous in the 1920s. Pound, a poet in his own right, insisted on the necessity to
translate rhythm, diction and movement and forget about the stilted, awkward scholarly
literal translation. The importance of intertextual relations is basic to Pound, who, of
course, was a great poet and as such knew how to capture not what a man says but
what he means. i.e. the implication of the word. The fact that Pound did not know how
oy to read Chinese when he started translating Li Po with the help of a dictionary is
= perhaps not too important. (For further details, see Gentzler 1993).
B Pound's ideas have a certain air of modernity, but before looking at present-day
American theorists, Quine has to be mentioned. Quine wrote Word and Object in 1960,
a presenting the idea that there is no such thing as equivalence. It does not matter at
which level we posit the existence of equivalence: word-for-word, phase-for-phrase,
B sentence-for-sentence -there will always be a problem of referentiality and
™ indeterminacy, dependent on text-type and the target of the translation. This discussion
& is still troubling translation theory today.
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y Far better known and extremely influential is Eugene Nida, the authority on Bible
xB Translation. His approach is in a way Chomskyan: there is an underlying level to where
, surface structures in the Bible can be back-transformed. Nida believes that there can be
& a science of translation and this is indicated by the title of his book: The Theory and
Practice of Translation. This idea was exported to the USA where it prevailed until only
8 a few years ago (see Nida & Taber 1969). Nida offers a prescription for proper
translation which reveals his theoretical priorities. He presupposes some kind of
meaning underlying the original text, which is accessible to the translator. This means
that the form of the message becomes totally unimportant. Words are essentially labels
and they can be changed or replaced in order to effect communication, and can also be ,
adjusted in the process. Words are Jabels, the message comes from a higher source.
Thus, the translator can do anything to the source text to assure that the message is
R put across; furthermore the Bible translator should learn what the message is from the
higher, divine, source. Thus, the lamb of God becomes the pig of God or the seal of
God, all to make heathens understand the message. The foundation for the ideal of
translation which does not read as 4 translation comes from this approach: the
by translator should be invisible and the best translations have always been, according to
Nida (and still are, according to literary critics reviewing translated books) those that
read as if they were originals in the target language (see further 2.5.1.).
4 TEACHING ENGLISH THROUGH TRANSLATION

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When talking about bible translation, which is an extremely important matter as this is
the perhaps most translated book there is, it must be pojnted out that the sacred texts
such as we are used to seeing them were already translations when they found their
way into the Old Testament. Willis Barnstone in his Poetics of Translation writes
extensively on the deliberate mis-translations that took place in order to adapt Jewish
texts to the Christian way of thinking - place names, proper names, so on and so forth.
The Psalms are, according to Barnstone, love songs from Egypt and not at all meant to
be spiritual. The idea of slavish word-for-word translation “without changing an iota” is
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something tliat appeared in the Middle Ages. It is a step backwards. if we consider the
ideas brought forward by the Romans. However, there are translators today who
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believe that fidelity to a ST lies in using the smallest possible translation unit without
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taking into account the appropriateness of the text in the TL.

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1.3. TRANSLATABILITY
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For some time a battle raged about translatability, i.e. whether it is at all possible to
translate. Bloomfield was of the opinion that only scientific texts could be translated, as
“the meanings of language do not agree with scientific classification” (Bloomfield
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1933:75). Later Mario Wandruszka claimed that both in theory as in practice it is

impossible to translate “completely” {in the German original: vo//kommen) a text from
one language to another (Wandruszka 1971:133). Among those who claim that
translation is possible and those who say that it is not, Valentin Garcia Yebra occupies
an intermediate position, saying that the transfer of discourse from one language into
another is a difficult task but not impossible:
Sila traduccién tuviera que reproducir todos los detalles de Ja estructura formal
léxica, morfologica y sintdctica de/ texto, seria, en efecto, imposible. Pero la
traducci6n no consiste en reproducir exactamente Jas extructuras formales de un
texto - eso seria copiar e/ texto, no traducirlo-, sino en reproducir su contenido (y,
en /o posible, su estilo). :
(Garcfa Yebra 1984:34)
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Octavio Paz in his booklet Traduccién: /iteratura y literalidad writes in favour of the
possibility to translate: it is a question of degree, and what you have to decide before
you set out to translate is how to mix the ingredients’ sound and significance. We also
have to take into account the differences in culture:
. ef mundo deja de ser un mundo y se escinde en naturaleza y cultura. /.../ Las

naciones son prisioneras de las lenguas que hablan: las lenguas que Sirven para
comunicarnos también nos encierran en una malla invisible de sonidos y
Significados. oO “
(Paz 1990:12)

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Translation as a science has gone through the same process as literatures before literary
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studies were accepted as science. Just as with the production of literature, or literary
creation, the production of a translation, the act of translating - how a text is taken
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from a source language to a target language - is an art or a skill and difficult to analyse
except with the help of new cognitive theories. But the product, the finished translation
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can be analysed and according to the findings, theories can be presented, and such
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studies clearly merit the name of science.

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Before the 80’s very few_publications went beyond the limits of empirical deliberations.
Systematic study of the many aspects of translation was still in swaddling clothes and
some of the more well-known representatives for what was beginning to be called
translation studies complained that an increasingly multidisciplinary view was a threat
to the development of a science of translation (as did Wilss in 1996). Not only linguistic
factors but many others have to be taken into account. The notion of translation is used
to refer to a variety of different phenomena, and no consensus exists - as yet - as to
what existing definitions refer to.
TASK 1.1
The idea of using an interdisciplinary approach is gaining ground not only in

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Translation Studies, but also in the areas of Language Teaching and Learning.
Do you agree with a view such as that of Wilss? Why (not)?
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Chapter 2
TRANSLATING OR
TRANSLATION?
The chronological approach to translation studies we have adopted so far would

produce an extremely muddled exposition when ideas and hypotheses from the 80's
onwards are approached. Therefore, a limitation of our field is necessary:
Holmes published the following diagram in his influential book from 1988:
Translation Studies
“Pure” Applied
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Theoretical Descriptive
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Product Process Function Translator Translation Translation
General Partial Oriented Oriented Oriented Training Aids Criticism
- Literary criticism*
- Criticism of published translations
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Medium Area
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Rank ~~ _Text-Type
fT 4
==Time Problem
Restricted Restricted Restricted Restricted Restricted Restricted
* = our addition
Figure 1.1: Holmes 1988 (out of print) as quoted in Toury 1995:10.
TEACHING ENGLISH THROUGH TRANSLATION 7

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Holmes did not consider translation as a tool for language teaching and learning. We
have situated ‘(Teaching and) Learning Languages’ under Applied Translation, with the
label “Learning Languages through Translation”.
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What we are concerned with in the first two units of this module is basically Descriptive
Translation Studies (DTS), which expanded into a new diagram would look as follows:
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Product Process Function

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Analysis of products Models for translating Scopos of translations

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of translations
- linguistic - overt translation
- textlinguistic - covert translation
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Figure 1.2:
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2.14. THE PROCESS OF TRANSLATING

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2.1.1. | THE PRACTICAL APPROACH
The practical approach determines how to transfer the contents of the source into the
target. It therefore deals with the process of translating.
How does a professional translator move from the concrete source text, to the
construction of the virtual translation, to producing the most appropriate target text? A
model should account for the factors that influence the decision-making, including
communicative function, target language textual style, potential audience, and the
requirements of the host culture and linguistic system. What we list under 2.2.1. are
not methods, but models with their corresponding main features.
2.1.2. MODELS FOR TRANSLATING
The linguistic model studies the linguistic resources of the source and target languages
and the mechanisms available in the target language for overcoming the structural
differences between source and target that appear in translation. Some scholars have

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claimed that the linguistic model differs from the other models of translation because it
is not an applied model. It deals with the systemic relations between languages and is
‘highly abstract. Meaning is understood as a form of language re-coding, arid pragmatics
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is absent from it. Catford (1965) Vinay and Darbelnet 1976 and Vazquez Ayora (1977)
are the main representatives for this kind of model, advocating the existence of
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equivalents, which translators pick and choose from, at different levels.

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This type of structuralist approach has not brought about any improvement in the
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production.sf translations, as.the supposition that ambiguous expressions are

disambiguated in the deep structure is of no help in spotting the ambiguity in the first
place. Vazquez Ayora’s examples, which includes the famous sentenze “flying planes
can be dangerous”, are certainly ambiguous on sentence level, but in context, which is
where a translator would find them, no such ambiguity exists. Studies carried out
mainly in Germany on how translators work when actually processing a text have
proven that this model is not relevant to translating (Loerscher 1991). Linguistic
analysis tends to be transferred to the sphere of evaluations of finished translations.
The textlinguistic model takes into account the various uses of language by speakers
and writers in particular communicative situations. Conventions that obtain for a
particular textual category in the target cultures are determined by top-down processes,
i.e. in sentence-to-word not word-to-sentence analysis. This presupposes, according to
Neubert & Shreve 1992 the use of target language resources in a purposeful way.
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The expansion of translation studies into discourse analysis and pragmatics have shown
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that what a translator does is not exactly transfer of meaning. It is the communicative
values of the source text that are transferred. Textual systems are complex sets of
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expectations text users have about what texts should be like. With an understanding of
these expectations.in mind, the translator engages in a textual process of transfer and
text production. That is, translation is “text-induced text production” (Neubert and
Mar
Shreve 1992: 25).

Now
Sociocultural] translation advocates maintain that translations should always read like
translations. It must be an oblique rendering of the source. Lawrence Venuti in The
Translator’s Invisibility published in 1995 said that translators should not be invisible
and that readers should be allowed to appreciate the source culture. Venuti is against
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fluency in the target text because it lets the translation pass as an original text in the
target language. Translations should’resist dominant target-languagé cultural values and
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make it clear that the source text represents some linguistic and. cultural difference.
Venuti calls this ‘restive’ or ‘resistant’ translation. Neubert and Shreve do not agree
with this type of resistant translation and say:
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/f translators understand cultural difference, why can't the resources of the target
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language be enlisted in its service?

(Neubert and Shreve 1992:4)
They hint at the fact that cultural values might be lost because the translator does not
understand them.
Resistant translation is a deniai of the power of language and the infinite novelty of
expression that empowers every linguistic and textual system
(op. cit: 4).
This argument, for most serious practitioners of translation, is simply not an issue. The
foreignness of the source text is an obstacle to overcome. Translation is not a single
process, but a set of situation-specific processes. Resistant translation cannot be
proposed as a universal strategy, but there might be situations and translation needs
which call for it. These situations depend on text-ideological considerations.
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The problem when transferring Venuti’s theory into practice is that if it becomes too
difficult for the readers to read this restive text -written in some kind of interlanguage to
maintain rhythms etc. in the source language- the readers will perhaps consider the
possibility of learning the source language instead of reading bad target language - the
readers’ own!
The Computational model. it was thought at the time of appearance of machine

translation that it would take over the job of all except literary translating. This was
soon found to be impossible, as cultural and context-dependent elements were too
difficult even for the most capable super-computer. Today we speak of computer-
assisted translating. Human post-editing can nowadays improve machine translation; in
complex systems with knowledge acquisition capabilities it may be possible to analyse
the revisions that are made by pre- and post-editors. The formal equivalences on which
the machine relies are equivalences between the source and target languages. Text-
types are important to set up parsing and equivalence systems. The computer, as used
in computer-assisted translation, is € tool for the human translator and incorporates
terminological/lexical assistance, encyclopaedic and knowledge-organisational
assistance, translation-strategic assistance and document management assistance.
Appendix 2.1 shows a text which we believe has been produced by a translation from
English into Spanish using a computer programme without post-editing, of post-edited
by somebody without any knowledge of Spanish. For those who would like to read
more on computer-aided translation, a reading taken from The Economist has been
included (Reading 2.1).

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The Psycholinguistic model. The think-aloud protocol (TAP). Loersher in 1991 claimed
that the division of the translating process into:
° understanding of the ST,
e transcoding SL into TL and
° formulating TT,
has no ground in actual translator behaviour. The cognitive substrates should be

matched with pedagogical concepts to explain how for example transposition,
modulation, equivalence and the other so-called translation’ strategies are
psychologically realised. The problem might be that precisely the pedagogical concepts
used by Loerscher have no psychological realisation, which brings us back to square
one.
Interdisciplinary models. There has been a move away from the idea of equivalence
because it has been found that exact equivalence between L1 and L2 is exceedingly
rare. (Such pairings usually turn out to be pairings of lexical-grammatical complexes.
Lexical resources are used when grammatical ones fail and sometimes viceversa. Here
pragmatics comes in). Equivalence theories have given way to a view of mixed
linguistically informed and -socioculturally informed theories: one example is the
Polysystem Theory put forward by Even-Zohar (1990). This system is mainly directed
to evaluating literary translation, as the idea of polysystem posits the existence of a
canonised literature and a non-canonised literature, which tries to displace the
established system by means of the introduction of translated works. Gideon Toury
(19880), who draws on Chomskyan and Polysystem foundations, and whose ideas have
been transformed into pragmatically and socioculturally informed works asks for
corpus-based translation research.
As linguistic system, pragmatic constraints, world knowledge and meaning systems all
converge in the act of translation it is a synthetic process, which implies dynamic
matching of such systems by the translator.
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If we look again at Vazquez-Ayora's list of strategies (1977) - transposition,
modulation, equivalence, adaptation, amplification, explicitation, omission and
compensation, we have to understand that these are not cognitive procedures, but
reflections of the results of cognitive procedures: the list has been compiled after
studying these phenomena. Translators do not confess to consciously analysing
language in this way. A comparison between the creator of a literary work and the
literary critic might be a case in point. Few writers are conscious of the choices they
make when creating, but the literary critic has an arsenal of rhetorical knowledge to
apply to an already existing text. Translators are limited by a Source Text (ST) but -

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generally - draw on their fluency in the Target language to create a Target Text (TT). It
is for the translation critic to establish how the trade-off between the adequacy ‘of the
transfer of SL contents (i.e. how faithful the translation is) and appropriateness in the
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TL (i.e. fluency and readability in the TL) has been accomplished.

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It may happen that a translated text is adequately transferred from SL to TL, but that
the TL text is not appropriate in the TL culture. This might be due to several factors
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which we shall discuss in 2.3.

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2.2. THE CRITICAL APPROACH

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Textual characteristics may be manipulated in favour of the target culture or in

resistance to it. They are the determining features of textuality and therefore of
translation. To find out how it has been done, we adopt a critical approach.
The critical approach presupposes a finished translation. There is a difference between

literary criticism of translations and translation criticism. The first focuses on the literary
or textual qualities of the work as it exists in translation. The translation is judged on its
own merits as a target language text. Translation criticism, on the other hand, appraises
the text as a translation.
To this can be added critical study of translation theories, such as they have been
formulated. Here it has to be said that not many translation theories exist, as most
publications in this field actually contain methods for translating. Vazquez Ayoras’s
famous treaty of 1977 does not contain a theory of translation but a listing of skills and
the names of tricks used by translators to overcome linguistic difficulties in translation.
Just like Vazquez Ayora, the publications mix theory and practice.
The reason for translating more and«more is that we are now aware that our neighbours
talk and think in a different way from ourselves. What we have to understand is that all
texts are in a way translations; each text is unique but at the same time it is already a
translation: first from a non-verbal world and then because each sign and each phrase is
a translation of another sign and another phrase.
Z2.2:1, FRAMES
This is the basis for Neubert’s (1992) idea of ‘frames’. The description of grammar and
lexicon needs a description of the cognitive and interactional ‘frames’ in terms of which

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the language user interprets his environment, formulates his own message, understands
the messages of others and accumulates or creates an internal mode! of his world.
There must be a bargaining and negotiation between different language systems.
Frames are often criteria-based reference frames. To understand the words uncle and
aunt a reference frame for criterially-based kinship systems is necessary. Scientific
translation would not be possible without the understanding of the criteria bases for
_ terminologies.
2
2.3. TRANSLATION THEORY TODAY
Present-day translation theory is mainly concerned with translation criticism, but it goes
one step further. The comparison of SL and TL versions and the finding of mistakes,
howlers and even simple variations that do not agree with the researcher's taste. There
are some questions that are often asked:
1. What do we want to preserve in a target text of what is in the source text?
2. Do all “foreign” values disappear?
3. Is everything of value bound to its linguistic form?
4. Can information content be separated from linguistic and textual form?
To answer these questions an interdisciplinary approach has to be taken. Question 1

has to do with the existence of overt and covert translations, question 2 with cultural
approaches, intercultural communication and values, questions 3 and 4 with
pragmatics.
2.3.4. OVERT VS. COVERT TRANSLATION
According to House 1981, covert translation takes place when the translation is not
marked-as a translated text of a source text but
may have been created in its own right. In overt ‘translation different cultural
presuppositions in the two language communities have to be taken into account.
(House 1977:196)

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Very clear examples of overt translation are the texts presented as examples in Unit 3:
The Cubanacdn booklet and the Corte /ng/és leaflet are present both as an original (or
some kind of basic text which to some extent is the origin of other versions) and a
translation. These kinds of texts are often presented without the original, and are then
examples of totally covert translations. It goes without saying that such versions should
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be appropriate (see 2.6.1) in the TL.
2.3.2. DO ALL FOREIGN VALUES DISAPPEAR IN TRANSLATION?
Socialisation brings with it a patterning of texts according to cultural conventions.

Textual knowledge is culture-bound. This is extremely relevant for literary translation
but it is also relevant when translating texts with an ideological charge. Journalistic
language is a case in point.
TASK 2.1
To show how translation has been used to tamper with the contents of a
Kas
source language text to bring about a certain behaviour in the TL readers, the
following extract from a recent message circulating on the Internet is presented
for your scrutiny. Read it and answer the questions below.
The text describes the harsh treatment received by Afghani women under the
reign of the Talibans. The receivers of the message are asked to sign the
following statement and send it to a certain address.
In signing this, we agree that the current treatment of women in Afghanistan is

completely unacceptable and deserves support and action by the people of the
United States and the U.S. Government and that the current situation overseas will
not be tolerated.
The translation into Spanish is asx follows:
Con mi firma confirmo,que considero e/ tratamiento de las mujeres en Afganistan

totalmente inaceptable y que estas mujeres necesitan el apoyo de todas /as
personas de buena voluntad y que /a situacién en que se encuentran no es
aceptable.
1. In what way do you think the text has been “tampered with” in translation?
2. What sort of behaviour is it hoped will be induced in the reader?

IEXPRO Keres)
2.3.3. PRAGMATICS _
eu
Not everything we wish to express is encoded in language: presupposition and

inference play a great role in retrieving utterance meaning. To create a TT which is
functionally equivalent to the ST, text type and register have to be carefully preserved.
Casey
There is a tendency to believe that the more scientifically oriented a text is, the-more
value-free it is. This is not true, as recent analyses of scientific discourse has shown.
2.3.3.1. Literary texts and specialist texts
Works of fiction and what has been called factual texts are supposedly different in
content and in form. In real life such a distinction is quite often very difficult to draw as
the rhetoric of fiction can be (and is) used in highly specialised publications. Octavio Paz
says that all translation is literary. Unless we transfer one word into another word and
do a not only literal but servile transfer, which is not a translation but a string of words
“Nn
to understand what the original words say, we have to produce a transformation. In this
transformation there are two operations that are present in all types. of language:
metonymy and metaphor, the-first being an-indirect description.and the.second one, a
verbal equation. One way of ‘distinguishing fiction and non-fiction is the amount of
information packed into a certain stretch of discourse - non-fiction is supposed to have
high information-density. But if we consider the amount of information packed into a
poem, this distinction does not hold.
Texts that reflect the unique expertise of specific authors, and also special purposes in
their textual organisation, such as scientific texts, legal documents, commercial
transactions, and technical manuals present a different range of difficulties, with strict -
and highly predictable- norms of presentation and register.
The intelligibility of connected discourse depends on the breadth of mutual knowledge

and is continually expanded by the creation of associative ties between items in the
sequential flow of the text. New information is embedded in a matrix of old and
previously shared information. In specialised texts there is a high degree of mutual
knowledge and shared information, which distinguish them from what is normally
termed literary language. :
Texts normally create interest by their information content and not by their textual!
appearance. The target community is interested in what the texts contain. It is the
adherence of the text to the textual conventions of the cultural community that allows
a text consumer to receive the contents of the text without being misled by the
package it has arrived in. Adherence to textual convention imparts a characteristic
TEACHING ENGLISH THROUGH TRANSLATION a5

IEXPRO
“Guy
Nest
textual profile to the text. There are features, linguistic markers etc. that allow a user to
Sie
identify a specific textual profile. A user is not consciously aware of textual profiles and
the set of expectations that he or she brings to a text. These expectations emerge into
Nay
consciousness only in their violation. It is when such violation occurs that we intuitively
think that a certain phrase “doesn't sound right”. When this occurs the translation
“tesa
might be adequate (i.e. correspond to the SL text in terms of “fidelity”) but not
appropriate (i.e. not adapted to TL textual and cultural conventions).
2.4. THE TRANSLATOR’S COMPETENCE
The competence of the translator is not just knowledge of the two language systems,
but also communicative knowledge. Communicative knowledge is knowing how to use
language in a specific situation of interaction between human beings. Translation
competence is the sum total of what a translator needs to know, and needs to know
how to do, in order to translate.
A common mistake is to believe that any person with linguistic competence in two
language can translate automatically. This is not true for all biennials, even if many
excellent translators and interpreters are balanced bilinguals. The competence of a
language mediator is quite different from the competence of a normal bilingual.
Translation is not a mere cognitive bridge between two competencies. Bilinguals, as a
rule, make use of their linguistic competencies only when appropriate communication
situations arise and very often do not transfer from one language into another.
Saou
Translating and interpreting require specialist knowledge and certain skills that are in no
way innate- they have to be learnt. It has to be pointed out that it is not sufficient to
master the languages in question (SL Source Language and TL Target Language). Two
cultural systems also have to be dominated.
©
2.5. APPENDICES
September 1993.

IEXPRO
~ 2,6. READINGS
Nee
ere
[1] READING 2.1: “A Gift of Tongues” in The Economist, 18 October 1997.

Sas
2.7. SUGGESTIONS FOR FURTHER READING

a
[1] GENTZLER, —E. (1993): Contemporary Translation Stitdies. London:__

Routledge.
[2] HATIM, B. & MASON, |. (1990): Discourse and the ‘Trans/ator. London:
Longman.
TEACHING ENGLISH THROUGH TRANSLATION aT’

IEXPRO
cid
ee
Chapter 3
TEACHING TRANSLATION
Teaching translation, which is usually done under the auspices of University Translation
and Interpreting degrees, has become increasingly popular in Europe as jobs have been
created for translating and interpreting within the EU. There is also increasing
awareness of the importance of the different modes of translating and interpreting, of
which the best known, literary translation, occupies only a tiny slot. The preparation of
future professionals includes intensive work with languages, which has clear
implications for insights into foreign language teaching and learning.
3.1. TEACHING FUTURE PROFESSIONALS
Translation and Interpreting Degrees have been created recently in many Spanish and
Latin American universities. There is also a large number of Masters courses and other
postgraduate studies offering specialisation to those who have a’BA - mostly in
Philology or Applied Linguistics but also in many other fields, including Law, Sociology
and Economics. to name but a few. The study of Translation and Interpreting has as its
goal the use of language as a tool in a future professional activity and the component of
reflection on language present in the classical “filologia” degree courses is absent from
it. Translators
need to focus on the practical aspects of total proficiency in their source
language andin their target language together with the techniques used in translation.
For interpreters, interpreting skills have to be acquired before entering professional
activities.

IEXPRO
It is true that proficiency in the foreign language is absolutely necessary for translating,
but it is no less true that excellent command of the translator’s mother tongue (or first
language) is even more important. One of the problems faced in most university
transiation degrees is the deficient command of the students’ own language. The Head
of the Zurich School of Translation and Interpreting says:
Great stress is laid on improving foreign language proficiency, but excellence in the
mother-tongue - the trans/ator’s target language - is, quite wrongly, taken for
granted.
and she goes on to say:
[Translation] requires intelligence, mental effort and linguistic skill; there can be no
substitute for a close knowledge of the subject matter of the Source Text, and a
careful examination and analysis of its contents. Second,... mastery of the Target
Language is a prerequisite. —_
(Dr. Rommel, as quoted in Hervey & Higgins 1992:1 and 18)
Sociocultural knowledge is extremely important in translating. More than translating

language, the translator is immersed in a kind of cultural transfer, which requires him/
her to be bicultural more than bilingual. Therefore, the absence in the translation-
interpreting degree course curricula of subjects dealing with issues of civilisation,
culture, politics and economy are a drawback for the preparation of future
professionals.
These issues are to a very large extent present in foreign language teaching and
learning: when English is introduced as a subject into schools, the young students are
supposed to have a good command of their mother-tongue. It has been noted, however,
that when students finishing secondary school sit their special examination for entry
into.a Translation and Interpreting degree course, their command of the foreign
language is acceptable as a basis for further tuition, but the level of practical use of
their mother tongue — Spanish - is in some cases appalling. Their ability to use varied
vocabulary and to recognise registers is limited, punctuation and spelling erratic,
collocations are wrongly used or mixed up. The students do not master.a simple
composition of a logical account oftevents, let alone a line of logical! argumentation. To
improve foreign language teaching, this issue has to be tackled first.
3.2. DIFFICULTIES WHEN TRANSLATING
What then are the major difficulties present in translation into a foreign language? (Note
that translators are supposed to translate into their mother-tongue but this is not the
case in real-life situations.) Here only three are listed, as Unit 4 deals with ‘the language-
based pitfalls, common to language learners and translators alike.

IEXPRO
wish
1. Lack of proficiency in the target language.

GP
The comparative and descriptive analysis of translation products shows that this is the
source of translation errors that are not readily apparent, as syntax and lexicon are
usually correct and the text makes sense.
ne
As an example, let’s look at Appendix 3.1. This is the booklet you will find on any lberia
flight in the paae a front of you. Ronda a “ ae a in Spanish and Leona by
which puts ‘demands on the translator, who cannot stray too far frat the original. Leal
closely at the texts and note the following:
a) the rendering of “en e/ aire” as “in the air” takes up the notion of “something is
in the air” = gossip, but the pun on “en e/ aire” = “volando” :=’airborn’
disappears in translation.
b) as an example of inadequate translation we can take the headlines: “A vue/tas

con Marilyn” has nothing to do with “Marilyn Revisited”, which makes a
British reader think of the novel by Evelyn Waugh and BBC film Brideshead
Revisited. Also “Nicolas cachas Cage”, where a kind of solution has been
found, as “Muscular Nicholas Cage’, keeps the k-k-k alliteration but changes
the register for “cachas”. “Por fin” in the sense of “at /ast” has been translated
with “finally”.
c) Note the appropriate translation of the snippets: no false word-for-word

“faithfulness” can be traced, fluent and easy-to-read English has been
produced. This is, however, not the case in all the features in Ronda /beria.
Appendix 3.2 reproduces the President's Address to travellers, a thoroughly
unreadable piece of writing in any language.
2. Lack of proficiency in the source language.
The most common example of blatantly inadequate and inappropriate translation are the
tourist folders printed all over the world.
We have a glaring exantple of this in Appendix 3.3. This is a leaflet printed in thousands
of copies, translated from Spanish into what is supposed to be English but quite clearly
produced by a non-native speaker. This is what a bad translator can do with a
smattering of English and a dictionary. The more you look at it, the more faults you will
find. Only the headlines will be commented on:
a) “Centro Comercial Compostela” becomes “Compostela Store”, not Shopping

Mall.
b) ‘The Complete Hyper’ would certainly be misunderstood by an English speaker,

who connects it with Aype.
TEACHING ENGLISH THROUGH TRANSLATION 2i

IEXPRO
‘Tiendas El Corte Inglés, Number One in Fashion’. \s “tiendas” too difficult to

translate?
There is a British flag (are no other nationalities welcome?) at the top, but
“Specialized” is American English spelling.
“The Comfort of Our Services”. “Comfort” in this environment is an insidious

false friend.
f) VAT Refund. Correct!
3. Lack of intercultural competence or sensitivity.
A text may show little awareness of the cultural context in which it is meant to be read.
Appendix 3.3 shows a translation of a leaflet for the Corte Inglés (a large Spanish
department store), where the reality of Spain, with its regional differences (in this case
between Galicia and Andalusia), is not carefully handled. In this appendix, apart from
the British flag, there is the offering of Andalusian handicraft, which is to say the least
insensitive, as the department store is located in one of the most emblematic Galician
cities.
3.3. APPENDICES
[1] APPENDIX 3.1: “En el aire” in Ronda Iberia, November 1998.

[2] APPENDIX 3.2: “Buen Viaje” in Ronda Iberia, September 1998.
[3] APPENDIX 3.3: El Corte Inglés leaflet.
oo TEACHING ENGLISH THROUGH TRANSLATION

IEXPRO
@
es
Chapter 4
TRANSLATION AS A
LANGUAGE TEACHING
TOOL
4.1. INTRODUCTION
“Translation is a skill (of interpretation and re-expression) based on knowledge (of

language and facts).” says Delisle (1988: 110). If one were to follow this to the letter,
one would have to be a proficient linguist with ample world-knowledge before even
attempting to translate. This would be the case of the professional translator. In the
language classroom, we will have to lower our expectations. In this unit, translation is
looked at from the point of view of learning a language, in the general foreign language
classroom, both at school and at university, not of how to become a professional
translator. Thus this unit is not about training students in the skill of translation, but
about the use of translation as additional tool to improve awareness of differences
existing between the two language systems (the L1 and the L2).
‘Stern (1992) distinguishes

between intralingual and crosslingual dimensions in language
teaching, translation
being the principal technique in the latter, which uses the L1 as a
reference system. However, crosslingual activities are not usually mentioned by most
‘writers on TEFL, with a few notable exceptions.

IEXPRO
i
TASK 4.1
Look at Appendix 4.1 which shows an activity from a beginner’s coursebook,

and answer the following questions:
. ls this activity an example of a crosslingual or an intralingual activity?

WN =
. What exactly is the aim of the activity?

. How is it different to more standard translation activities?
. Do you think it is effective? Why / Why not?
FB
. Specify a group of learners which you teach / have taught / would teach.
ao
Would this activity be suitable for them? Why / Why not?
L — _|
Se
Widdowson, in 1979, wrote against total proscription of translation as a teaching

technique:
! want to argue that translation... can be a very useful pedagogic device and indeed
in some circumstances... translation of a kind may provide the most effective means
of learning.
(1979:101)
The advantages according to Stern (1992:282) are that the underpinnings of

crosslingual activities can be found in psychological considerations and in contrastive
linguistics.
Summing up the advantages pointed to by the advocates of the use of translation in the
classroom, we can list the following:
1. Checking on accuracy:
When teachers wish to check the accuracy of learning, several resources may
be used: grammar questions, controlled and free use of the item, etc. One way
of checking is translation, and it is often the resource that is the least time-
consuming.
2. Awareness of contents and form:
Most language-bound
items will translate into the students’ mother-tongue. As
we have seen earlier in this module, translators are, or should be, aware that
translations can take a different or very different form. As Soars and Soars say,
By re-examining the target language in. the light of translation, students

develop a cognitive awareness of its form and function, and of its place within
the language system. Areas of potential confusion are confronted, thus

IEXPRO
drawing students’ attention to main problems. As they realise that forms do
not transfer, or that one language is richer, more precise, more logical, more
versatile at certain points than the other, their awareness of language
systems in general develops. 28
(Soars and Soars 1987:iv)
The fact that some items in one language take a different form in another is
something that both teachers and students know, but when teaching language
we very often behave as if equivalence at word-level actually existed (sse the
Glossary and section 2.2.1). It is, as a matter of fact, quite difficult to find
exacily synonymous lexical items is two different languages. An exercise in
translating could show students that a reformulation of language items is
necessary in order to find a suitable expression in the TL. # :
3. Cognitive/psychological reasons:
As soon as our students start learning to read and write awareness of language
as an object exists, more often than not in an unconscious way. When
confronted with a foreign language, some students translate consciously. Many
more do so sub-consciously. Translation is a means of confirming or refuting
hypotheses that the students may have formed about the TL.
This might sound like a return to the Grammar Translation Method, in a guise
validated by translation studies. It has to be said that translation is simply
another resource, to be used, sparingly, according to the criteria of the teacher. |
4.2. THE GRAMMAR-TRANSLATION METHOD
Translation as a tool for learning English has had a very bad reputation since the days of
the Grammar Translation Method. This method has been, described in the subject
Methodological Approaches. Textbooks based on this method were used until quite
recently —see, for example, Appendices 4.2 and 4.3, the former published in 1945 and
the latter in 1961. The fact that the International Phonetic Alphabet was created at the
end of the 19th century does not mean anything to the author of L Anglais Sans Peine,
whose idiosyncratic pronunciation rules were considered acceptable. The Teach
Yourself Series are still in use in slightly reformed versions. Note the phrases, such as
the dubiously useful “The cook has thirty-two dozen forks”.

IEXPRO
> 4.3. SOME RECENT APPROACHES TO TRANSLATING

IN THE CLASSROOM
2
> John and Liz Soars, authors of the phenomenally successful Headway series, reflect on,
and reject, the opinion that only the foreign language (L2) should be used in a language
3 learning class. This restrictive opinion is held by practitioners of the Direct Method: i.e.
L1 should not be used at all in L2 teaching as it will promote interference between the
2 two and is counter-productive. The Soars suggest that comparative discourse analysis,
5 via translation and the analysis of translation, will afford students a greater
o understanding of both their L2 and their L1. In their Headway series, however, they
= limit translation to only short sentences, and at the elementary to intermediate levels;
7 yet, even so, it is clear that they felt they had to justify themselves for that before the
3 EFL community!
3 The Soars (1991:5) argue that translation is a contentious issue in language teaching
today, seen as going back to the ‘bad old days’ of Grammar Translation and therefore
2- retrograde. They go on to say:
However, it could-also be argued that tran$lation, if, harnessed, potentially-a-very

powerful tool for language learni and; to. pretend that students
} language is perverse. If, by” ‘com ing L1-and. L2 language systems, the students’
insights‘into L2: are ‘furthered, so much the better.
\ (Soars & Soars 1991: 5; see also 1986: v)
The Soars in their introduction to the lower levels of their Headway series of textbooks
claim that translation is only one of the many ways of highlighting similarities or
differences between the mother tongue and L2. (1987: iv) In Headway Pre-
Intermediate, the translation of significant items of the target language of each unit is
formalised in the Language Review. See Appendix 4.4, where translation is seen as a
further checking of learning. There is no such invitation to translate in Headway Upper-
Intermediate Student’s Book, as the authors do not consider it as essential at the higher
level. e
The Soars believe that:
Translation can still be an extremely valuable exercise for the following reasons:
- Students can think they understand what an item means but in fact be wrong.
Translating it into their L1 shows this.
- Students’ cognitive awareness of English compared to their own language is

heightened.
26 . TEACHING ENGLISH THROUGH TRANSLATION

IEXPRO
Gey)ihe
- Many students no doubt translate either consciously or sub-consciously

anyway, and formalising this should ensure accuracy.
The [Headway Intermediate] Teacher’s Book provides examples of sentences for

translation if this is judged to be necessary and appropriate. They can be written on
“eer
the board for the students to trans/ate in pairs or in groups. This should not take too
long — about five minutes should be enough.
(Soars and Soars 1991:5, adapted)
The Soars give the advice that teachers should ensure that the students translate for
concept, not for form, but this is; in our view, quite difficult to achieve, unless we have
group of extremely concept-minded students to try this out with. 4,
TASK 4.2
Look again at the examples from Headway Pre-/ntermediate Language Review

sections in Appendix 4.4. Can you see any drawbacks to getting your students
to translate the sentences in the Language Review about the present perfect?
(You do not need to consider the Language Review for wil//).
Ifthesstiidénts
are to benefit “from ‘translation exercises,
the translation of longér
passages will‘havéto be attempte epending, of Course;-on student level of
attainment-and. the difficulty and intention of the:text/ In longer texts, students can
more fully analyse the expression of concepts in both languages, and will soon
appreciate that words and expressions do not always have automatic, standard,
‘dictionary’, equivalents.. They become aware of the differences and the similarities; the
traps and the bridges. Students will also become aware of the importance of coherence.
and cohesion, the appreciation of style and, therefore, meaning in context and co-text
and the different ways in which this is achieved in both languages. This is not possible
with decontextualised, short sentences. This idea was advocated by Alan Duff in 1989,
who proposes that brief and varied texts, rather than larger texts by individuals in
isolation should be used. Duff says that translation “invites speculation and discussion”
{1989:7), it develops accuracy, clarity and flexibility, and can be used to work through
particular L2 problems that learners are struggling with. Duff's book 7rans/ation gives
sound advice for the use of translation in language teaching, as is therefore highly
recommended reading. : —=
Most translation will be into L1, translation into L2 being possible only at higher, post-
First Certificate levels when
there is more L2 Sofa peters: At school, even pre-
university, this higher level is difficult to find.

IEXPRO
TASK 4.3
Look at the extracts from two recent coursebooks in Appendix 4.5. In what
ways are the approaches to translation similar? In what ways are they
different?
Note that both extracts use what-has been called “two-way translation”. That
is, text is translated from L2 to L1, then back to L2 again. What do you think
the advantages and disadvantages of this technique are?
4.4. STEPS TO TRANSLATION
4.4.1. © PREPARATORY EXERCISES
Useful as a prelude to the actual full translation of the text, another aspect that involves
translation, albeit mentally, is the L1 or L2 summary of an L2 text. These activities are
not actually translation in the sense of cross-lingual mediation, but what Stern
(1992:295) calls “interpretive treatment of texts”. The intention here is that the
students learn to become aware of whether or not they have captured the original
author’s intended meaning. In the classroom, this would involve L2 reading, L1 or L2
writing and L1 or L2 contrasting of ideas in pairs, groups or as a whole class.
Summary, translation and the comparison of translations therefore become

consciousness-raising activities in L2 acquisition. By encouraging students to observe
and analyse real Janguage for themselves, their ability to make sense of language and
understand its systems will be developed and, most importantly, the teacher is no
longer the sole infallible figure of reference but a co-participant.
©
What is meant, however, by real language?
According to Christine Klein-Braley,
. itis extremely important that the main focus of training is those texts which
could or would be trans/ated in real life, that students should be confronted with
authentic translation tasks. | call this the pounds / dollars / deutschmarks criterion.
Would someone be prepared to pay to have the text we are about to work on
translated? If the answer is no, then the text is not a genuine translation job. The
most important text types ruled out by this criterion are (1) literary texts and (2)
newspaper texts. : :
(Klein-Braley 1996: 24)

IEXPRO
Tig)
Evidently, this opinion is valid for a course preparing professional translators and/or
interpreters. However, it would be considered too restrictive for general L2 learners. !n
the L2 classroom, the teacher can make use of any real text so long,as it contains
YE et
points or material that will genuinely raise L1 and L2 awareness. This should not be
merely grammatical. The texts should also illustrate cultural differences, so as to
Sy
contribute to the widening of the students’ world knowledge, which, in turn, will equip
“Sep
them better, increasing their confidence and their competence for future translations.
The length c*-the texts, as said before, should also be in accordance with the students’
level: texts which are too long and difficult will defeat the aim of the exercise.
Whe
io
4.4.2. PARALLEL TEXTS

ver =
Parallel texts exist, but are, as a rule, literary texts or extracts from literary texts. The
level of such texts is often too high for the majority of secondary school students. But
there are many different text-types that can be used, and it is not only for the teacher
to supply the texts: students should also be encouraged to bring to class any ‘bilingual’
material that, for example, their parents’ place of work may have issued (publicity,
Xhae
instructions, guides etc.). It would be especially interesting to bring both the original
and the translated versions. Students will normally analyse the L1 version of an L2 text
or translate the L2 into L1 (see 3.2).
4.4.3. TRANSLATING L2-Li
The activities envisaged go from
- Using texts provided in textbooks, usually already prepared for didactic

purposes with glossaries, explanations etc.
- Determining register and learning how to use dictionaries, searching for

appropriate expressions that are adapted to a specific register.
- Translating into L1, by students or teacher, focusing on the use of linguistic

expressions in L2 in comparison with L1.
- Consecutive interpreting of an oral message uttered by a student by another

student. This is an advanced exercise in reformulation, which also enhances
concentration and memory.

IEXPRO
wes
“ay
4.4.4. TRANSLATING L1-L2

“uh
None
This type of translation was the one used in Grammar Translation, and those old enough
to remember how this was done shudder at the thought of sentences out of context
ed
made up in order to pack as many difficulties as possible into as small a space as

. possible. Therefore, inverse translation should not be attempted at the lower levels of
language instruction. :
More advanced learners could try their hand at L2.versions of L1. If, moreover, the
original text has already been translated officially somewhere else, or is, itself, a
translation of something already published (a tourist brochure or guide; an instruction
manual; a political speech etc.), then a comparison of those translations and the
students’ can also be made and discussed in the classroom.
An example of such a text is found in Appendix 4.6, the Cubanacan Beach Magazine,
which is a perfect example of parallel texts, where the Spanish original has been
adapted to the needs of the user: a tourist of any provenance, as a rule interested in
nothing more than having a good time. Such texts could be used for comparison of L1
and L2 versions, and also for back-translation, i.e. from English into Spanish. Another.
exercise is scanning of both versions, then translating L2-L1 or L1-L2 according to the
students’ level. Care will have to be exercised not to make this into a translation
criticism exercise, nor to have the students discuss grammar in their own language.
Great care will also have to be exercised in the case of certain tourist guides circulating
at the moment. As Appendix 3.3 showed us, for example, the fact that these are
parallel text assures neither adequacy nor appropriateness. Somewhat tongue in cheek
we would suggest that the students could helpfully present their version to the local
authorities to replace the original, and the same goes for a good deal of company and
other publications! Not only would this encourage the students, it would also show
them that translation is an important aspect of real life after study and not just an
academic subject. .
4.5. TEXTUAL FEATURES: A LIST OF TRAPS AND |

PITFALLS aes
Among the many textual features of possible interest could be the following, most of
which are on a list published by the Institute of Linguists in London. To illustrate some
of the items, reference is made to teaching material found in a variety of publications.
The items are not in order of importance, as each text will have different combinations

IEXPRO
“igylog
and, hopefully, hardly any text will contain them all, but they. would all merit a note
during the process:
A
Very long sentences that cannot be split easily because of apposition,

parenthesis, relative clauses etc.
“hase
Sentences’ without a main clause.

‘Boy
Technical terms. Often, terms from one discipline are not at ali the same in
Kw
another, frequently giving rise to ‘false friends’ or confusion ie g. the possible

meanings of ‘liberal’).
Ambiguity. Nuance. Other false friends.
Redundancy or repetition.
Register including stylistic devices or registers that do not exist in Lt,
Excessively sparse style that could benefit from amplification or insertion.
Metaphor, allusions, terms or phrases with unfamiliar connotations.
Idioms, colloquialisms, proverbs, sayings that do not have a_ standard

translation.
Humour, puns, irony etc.
Usage of words with meanings other than those given in dictionaries.
Neologisms.
L1 words that appear in the L2 text (often without the original L1 meaning, e.g.
un smoking is not an English smoking jacket but a dinner jacket or DJ, a
perversion brought in, like so many, through original French misuse. Un parking
= a car park etc.).
Other non-L2 words’.
Untranslatable’ terms whose use L2 culture specific. (There is a way to

translate practically everything, but the scope of re-formulation widens
according to the difficulty in finding adequate solutions).
Names of organisations and acronyms.
Other abbreviations.
Personal titles, ranks and forms of address.
Currency values and other measurements in both formal and colloquial terms.
(Should all references now be converted to Euros by the student, e.g. £2.00
(~Euro 0.36?) The difference between decimal points or commas and points or
commas for. thousands etc.).
TEACHING ENGLISH THROUGH TRANSLATION Sa

IEXPRO
©
&
- Quotations from L2 (or other) authors/speakers.

&
- Text layout and print conventions. Differences in punctuation etc.

@
- Cohesion and coherence.
- Other paralinguistic features, differences and similarities.
(List adapted from Institute of Linguists, 1989: 6)

a
4.6. PROCESS VERSUS PRODUCT

a
Wes |
J
It is not the product (the final translation) that is important but the whole process. It is,
So
therefore, a worthwhile exercise for the students to make notes on the above-
mentioned points, and others arising, during their individual reading and summary/
translation processes. These notes not only help the students and teacher to analyse
process, progress and particular difficulties together, either one-to-one or in groups, but
can also be used as a basis for in-class discussion after the exercise has been
completed.
lt used to be the case that, after correcting the translations handed in, the teacher
would hand out a ‘Fair Copy’ of the translation, i.e. what was considered to be the
definitive version against which all others should be compared. This is negative for a
number of reasons. :
Firstly, the students will always feel that they have failed if their copy is not identical.
Secondly, it gives the impression that there is only one, totally correct foolproof
translation. Thirdly, because the teacher of L2 is not normally a native speaker, the fair
copy is often stilted, unnatural, possibly hyper-correct. The only advantage of a fair
copy is that it can be used for contrast if not considered infallible.
The correction or post-correction stage is an ideal opportunity for further contrast

between different versions of summary or translation. Along with the notes taken
during the individual processes, the students should be encouraged to write-up a
consensus version,
in pairs or groups or as a class, or in that order — always in the full
knowledge that there is no such thing as a 100% perfect, infallible translation.
The translation class is also the ideal opportunity for students to learn good dictionary
skills. As they become more advanced and confident, students should be weaned off
the bilingual and encouraged to use the monolingual dictionaries. The use of dictionaries
and other works of reference must be encouraged at all times. They are the natural
tools of the trade and will be vital in the students’ future profession as more and more

IEXPRO
‘e3
companies contract only those who have language skills (to the chagrin of the
‘ex
professional translators!). Educators, both at school and university, are supposed to be

contributing,
to their students’ preparation for the future, so the sooner the latter
4:
ay
fis:
become confident with their tools, the better.
In professional translating, the meaning of the source text (ST) must be fully
understood before translating. In the classroom this cannot always be achieved because
of the linguistic level of the students. The whole point of translation in the L2 learning
process is tz-contribute to the students’ ever greater grasp of the L2 language and
culture and an ever greater awareness of their own language and culture, too. In the
evolving European Union, this is a vital aspect of the students’ futur, for it is in this
multi-cultural, multi-lingual society that they will live and work.
4.7. CONCLUSION
4.8. APPENDICES
Nee
[1] APPENDIX 4.1: A translation activity from SBeginner’s Choice, S.

Mohammed apd R. Acklam {1992), p. 60.
[2] APPENDIX 4.2: Extract from L’Anglais sans Peine (1945).
[3] APPENDIX 4.3: Extract from Teach Yourself Dutch (1961).
[4] APPENDIX 4.4: Two “Language Review” activities from Headway Pre-
Intermediate, _.Soars and J.Soars (1991), p. 51 and p. 67.
[5] APPENDIX 4.5: Two translation activities from Over to Us, S. Thornbury
and R. Palencia (1998), p. 22,’and from Language /n Use Pre-Intermediate
Self-study Workbook, A. Doff and C. Jones (1991), p. 72.
[6] APPENDIX’4.6: Extract from Cubanacadn Beach Magazine, July 1995.

IEXPRO
4.9. SUGGESTIONS FOR FURTHER READING
{1] DUFF, A. (1989): Translation. Oxford: Oxford University Press.
[2] LONSDALE, A. B. (1996): Teaching Translation from Spanish to English.

Ottawa: University of Ottawa Press.

IEXPRO
rg ‘ é
b eB
; ossary‘i
e “4 ak
2 ADEQUACY/CALIDAD DE ADECUACION A LA LENGUA FUENTE

. Term by which a given tfanslation procedure can be judged-in terms of the
wv purpose of the translation (today preferred to the fuzzy expression “equivalence”
x between SL and TL and “faithfulness” to ST. ‘
¥ .
=" APPROPRIATENESS/CONVENIENCIA
“
* The suitability of language use to its context in the TL.
) COGNITIVE ENVIRONMENT/CONTEXTO CONGNITIVO

3 Term from Sperber and Wilson 1986. The set of assumptions, beliefs, knowledge
“og etc. shared and referred to by language users.
>
COLLOCATION/COLOCACION
; The tendency of certain. words to co-occur regularly in a given language.
COMMUNICATIVE KNOWLEDGE/CONOCIMIENTO COMUNICATIVO

The knowledge of how language is used in a specific situation of interaction
between human beings. Translation competence is the sum total of what a
translator needs to know, and needs to know how to do, in order to translate.
COMPREHENSION/COMPRENSION DE LA LENGUA FUENTE

First step in the translation process, when the translator makes sense of a
sequence of sounds or graphic symbols.
CONNOTATION/CONNOTACION
Additional meanings that a lexical item acquires beyond the primary, denotational
\ meaning.
CONTEXT/CONTEXTO
“| The extratextual environment that exerts a determining influence on the language
“ used.
CO-TEXT/CO-TEXTO
The intratextual environment where an expression occurs.
}

IEXPRO
DENOTATION/DENOTACION .
The primary meaning of a lexical item, with reference to its representation in the
real world.
DIRECT TRANSLATION/TRADUCCION DIRECTA

Translation form the translators’ BL into their AL. The reverse is today called
“translation into the second language” (cpr “inverse”). .
EQuIVALENCE/EQUIVALENCIA
The correspondence in form and meaning between an item in SL and TL. True
equivalence above the lexical level is seldom found.
FUNCTIONAL TRANSLATION/TRADUCCION FUNCIONAL

A translation adapted to its function in the TL, i.e the use addressees are
supposed to make of it.
INVERSE TRANSLATION/TRADUCCION INVERSA

Translation from the translators’ Al to their BL.
REFERENTIALITY/REFERENCIA
In the logic of language, the correspondence between a word and the object it
denotes in the real world. It is dependent on text-type and the target of the
translation.
RELEVANCE/RELEVANCIA
In pragmatics, the aspects whereby interlocutors relate their utterances to the
current situation. Also, the degree of effort the addressee is prepared to spend in
order to make sense of an utterance.
SKoPos/SKOPOS, PROPOSITO
Term used by a German school of translation to denote the purpose for which a
text is translated.
TRANSLATION COMPETENCE/COMPETENCIA TRADUCTORA

It is the sum total of what a translator needs to know, and needs to know how to
do, in order to translate.
UsAGE/USO (EN EL SENTIO GRAMATICAL DE LA EXPRESION)

_ The meaning of a linguistic term in terms of its denotation within the linguistic
system. ,
Use/USO (EN EL SENTIDO DEL USO GEOGRAFICO O DIALECTO, TEMPORAL 0 SOCIAL QUE HACEN
LOS HABLANTES DE UNA LENGUA)
Aspects of language variation relating to what a user is doing with language.

IEXPRO
Abbreviations
‘AL: “A” Language on translation degree courses (native language) <
BL: “B” Language on translation degree courses {active foreign language}
DTS: Descriptive Translation Studies
SL: Source Language , \
» ST: Source Text / i
TAP: Think-Aloud Protocol : |
TL: Target Language
TT: Target Text |

|
if
|
‘|
|i
‘
i
|
fi
at |
6 A
TEACHING ENGLISH THROUGH TRANSLATION Sy |

IEXPRO
r a p Ay ‘
sIDIIOG
[1] BLOOMFIELD, L. (1933): Language. London: George, Allen & Unwin.

[2] CATFORD, do Gy 965): A Linguistic Theory of Translation. ‘London: Oxford
‘ University Press. j
iy
[3] CHEREL, A. (1945): L’Anglais sans Peine. Paris: Ets Busson. Al |
[4] DELISLE, J. (1988): Translation: an interpretive approach. Ottawa: |
University of Ottawa Press. ti

[5] DOFF, A & JONES, C. (1991): Language in Use Pre-intermediate Self-study ny
Workbook. Cambridge: Cambridge University Press. |
[6] DUFF, A. (1989): Trans/ation. Oxford: Oxford University Press. {
|
[7] EVEN-ZOHAR, I. (1990): “Polysystem Studies”. Poetics Today 2:4 (Summer- I
Autumn). Tel Aviv: The Porter Institute.
[8] GARCIA YEBRA, V. (1984): Teoria y préctica de Ia traduccién. Madrid:
Gredos (I & Il).
[9] GENTZLER, E. (1993): Contemporary Trans/ation Studies. London:
Routledge.
[10] HERVEY, S.& HIGGINS, |. (1992): Thinking Transiation. London: Routledge. if
{11] HOLMES, JAMES S. (1988): Trans/lated!: Papers on Literary Translation and
Translation Studies. Amsterdam: Rodopi.
[12] HOUSE, J. (1977): A Model for Translation Quality Assessment. Tiibingen:
Gunther Narr.
[13] INSTITUTE OF LINGUISTS EDUCATIONAL TRUST (1989). “Diploma in |

Translation: Syllabus and Advice to Candidates”. London: Institute of f
Linguists. «
{14] KLEIN-BRALEY, C. (1996): ‘Teaching translation, a brief for the future’ in

Higgins & Sewell (eds.).
{15] KLEIN-BRALEY, C. (1996): Teaching Translation in Universities. Present and i
Future Perspectives. London: AFLS & CILT.: i
[16] KOOLHOVEN, H. (1961): Teach yourself Dutch. London: The English
Universities Press Ltd.

IEXPRO
[17] LOERSCHER, W. (1991): “Translation Performance, Translation Process,

and Translation Strategies”. A Psycholinguistic Investigation. Tibingen:
GUnther Narr.
[18] LONSDALE, A. B. (1996): Teaching Translation from Spanish to English.
Ottawa: University of Ottawa Press.
{19} MOHAMED, S. & ACKLAM, R. (1992): Beginner’s Choice. Harlow, Essex:
Longman.
{20] NEUBERT, A. & SHREVE, G. (1992): Transiation as Text. Kent US: Kent
State UP.
{21} NIDA, E. A. & TABER, C. (1969): The Theory and Practice of Translation.
Leiden: Brill.
[22] O’DELL, F. (1997): English Panorama 1. Cambridge: Cambridge University
Press. .
{23] PAZ, O. (1990): Traduccion: literatura y literalidad, Barcelona: Tusquets.
[24] QUINE, W. (1960): Word and Object. Cambridge, MA: MIT Press.
{25} SOARS, J. & SOARS, L. (1986): Headway Intermediate Teacher’s Book.
Oxford: Oxford University Press.
{26] SOARS, J. & SOARS, L. (1987): Headway Upper-intermediate Teacher’s
Book. Oxford: Oxford University Press.
[27] SOARS, J. & SOARS, L. (1991): Headway Pre-intermediate Teacher’s Book.
Oxford: Oxford University Press.
[28] STERN, H. H. (1992): /ssues and Options in Language Teaching. Oxford:
Oxford University Press.
[29] THORNBURY, S. & PALENCIA, R. (1998): Over to Us. Harlow, Essex:
Longman.
[30] TOURY, G. (1995): Descriptive Translation Studies and beyond. Amsterdam:
John Benjamins.
[31] VAZQUEZ-AYORA, G. (1977): Introduccion a la Traductologia. Washington,
D.C.: Georgetown University Press.
[32] VENUTI, L. (1995): The Translator’s Invisibility. London: Routledge.
[33] VINAY, J. P. & DARBELNET, J. (1976): Stylistique comparée du francais et
de l'anglais; méthode de traduction. Paris: Didier.
[34] WANDRUSZKA, M. (1969): Sprachen - vergleichbar und unvergleichbar.

Munchen: Piper.
[35] WILSS, W. (1996): Knowledge and Skills in Translator Behaviour.

Amsterdam: John Benjamins.
[36] WIDDOWSON, H. (1972): Explorations in Applied Linguistics. Oxford: Oxford

University Press.

IEXPRO
LIST OF APPENDICES |
Appendix 2.1:
' - A computer translated text.
Appendix 3:1:
- “En el aire” in Ronda Iberia.
Appendix 3.2:
“Buen Viaje” in Ronda /beria.
Appendix 3.3:
- El Corte Inglés leaflet.
Appendix 4.1:
- A translation activity from Beginner’s Choice, S. Mohammed and R. Acklam

(1992).
Appendix 4.2:
- Extract from L’Anglais sans Peine (1945).
Appendix 4,3: |
- Extract from Teach Yourself Dutch (1961).
Appendix 4.4:
- Two “Language, Review” activities from Headway Pre-intermediate, L. Soars

and J. Soars (1991), p. 51 and p. 67.
Appendix 4,5:
- Two translation activities from Over to Us, S.Thornbury and R. Palencia
(1998), p. 22, and from Language In Use Pre-intermediate Self-study
Workbook, A. Doff and C. Jones (1991), p. 72.
Appendix 4.6:
- Extract from Cubanacén Beach Magazine.
TEACHING ENGLISH THROUGH TRANSLATION 4i

IEXPRO
APPENDIX 2.1
A computer translated text
REGISTER TO VOTE : |
LAST DAY TO REGISTERTO VOTE FOR THE |
GENERAL ELECTION IS OCTOBER 4, 1993
Qualified citizens wno desire to register io voie for ihe forthcoming General dec- if
. if
iion may ca so at the following locations:
The Offices of the MIDOLESEX COUNTY BOARD OF ELECTIONS, 3133 Sicie Si., 7ih
Floor, Ferih Amboy, N.J. and the ADMINISTRATION” BLDG., 2nd Ficor, Kennedy
Square, New Brunswick, N.J., MONDAY through FRIDAY, 8:30 a.m. 10 4:15 O.m.
The Oijices.of the MUNICIPAL CLERKS, MONDAY ihrouGih FRIDAY 9:00 c.m. io 5:00
p.m.
Also, for the convenience of ins voter, the Orices of ihe ELECTION BOARD wiltb¢ i
}
open evenings from 4:00 p.m. io 9:00 p.m. on SEPTEMBER 27ih, 28ih, 2¢in & $Cin
as weil as FRIDAY, OCTOSER 1si and MONDAY, OCIOSER 4ih, 1993. |
Tne MUNICIPAL CLERK'S OFFICE in the fcllowing municicaliies will be ocen irom !
4:00 p.m. to 9:00 p.m. SEPTEMBER 30th, OCTOBER Ist & 4th, 1993.
CARTERET "METUCHEN OLD 8RIDGE SOUTH ere ag
EAST SRUNSWICK = MIDDLESEX PERTH AMBOY = SOUTH PLAINFIE
EDISON NEW BRUNSWICK PISCATAWAY SOQUTR RE ;
HIGHLAND PARK NORTH 8RUNSWICK SAYREVILLE WOODERIDGE
The MUNICIPAL CLERK'S OFFICE in the joliowing municicciiies will be coen 4:00
p.m. 70 9:00 p.m. on OCTOBER 4, 1993,
CRANEURY JAMESBURG PLAINS2ORO He
» DUNELLEN MILLTOWN SOUTH AMBOY He
HeELMETIA MONROE SPOTSWOOD We
5 ae *
REGISTER BY MAIL |
Anyons wishing io regisier io vore by mail Mcy request i mail regisirciion icms itom
ine Middlesex County Socid of Elections, in wiiiing or by calling 4 £49-0516 of
745-3471.
VOTING REQUIREMENTS
To qualify 10 vote‘in Middlesex Couniy, a person must be 18 years of ccs oF over,
a Citizen of the Uniied Sicies, a resident of the Sicie of New Jersey cnd oF
Middlesex Couniy at leest thirty (30) days on or before Election Day.
TRANSFER OF REGISTRATION !
A voier who Is regisierec io vote in one eleciion Cisuict end who ncs moved ic
cnother tesidence in Middlesex Couniy, must transfer his regisiraiion io his new
oa by the date of ihe close_of regisiation in_orderio be sliciole io. VGIE Gi
he next election. This is cccomplished by informing the Commissiones. of Reaisix
fion, in wiiling. Such nojice musi be signed by ecch voiar. Changs | o1 resicence
carcs con be abdicined ai ihe Offices of ihe 30crd of Elections cnd ihe Crices ci
ine Municiosl Clerks.
*,. * * MIDDLESEX COUNTY BOARD OF ELECTIONS * * *

IEXPRO
REGISTRA A VOTAR
FINAL DIA PARA REGISTRAR A VOTAR PARA LA
ELECCION GENERAL ES OCTUBRE 4, 1993
Los ciudadnos califcados quien desean registrar a votar para el futuro Eleccién
General pueden hacer fan en Ias ubicaciones siguientes:
‘Las Oficinos de LA JUNTA DE ELECIONES MIDOLESEX, 313 State Si., siete piso, Perih
Amboy, N.J. y el EDIFICIO DE ADMINISTRACION, segundo piso, Kennedy Square,
New Brunswick, N.J. LUNES medionfe VIERNES 8:30 a.m. a 4:]5 p.m.
Las Oficinas del PEPENDIENTE del MIDDLESEX, LUNES medicnhte VIERNES 9:00 a.m. °
0 §:00 p.m.
También para ja conueniencia del voiante, las Oficines de la JUNTA DE ELEC-
CION sera abierto tardes desde 4:00 p.m. a 9:00 pm en SEPTIEMBRE veinte sieie,
veinie ocho, veinte neuve y treinta asi como también WIERNES, OCTUBRE primero
y LUNES, OCTUBRE Cuatro, 1993,
La OFFICINA DE DEPENDIENTE DE MIDDLESEX en los municipios siguientes sera
abierio desde 4:00 p.m. co 9:00 p.m. SEPTIEMBRE TREINTA, OCTUBRE PRIMERO y
CUATRO, 1993.
CARTERET METUCHEN OLD BRIDGE SOUTH BRUNSWICK
EAST BRUNSWICK = MIDDLESEX PERTH AMBOY SOUTH PLAINFIELD
EDISON NEW BRUNSWICK PISCATAWAY SOUTH RIVER
HIGHLAND PARK NORTH BRUNSWICK SAYREVILLE WOODBRIDGE
La OFFICINA DE DEPENDIENTE DE MIDDLESEX en las municipios siguientes sera
abierlo desde 4:00 p.m. a 9:00 p.m. en OCTUBRE CUATRO, 1993.
CRANBURY JAMESBURG PLAINSBORO
DUNELLEN MILLIOWN SOUTH AMBOY
HELMETTA MONROE SPOTSWCOD
* * * *
REGISTRA POR CORREO

Aiguien deseando registrar a votar por coreo puede pedir regisiracién del correo
formularios desde Junto dei ElecciOnes Condado de Middlesex, por escrito o por
llamado 442-0510 0 745-3471. 4
LOS REQUERMIENTOS VOTADORES

Pare qualiticar a votar en Condado de Middlesex, una persona debe ser 18 anos
Ge edad o sobre, un Ciudadano de los Esiados Unidos, un iesidente del Estadio
de New Jersey, y el Condado de Middlesex por lo menos ieinia (30) dids en o
anies de EI Dia de Heccidén.
TRASLADO DE REGISTRACION
Un voianie se regisita para votar en uno eleccidn disititio y quien ha movido a
otra residencia en el Condado de Middlesex, debe transfetir su registracién a su
nueva discurso por la fecha del ciena de regisiiacidn a fin de ser elegible parca
votar en la proxima eleccién. Esté es realizada por informar el Commissioner de
RegistracioOn, pro escrito. Tal aviso debe ser fimado por cada voianie, Cambio
de las tarjetas de tesidencia pueden obtenerse en las Oficinas de la Junia de
Condado de Elecciénes de Dependiente Municipal.
* * * JUNTA DE CONDADO DE ELECCIONES DE MIDDLESEX * * *

STANLEY P. STAREGO, rrescente
de unta CATHERINE R. COLAPRICO, secrelata, Coinm. de Registrocion
ROBERT, J. LECKY, Ccomiscso ROBERT A. BROWN, cCeomisexio
From 7he Home News, 26 September 1993.
aA
TEACHING ENGLISH. THROUGH TRANSLATION
IEXPRO
Moe
. | APPENDIX 3.1.
“En el aire” in Ronda Iberia
en el ae
in the air
A youeltas Por fin

son Marilyn José Saramage re-
cogera de manos del
Un escritor norteamericano pu- rey Gustave de Suecia
blica una nueva investigacién el titulo que le acredita
acerca de la muerte de Marilyn como uno de los mas
Monroe hace treinta y seis afios 3 z indes escriteresde la
en la habitacién de un hotel. Don . istoria de {a literatura,
Wolfe ha investgado durontemes Marilyn revisited El autor, nacido en
de quince afios la vida de la. ac- An American writer has published o new Azinhaga (Portugal) en
riz para conocer los més nimios book chout the death of ociress Marilyn 1922, se convertira off-
detalles de su existencia, espe- ‘Monroe, which took place thiny-six years colmente en el primer
cialmente de cuanto acurrié en 990i G Calfemia hatel room, Den Wolfe escritor de lengua por- Finally
sus Gltimos dias. 6 Ha desbrozado- has been researching her life for more then
fifteen yeors ‘ini search of the smallest details,q luguesa que cbtiene el£' King Gustav of Sweden
coda. uniesigo calor dela
decumentas oficiales y ha locali-
PbSGaly Howe segecinghe inc dare
as . nt *
Eur, easles bres Pras Une,
premio Nobel de Li- «yi
edia ccurrida en la mad: do * on eye witness fo the rogedy that ocurred in de Saramago han su- José Saramago, bom
del 4 de ogasta de 1962. OU- the early hours of A August 1962. The bido en Jos listas de ven- in Azinhoga {Portugal} in
for asegura cportor pruebas de — cuthar says he has proof that Marilyn was ta, especiclmante sud 1922 and the first writer
que Marilyn fue asesinada. mur I + ima creacién literoria, in Portuguese to win the
Tecos los hombres, pu- prestigious award. Since
the cnnouncement, soles
blicods este mismo aro,
y las legendarias Me- ole fe ae
# mortal del convenioy es e, ‘gad
Nicolas 7tuchas’ Cage cfiodela muerte de Ri “biched at this ye
cardo Reis. En noviem- EH et oe
Nicolas
Cagees el acorquemésy tan Jason Petric [Speed Jy Ben Affleck bre se reeditora evan: Memorial del
mejor ha trabajedo sus mi en (Arggamedon}; también Leaman par: — gelio segin Jesucristo, and El ato de la muerte
gimnosio, segan la revista de culturis- -_ te de |a lista otros recenacidos mus- era uno de de Ricardo Reis. In
mo Flex, que le hace encabezer una —_culitos del cine, como Wesley Snipes, —_ los res que apa- November there will be o
lista de cctoros musculocos. Sequin los KurtRussel, Denzel Weshingtony Da- — redacholras afaccma new edition of Ef
entendides en misaulos, tras Cage es- _niel Day-Lewis. Sorprenden los au- — candidato al maximo} a7geio sequa
sencias de las paradigmatices Sylves- —_galordén que un esai- ae sacri aa
ter Stalone y Amold Schwarzeneger, for puede recibir en su ea c Hah he : 3
asi como la inclusién de Bred Pitt. correro, que por finle Pera yen erm
ha sido concedide con highest literary prize on
todo merecimiento.3§ author con aspire fo.
Musclar
Nicolas Cage z
Mucho sine
Nicolas Cage is the actor who
jas mast is muscles in les 25 salas y sus 9.200 butacas hen con-
vertide a Kinépalis Madrid en el complejo ci-
nemaotegréfica mas grande de Europa. Esta.
puts him at the Gecd of its iis! of Gudad del cine, que cuenta con restaurantes,
odors. As judgedby cofeterias y plozas de aparcomiento para
experts in the freid. ers-uo alter més de 3.200 vehicules, ha necesitado una in-
version de 5.400 millones de pesetas {40 mi-
RET
flones de délares} para su construccién.2

Shices, Aurt Russell,
7 3 . ~Denzei Wesninazon and Dcniet Plenty of film
wis, Surcrising By their With 25 differest projection rooms and a fetal
absence ere requiers such os of 9,200 sects, the Kinépolis Medrid is Europe's
Sicicne ona Amoid foot movie house, This veritoble “film city”
Schwarzenege:. ond —by his ich also has restauronts, coffee shops and a =
indiusion on the sist~ Brod Pit & cor pork for 3,200 vehides~ cast 40 million
dollars to build.
&
November 1998, p. 120.

IEXPRO
APPENDIX 3.2
“Buen Viaje” in Ronda Iberia
eon
BO N VOYAGE
entodas ya las bases de futuro tras nuestra in- eniretenimientos am-
corporacion dentro de una de las alianzas del plia y diversa.
sector de mas entided, en Iberia hemos aposta- i diente también
do por fortalecer nuestra posicién esiratégica en el mer- apredara ef impulsa
cado, Después de consolidar nuestra presencia en el dm- del nuevo producto
bito doméstica y europeo con la capacidad de produc- intercontinental en los
cién apertada por Avicoo y fos cauerces con Air Nosirum aspectos de servicio,
y Air Europa, nuestros esfuerzos se concentran ahora en impregnados por la
incementar nuestra presencia en el fargo radio. misma naturoleza de
Es suficiente con mirara fos principales compaiiies de personalizacién.
nuesiro entomo para canfirmar que estamos en lo cier- La gastronomia
Jo. La posicién estratégica de Iberia, en un entorno glo entroncord con el trax :
balizedo como en el que se encuentra el transporte o€- dicional prestigio de Iberia, potenciando los productos aso-
reo, viene en gran medida determinada por el peso del ciodas a la cocina mediterranea en Espaiia; y en le red, o
largo radia con respecto a su volumen total de actividad. los coracteristicas regionales de coda pais, siempre en un
ta comporacién de nuestro servicio con el de la com- contexto de cocina intemacienal. Las secuencias de servi-
petencia nos ha permitido concentramos en los segmen- . ciaa a estan siendo revisadas linea a linea, con el ob-
fos que suponen mds valor afiodido. De ahi que la ma- jetivo de coomodarlas a las necesidades fisiclégioas que,
yoria de las acciones sobre kas que estamos Irabajando horcrio y duracién del vuelo, el cliente requiera. .
vengan referidas a fa potenciocén de! servicio Gran Ga- Cada detalle esta siendo meticulosamente cuidado pa-
se y Business Class. ro que usted lenga un buen viaje.
El ospecto nudear de! nuevo products de largo radio
gira en tomo a la inversion de 7.000 millones de pese- Xabier de Irala
fas, que hemos dedicado a la mejora de los interiores de Presidente del Grupo iberia/ President of the Iberia Group
nuesiras flotas, &l disefio de las nuevas cabines de las
closes citedas Irata' de propiciar un ambiente acogedor coniirms that we are on the right Grenier comfart and space. There
y luminoso, elevando los niveles de confory cut track. Tha strategic pasition af will be wider personal screens
eleganies detulles todos los elementos estaticas. Los nue- Ibesia in such a gichalised field as for all seats in these nvo dasses,
vos asientos permiten al cliente disfrutor de mayor co- air iransport is lorgely thus giving passengers made-te-
modidad y espacio disponible. La generalizacién de pan- determined by the oropartion of measure leisure to enjoy the
feng houl travel with respect to most extensive and varied
tallas personales para todos fos osientos de Gran Clase the total volume af activity. By mavie, musical ond entertoinment
y Business Class le permitira ccupar su odo a su medida, comparing out service with that programmes. Cients wid alsa
disfrutando de una programacién de cine, misica y of rivals, we hove been able to eppreciate the thrust of the new
concentrate on thase segments intercontinental product in service
that offer greater added value. matters, inspired by the some
Thus the majority of projects en personalised touch,
aving leid down the shich we are working derive Gastronomy will be linked to
- Fe loundations for the from an extension oi services Iberio’s traditional prestige,
© offered in Gran Case and promating products assodated
future following
our indusion in one of the Business Cass. wilh JAeaiterronean cooking in
sector's most important alliances, The key aspect af the new Spain; in the rest of the network,
Iberia is opfing to strengthen its long haul product revoives the regioncl specialities of each
strategic position in the market. crovnd cn investment of 7,900 country wall be featured, clways
After consolidating aur presence million pesetas that we have within the context of
Ta the domestic and furopean earmarked for the improvement internationel cuisine. On boord
crea with the produgion copadty of the interiors of our fleets. The services ate being revised to
contributed by Aviaco, and design of cabins in these Iwo satisfy tha physiological needs af
fodowing agreements with Air dasses is aimed ot ptovidiag passengers us gresuil of time
Nostrem ond dir Europa, our bright ond cosy atmosphere, changes end duration of fights.
efforts cre now concentrated on increasing comfart levels end Toca detail is being
Soosting our presence aver tching core af cil cesthetic melicuiousty token cere of
longer Cistanes. A look at the slements with elegant touches. thot you coa eniay @ 5an
mein componies in the industry New seats wiil cive possenuers voyage.
ROMOA IGERA 7
September 1998, p. 7.

INSTITUTO DE ESTUDIOS PARA LA EXCELENCIA PROFESIONAL yr
Aria REECE EMTIA
$
IEXPRO lEXPRO
APPENDIX 3.3
El Corte Inglés ieaflets
>
Sn CET COMERCIAL COMPOSTELA. Se Cowposreta STORE o

sessmmal Fy Crvrno Dz Topas Sus Compras PeabsN Tie Store OF ALL Your SHOPPING -4
Conozca en Santiago, cn Ria do Restollal, 50, cl Centro Comercial Campostela. Be acquainted swith Compostela sture Jocated in Santiago, 50 Rua do Restollal It isa
Un Centro modero y vanguaruista que retine LSTCONY Tiendas E! Cortc Inglés. Disfrute modem and updated store featuring Hipercor and Tiendas H~Zorte Inglés. Enjoy anew
de una nucya forma de hacer sus compras comoda y ripida. comfortable and fast way of shopping. i
Hirercor Ec Hirer ComPtero. Hirercor, Te Comptete HyPer
Un nuevo concepto de Hipermercado.completo en Alimentacién, Moda, Hogary A new concept of Hypermarket with full supplies within food, fashion, house and leisure
Ocio, que oftece un amplio surtido de articulos con fa calidad mas exigente y fa garantia de fields, offering a wide assortment of articies with the most démanding quality and the gua-
las primeras marcas, y todo a unos precios interesantes. rantec of the first brands. Everything at very attractive prices.
Trenpas Et Corre Ineits. Ux Niaerc Uno En Mona. Tuennas Et Cone Incués, Numer One In Fastton
Mas de 9.000 m’ dedicados a la moda de Mujery de Hombre, Moda Joven c Infantil Over 9000 sqm dedicates to ladies, mea, young people and children’s fashion with all
con todos los Complementos para cada estilo. Conozca nuestras Boutiques intemacionales accessories for each style.
con lz mayor selecci6n, calidad y vanguardia en moda, Para la Mujer, Roberto Verino, Visit our International Boutiques providing the widest choice and best qualiry in updated
Georges Rech, Burberrys, Ralph Lauren, Oliver Strelli, Escada, Lasserre, Salvatore fashion. For ladies: Roberto Yerino, Georges Rech, Burberrys, Ralph Lauren, Oliver Sucli,
Ferragamo, Liz Claiborn, etc. Para el Hombre: Hugo Boss, Ermenegildo Zegna, Escada, Lasserre, Salvatore Ferragamo, Liz Claiborn, etc.
Faconaable, Burberrys, Pall Zilleri, Paul & Shark, Polo Ralph Lauren, etc. For men: Hugo Boss, ERmencgildo Zegna, Fagonnable, Burberrys, Pail Zillesi, Paul Shark, -
Polo Ralph Lauren, ete. v
Trenpas ESPECIALIZADAS.
Mas de 500.000 articulos para regalar. Somos especialistas en Discos, Deportes, SPECIALIZED STORES.
Perfumeria. Todopas su Hogar, muebles, Tapicerias, ropa de cama y de mesa con una More than 500.000 articles to offer. We ase specialize in records, sport goods, perfumes.
gran seleccién de boutiques, nacionales ¢ intemacionales en porcelana y cristal: Liadrd, Everything for your home: fumiture, upholstery, bed & table linen with wide choice of
lrabiz, Royal Doulton, Rosenthal Thomas, Villeroy Bosch, Baccarat, St Louis, Sevres, etc. both domestic and international boutiques for china and glassware: Lladrd, Irabia, Royal
Agencia de Viajes para clegir cualquier destino, Centro de Seguros, Optica 2000 y una gran Doulton, Rosenthal Thomas, Villeroy Bosch, Baccarat, St. Louis, Sevres, Etc. Travel Agency
variedad de productos tipicos de la Artesania Espafiola y Andaluza. to choose aes Insurance Center, Optica 2000 and a wide variery of typical
Spanish handcrafts, inluding Andalusian ones, = :
La Comopman De Nuestros Seavicios.
Pensados para hacer més faciles sus compras: Servicio Personalizado de Ventas, Tre Comrort OF Our Services
Servicio de Intérpretes, Cambio de moneda cztranjera, Restaurantes, Cafeterias, They are thought to make your shopping easier: Personalized Selling Service, Interpreter
Peluquerias, Revelado Rapido de Fotos, Tintoreria, Interflora, Prensa Nacional ¢ Service, Change, Restaurants, Cafeterias, Hair Dressers, Fast PhotoDex comets Dry
Internacional, Carta de Compra-un servicio que le evitara cargar con paquetes-, Cleaning, Interflora, Domestic and International Newspapers, Buying service avoir
Aparcamiento y todos ellos con un servicio profesional y esmerado, con un horario ding your carrying the packages-, parking and everything with professional and accurate
ininterrumpido de 102 22 horas. service, from 10 a.m. 10 10 p.m without Dreak.
E2SS=3 Un Nuno Uno En Mona. aol Nunper One In Fasttion.

E SH Conozca El Corte Inglés. La Primera Cadena de
Grandes Almacenes del pais, con Ja mayor seleccion, calidad 2-24 ie Get to know Ei Conte Inglés. Spain's Number
y vanguardia cn moda. Alta confeccidn en picl y ante, tejidos, One department store chain with the widest selection, finest
complementos y nuestras Boutiques Intemacionales. quality and latest fashions. High fashion in leather and suede,
fabrics, accessories, and our international Boutiques.
Tona Ciase De Recatos.
Mas de 300.000 articules para regalar distribuides A Wortp Or Girts.
en mas de 2(4) Departamentos. Y si desea tlegir un regalo Over 500.000 gift ems in more thaa 200 sections,
Upicy, escuja Anesania Espafiola, ampliamente representada And why not a dypical gift from our wide selection of Spanish
en i Corte Inglés: Guitarras, espadag toledanas, mantclerias, Handicrafts at El Cone Inglés: guitars, Toledo swords,
mantones, ceramica, etc. tablecloths, shawls, ceramiics, cic.
La Comopipan De Nuestros Servicios. Our Many Services.

Pensados para hacer mas ficiles sus compras: To make your visit most pleasant... Interpreters.
Servicio de intérpretes. Cambio de moneda extranjera.
Currency Exchange. Restaurants, Buffets, Cafeterias. Quick
Restaurantes, Buffets, Cafeterias, Envio ripido al hoted,
Peluquerias, Aparcamiento, Revelido rapido de fotos, Centra hotel delivery of your purchases, ITuirdresser’s, Parking,
~~ de Comunicaciones. La Carta de Compras, un servicio que le Quick photo developing, Communications Center, Shopper's
evitara Cargar con paquetes. Agencia de Viajes, para realizar Card for package-free shopping and one-stop payment oF
Cualquier reserva o elegir entre los mas variados destinos, ‘our purchases. Travel Agency for booking your hotels, trips,
programas, hoteles... Siempre con un servicio profesional y olidays... A kind and professional staff at your service.
esmerido.
TEACHING ENGLISH THROUGH TRANSLATION 4¢

INSTITUTO DE ESTUDIOS PARA LA EXCELENCIA PROFESIONAL Sera
IEXPRO
APPENDIX 4.1
F
A translation activity from Beginner’s Choice
{
0
‘ ie
i
x 1 wer these questions. .
Revises: ANEWE questions ' iH
Vocabulary: Countries + nationalities? 1 Where do you come from? Ve
languages; grammar words 2 What nationality are you? if
Grammar. Key verb: fo be: adjectives: . 3 What language do you speak? i
Wan: auxiliary de eh " 4
s > 2 the differences between English
mar and other languages. Is your
age similar to English?
f -aridther student about the differences
between your language and Engiish.
Scan ane
7 “ ie
In Arabic, we don’t generally”
use the verb to be in the \
present.
ARABIC: I Egyptian.
ENGLISH: I am Egyptian.
te
i!
“Tn Italian, the posses: ve
djective agrees with the noun
after it.
an - ITALIAN: Look at Maria and his
In Spanish, we use piural Z a father.
adjectives with plural nouns- ENGLISH: Look at Maria and
|}. SPANISH: The books are reds. “i her father,
"Be ENGLISH: The books are red.
_E Is your longuoge similer to.
S Spanish or English?.
oe In Portuguese, adjectives
generally go after the noun. "
PORTUGUESE: I like food French.
., ENGLISH: I like French food. F
In French, we don’t put is your tong

a/an before jobs. Portuguese
FRENCH: 1 am doctor.
ENGLISH: I am a doctor.
“In Greek, we use one prepositio

of place to say to, In or ot
GREEK: I put my books to my bag, -
— In German, we haven't got the went to work and sat to the table.
auxiliary verb do. ENGLISH: } put my books in my bag,
GERMAN: } speak not English. dy went to work and sat ot the tabi
ENGLISH: J do not speak English,
Is your language similar to
German of English?
S. Mohammed and R. Acklam (1992). Essex: Longman, p. 60.

PARA LA EXCEL ENCIA PROFESIONAL
INSTITUTO DE ESTUDIOS
IEXPRO
ae APPENDIX 4.2
Extract from L’Ang/ais sans Peine
21 twenty-one (audu’té oueune) s Sei iee (louéa’té tou} 22
8 -- Réellement, c’est trés

8 — Really, it is very kind (3) of you. aimahie a (de) vous. 3. — Comment Vout (sont) les Martin?
9 — How are the Martins? — They are well; — Ils yout bien; ils sont dans lent nouvelle maison dans la
ruc de la Gare (dans Gare rue). 40 — Quel numéro est-ce?
they are in thetr new house in Station Street. — Crest (le) numéro 7. 11 Men oncle a son bureau au (2)
10 — What number is it? — It is number numéro 3. 12 — J’ai un ami belge qui a aussi un bureau an
numéro 3. 18— Noire petit frére; un peu d’air; sur; ou; ott
seven.
11 — My uncle has his office at nusober three.
- : 12 — I have a Belgian friend who has also an
office at number three,
not ou pocket, ou dog, qui différe également du francais
13 — Our little brother; a litle (4) air; on: dogue.
or; where, (3) Langlais est formé principalement de mots d’origine
anglo-saxone et de mots d’origine Jaiine ott francaise, qui se
a Brfriige doublent parfois, avec cependant une petite nuance de sens.
5 ae
Ainsi: amiable (mith!) : aimable, agréable; kind: aima-
ble, serviable,
(A) Litile a deux seus : petit, et peu ou pew de. Prononcez
en
he trés sec et tle plus bref que ¢é, sans toutefois en faire
# comme dans allas, De méme dans fable le son bi est trés
court, sans étre pourtant fondu comme dans le francais fable.
Station Street: rue de la gare. Forme que nous rencon-

trerons souvent. Cest ainsi que “Les rues de Londres”
peut se dire : The streets of London ou The London streets.
8. ridlé -- yéré kain'd’ Gv —. — 9. haou oo 90

(fh) — miirtin’z -- ouell — vér nivd hhaouss — stée’sh’n
sirit’, — 10. houott neum’bé — séy’n. — Ll. eurkl haz —
office — neum’bé fri, — 12. have é beldjién’ frénnd hott Rappelons : Le signe & figure m a un peu “ écceurant”,
haz (les kh!) orlso an’ office —. — 13. aour littl & tras se rapprochant de é& — Dans thank you fhank est plus fort
bref) brive; air (ai plus Jong gues frangais) on’; or; que yor.
houére (71).
EXERCISE. — 1 How is your little sister? —

She is not seriously ill. — 2 Is'your uncle here? — No, EXERCICE. — 1 Comment va {es?) yotre petite sceur?:
he is at his office. — 3 Where is his office? —In our — Elle mest pas sérieusement oialade — 2 Votre oncle
est-i] ici? — Non, il est 2 son bureau. — 3 Ot est son
street, at number eight, — 4 Have you my book in bereau? — Dans notre rue au (4} numéro huit. — 4 Avez-
your pocket? — 5 No, here it is on the table, with yous mon livre dang yotre poche? — 5 Non, Je yoici sur Ja
your box of cigarettes, s table avec votre boite de cigarettes.
§4 LESSON
From A. Chérel (1945). Paris: Ets Busson, pp. 21-22.

INSTITUTO DE ESTUDIOS PARA LA EXCELENCIA PROFESIONAL fers
IEXPRO
APPENDIX 4.3
Extract from Teach Yourself Dutch
ee TRASH YEURSEEE DUTCH POSSESSIVE PRONOUNS 33

Numerals b. We were not at home. Were they at the’ office? j
84. veertig . 3 . 40 tachtig a j a 86 Had your uncle (any) houses? Were they mine? Is it
vijfiig . " - 50 megeniig . . + go yours or hers? Your brother is ii, but mine is not ill.
zestig . ‘ . 60 honderd, hondert . + Too John was at school. Give the girl her books, Here are \
zeventig c - 70 honderd twee : . 102 hers, and there are ours. Give my friend his book. Give ‘ i
econ en veerlig . 41 vter en zeventig , ~ 94 my friends their books. These forty-four spoons are mine. * i
hoee en vizflig » §2 honderd vijf en tachtig . 185 The cook has thirty-two dozen forks, She was not at the i
office. I am fifty, and my brother is forty-eight. Forty-
Veertig and vijftig are pronounced fe:rtex, isiftex; but
six glasses of milk and two cups of tea for forty-two children
when en precedes in numbers (and not otherwise), becomes
and two women.
vi: visren've:rtex, vier en veertig, 44. Zestig and zeventig
are always sestez and se-vantex, also when en precedes.
Honderd is neither preceded by ‘a’ nor followed by
‘and ', as in English.
85. Write in full, and pronounce: 15, 18Z, 22, 43, 54,
65, 76, 40, 50, 82, 179, 589, 972, 242, 835.
Vocabulary i
86. de broer bra droers -- _ brother{s} hi
het kantoor kon'toz kantoren office(s) 1
op kantoor at the office Li
het dozijn do'zein dozijnen dozen(s)
het theelepelije ‘te'lepalta tea-spoon hy
of of or :
Translate - i:
87a. Was U thuis? Neen) ik was op school. Vader j
was op kantoor. Mijn oom had tien huizen. Waren de tj
tien huijzen van haar? Neen, ze waren van hem. Had
ze twaalf lepels en vorken? Ja, en twee dozijn theele-
peltjes. De theelepeltjes waren niet van haar. Waar was,
zijn kantoor? In Rotterdam, roter'dam. Het mijne is in
Amsterdam, 'amstardam.!
+ Usual pronunciation amstar’dam, with the accent on the last ti
syllable. In this instance the stress shifts to the first syllable on Vy
account of the implied contrast with Rotterdam. j
From KOOLHOVEN, H. (1961). London: The English Universities Press Ltd., pp. 32-33.

TN ER NCATIC FRE RITEMTER
IEXPRO
APPENDIX 4.4 |
Two “Language Review” activities from Headway Pre-Intermediate
© Language review
Present Perfect
The Present Perfect relates past actions and states to the
Translate ah !
present.
I've been to the United States.
| went there in 1987.
Have you ever tried Indian food?
| live in the capital city of my country.
ve lived here all my life.
Here are two of its main uses: . i

1 It refers to an action in the past which is finished. Other uses of the Present Perfect are in Unit 14.
When the action happened is not important. The :
action has some present importance.
I've been to Scotland. (1 know ail about it.)
> Grammar reference: page 126.
Have you ever tried Indian food? (at any time in
your life up to now)" ,
2 Itrefers to an action or state which began in the past
and continues to the present.
I've had this book for three months. (1 still have it.)
How long have you worked here? (You still work
here.)
L. Soars & J. Soars (1991). Oxford: Oxford University Press, p. 51.
- © Language review Transtate
Will If itrains, Il stay at home.

In Unit 5, we saw that will can express a future intention
made at the moment of speaking. In this unit, we see What will you do if you have no more money?
that will can also express a future fact.
Translate Porat
lf you're late, | won’t wait for you.
Thousands of people will live in Aeropolis.
%
It won't be ready until 2015. ; }

7 > Time clauses with when and as soon as |
In the time clause, we use a present tense to talk about :
the future. (
First Conditional Translate
The First Conditional expresses a possible situation and V'll tell him the news when | see him.
its result,
| Hfitrains atthe weekend L.[ritstay
; at home. ]
_ As soon as! arrive, I’ti ring you.
= the condition
= possible and real
-
it i £
> Grammar reference: page 127. _
L. Soars & J. Soars (1991). Oxford: Oxford University Press, p. 67.

IEXPRO
APPENDIX 4.5
Two translation activities
too/enough
Use the texts on page 21 to complete these KR
sentences: .
1 There is dirty water.
2 Thereare_———s countries that make
money from whales.
3 There isn’t fertiliser.
4 There aren’t doctors.
What is the rule? Discuss with your
classmates.
Useful expressions
The poor are often hungry.
They don’t have enough to eat.
The homeless have to sleep in the streets. :
Refugees have to learn a new language. 4
Translate the sentences into your language.
Then close the book and iransiate the
sentences into English again.
From S.Thornbury & R. Palencia (1998). Harlow, Essex: Longman, p. 22.
TRANSLATION
Translate into your own language:
1 We've just had a baby. Ir was born
at three o’clock this morning. &
2 - What do you think of Budapest?

~I don’t know. I've never been there.
4 — Have you finished that book yet?

—No. I’ve only just started it.
Now cover up the left-hand side, and translate your sentences back into English.
From A. Doff & C. Jones (1991). Ottawa: University of Ottawa Press, p. 72.
TEACHING ENGLISH, THROUGH TRANSLATION 59

INSTITUTO DE ESTUDIOS PARA LA EXCELENCIA PROFESIONAL TV ESNEATIC HRERLEERTEA
IEXPRO
APPENDIX 4.6
Extract from Cubanacan Beach Magazine

?
Dear Readers:
Before you /s the first number of Cubanacan Beach

Magazine, 2 magazine made possidte thanks to the Santiago de Cuba
cooperation of MediaMar International AVY. with
Cubanacan, to give you the pledsure of enjoying Cuba Bols International, the taste of the exotic
“and our work, Bols international, el sabor de! exotismo
The Cudanacan Group for trade and tourism manages Hemingway Marina
more than 50 hotels and 7,300 rooms in the most
important tourisi resorts of Cuba. its 18 Companies Cuisine delights
constitute a complementary infrastructure backing Delicias en una buena mesa
tourism management with a system of transportation
that covers transfers, rent-a-cars and taxis, a chain of Havana, city of the world
world-famous restaurants offering traditional Cuban La Habana, una ciudad de} mundo
food and intermational cuisine; shops with national and
Lstemados lectores’ imported product of prestigious brands. Map of Cuba and some options
On the eve af the XV} Tourtum Convention in 1995, Mapa de Cuba y algunas opciones
Persentamos a ustedes eb prmes numero de Cubanacan
Brach Magazine, una revista que aparece gracias a ja hosted this year in the capital of Cubs {after several
yews of celebrating it in Varadero beach), 4 is the Do you want to know about Cuba?
cooperacs6n de Mediahtae Intemational A VY. con el
objective of this magazine to inform you of the activites De Cuba dquieres saber?
Gmpo Cubanac4n, para sv disirute y conocimiento
sobre Cuba y nuestro grupo of the Cubanacan Group within the captivating world of
tourism and aff the attractions Cuba has to offer. This Varadero from the air
Ti Geupe Cubanacdn de comercia y turismo cuenta con beautiful isfand of the Caribbean where Cubanacan Varadero desde el aire
mAs de 50 hotries y 7 300 habrtacianes an los enclaves * operates, offers you its nature, culture, history, tradition
furixticos mas smportantes de Cuba Sus 18 companlas and hasprality.
The most beautiful of all sunken
toninrman una infraesivuctura Complementaria que treasures
EI mas hello de los tesoros hundidos
aperya su gestion turistica con toda un sistema de We hope these pages shall increase your knowledge on
Vansparts que abarca operaciones de tansler, renta de the fargest of the Caribbean islands and its people. if A paradise In the Cuban East
autos y servicio de lavit; una cadena de prestigiosas $0, the Cubanacan Group shaft feel very pleased.
Un paraiso en el orlente cubano
restaurantes con ofertas que van desde Ja cocina criclla
hasta la internacional: tendas que olzecen todo tipa de
cantrccencs y productos nacionales y eatranjeros de
reconncdas marcas.
En visperas de la XVI Convencidn de Turismo Cuba'95,

cuya sede retorna ale capital de la hla tras varias afics
de restizarse en ef baingatia de Varadera, @s Ia intencién:
de ia revitta dar a conocer las actividades del Grupo
Cubanacdn en el Cautivante mundo def turkmo, y tos
atractivos que Cuba, esta bella insula del Caribe donde
Cubanacdn opera, tiene para ofrecer al visitante: TODO iNCLUIOD - ALL INCLUSIVE
naturaleza, cultura, histeria, tadicidn y hospitatidad.
Servan estas piginss para enriqutcer el acervo cultural
de nuestics kettores conociendo sobre ly mayor Isla ded
Canbe y su genie $i esto ocurre asi, 2! Grupo Club Amigo Mayanabo aks: . : “dub Amigo Mayanabo
Cudanacin quedars complacido, ALL INCLUSIVE a : TODO INCLUIDO
The Caribbean nuance oi the red tile roofs, - * EI colorido caribefio que le impregnan les
the typical coastal vegetation and the palm techos de tejas rojas, la Upica vegetacién de
leaf umbrellas that surround the pool, add costa y las sombrillas de quano que rodean
serenity to the already calm natural la piscina, dan un nuevo matiz de serenidad
environment of Santa Lucia beach, where the al ya tranquilo entosno natural de la Playa
core of its buildings are placed. Santa Luca, en el cual se alza el nicleo de
_ Sus edificaciones.
: So ergo se ie at
AnoyYear1Né 1 Junetuly /JunioJullo 1996; CLUB AMIGO MAYANABO . CLUB AMIGO MAYANABO
em Mediaiter Infernatonel 47.9. Playa Santa Lucia § Playa Santa Lucla

>
Nuevilas, Camaguey
Bach Cuban Nuevitas, Camaguey
Foe” [iscestecrece Telephones: (0 322) 3 6184 to 86 Teléfonos: (0 322) 3 6384 al 86
Sales
(+314 104045250
Fax (e31} 104120087
lonttenyiory Pubiictare Cont $A”
Lardane tbe
weet a er
Dm
FDeo ee een a ere
a eevee
Cobsnacan Beach Magazine nia - Jnfio 1995

Ocr English Through Traslation

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INSTITUTO DE ESTUDIOS PARA LA EXCELENCIA PROFESIONAL | = ri

Authors: ° Dr. Marta Dahlgren (Universidad de Viga)

® Mr, James Sitwell (Universidad de Vigo)

ee Aim of the subject

“Chapter 1 ee A brief History of Translation up to the 1980's

Leds, EPVEPGIGNE ROMGkecst:: nnn canenennnian snninonsnincicdcedibensiibsinded

Chapter 2 ee Translating or Translation?

2.4, ThE PrOCESS Of TENSlAUNG, assssessausaaxesomescnswnas ateesecnansveneonnnsneredexeueananavevessewnenee

2.3, Translation Theary LOdAaY sessesessssmemssnenensnmaewscaneeneen

2.3.1. Overt vs. covert translation .....ccsecceeesesseeseeeeeeeeeeeeteeeeeeeeteneeneeeeeeeenees 13

23-8) PRAGMANCS! c.cscessdeeesieseesseameencenermmattnassiamemnstetnaonessnnn-sandtaem

2.3.3.1. diterary texts and specialist texts oo... seessesereeeeeteeeeeserneees 15

25 ADDENGICES) ova svcnuaicas ens eucun seanwasiveens wageaanwesssswanewss Glenssstannasesnssseaarteeteumeureeeen’ 16

2.6. REAGINGS ...sscscssesssecsessesessessecsevessvesavessressesavessusesueessuesseneessecseeensntesnesieessseessiess iF

2.7. Suggestions for further reading .......:::ceeeseeeeeeeees cextna ubotsinndncanonésnctpinsnandveienee 17

Chapter 3 ee Teaching Translation

3.1. Teaching future professionals ........cccccssesssseeseerrnieeeeeeeetteettttaeeesteesteteentteeeeaes 19

TEACHING ENGLISH THROUGH TRANSLATION

3.2, DifToues Wher TSNSIAEIG scncccsscenecsnens

3.3. APDendices .....cceccececeeeceeeeeneensenanee

Chapter 4 e» Translation as a Language Teaching Tool

ula TOW OMUEHON sxcemmeeaccummnsneteremeumen aeemeneremenmmmmenenaenenmennusene meneame neemmexawnes easy 23

4.2. The Grammar-Translation Method ......cssessseesssneeceseeeeeneeseeeeesseeesseeserseseneseeeenees 25

4.3. Some recent approaches to translating in the ClaSSTOOM ......sscsesseseeeeessesreeeeeeenees 26

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4.9. SUGGESUONS Tor TWFHEr FEACING wxes sone: cevevecsenenes ceraneneneeweseweenmmeemnsaenereerennes

i TEACHING ENGLISH THROUGH TRANSLATION

AIM OF THE SUBJECT.

There is a vast body of literature on translation, ranging from translation history to

teaching of a foreign language. Therefore, an overview of translation studies as they

TEACHING ENGLISH THROUGH TRANSLATION

1.1. IN ANCIENT ROME...

ENGLISH THROUGH TRANSLATION

B 1.2. A SUMMARY OF MODERN APPROACHES

4 TEACHING ENGLISH THROUGH TRANSLATION

taking into account the appropriateness of the text in the TL.

1933:75). Later Mario Wandruszka claimed that both in theory as in practice it is

. ef mundo deja de ser un mundo y se escinde en naturaleza y cultura. /.../ Las

TEACHING ENGLISH THROUGH TRANSLATION

studies clearly merit the name of science.

The idea of using an interdisciplinary approach is gaining ground not only in

6 TEACHING ENGLISH THROUGH TRANSLATION

The chronological approach to translation studies we have adopted so far would

Figure 1.1: Holmes 1988 (out of print) as quoted in Toury 1995:10.

TEACHING ENGLISH THROUGH TRANSLATION 7

Product Process Function

Analysis of products Models for translating Scopos of translations

2.14. THE PROCESS OF TRANSLATING

2.1.1. | THE PRACTICAL APPROACH

2.1.2. MODELS FOR TRANSLATING

8 TEACHING ENGLISH THROUGH TRANSLATION

equivalents, which translators pick and choose from, at different levels.

production.sf translations, as.the supposition that ambiguous expressions are

Shreve 1992: 25).

TEACHING ENGLISH THROUGH TRANSLATION 5

language be enlisted in its service?

The Computational model. it was thought at the time of appearance of machine

10 TEACHING ENGLISH THROUGH TRANSLATION

° understanding of the ST,

e transcoding SL into TL and

has no ground in actual translator behaviour. The cognitive substrates should be

TEACHING ENGLISH THROUGH TRANSLATION

TL (i.e. fluency and readability in the TL) has been accomplished.

which we shall discuss in 2.3.