Course Code ENG 412

Course Title TRANSLATION AND EDITING OF TEXT

Course Credit 3 UNITS
Pre-requisites None
Course Description This course provides the pre-service English teachers with the principles, methods, and approaches of translation and adaptation of various
literary and non-literary texts. It provides them exercises that require them to translate and adapt texts from one language to another (i.e.
English to Filipino to Mother Tongue). Consequently, they will be able to demonstrate content knowledge and application of translation skills
in providing contextualized materials that develop their learners’ critical, creative, and other higher order thinking skills.

A. University Vision
A leading Higher Education Institution that prepares visionary and ethical leaders who shall create a positive impact to society.

B. University Mission
Universidad de Manila promotes is committed to provide equal opportunities by developing the learners’ knowledge, skills, and values, through quality education and
dynamic technology-driven systems, in a diverse yet inclusive environment for learning, research and community engagement.

C. Core Values
E – Ethics and Integrity
Q – Quality and Excellence
U – Unity and Collaboration
A – Achievement and Passion
L – Leadership and Innovation

D. College of Education Vision

Center of Excellence in Teacher-Education, research, extension and linkages as well as a leader in fostering competent, conscientious, versatile and holistic
teachers able to adapt to fast evolving new realities in the local and global learning environment.

E. College of Education Mission

The College of Education is committed to strive to pursue the highest level of excellence, advance the frontiers of knowledge using creative and innovative hybrid
approaches and engender lifelong learning.

F. College of Education Core Values

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 E Empowered
D Dynamic and Globally Competitive
U Upright Ethically and Morally
C Committed to Excellence
A Adaptable and Resilient
R Research and Extension Oriented
E Education with a Heart

“In EDUcation, we CARE”

G. Institutional Learning Outcomes

1. Professional Competence. Demonstrate understanding and mastery of the fundamental knowledge and skills required for effective practice in the field of
specialization.
2. Critical Thinking Problem Solving Skills. Exercise critical and creative thinking in providing solutions to discipline-related problems.
3. Productivity. Contribute to city and nation-building and development through application of new technology.
4. Communication Skills. Apply effective communication skills, both orally and in writing.
5. Interpersonal Skills. Work effectively in multi-disciplinary and multicultural teams.
6. Collaboration. Allows team members to solve problems together, thus expediting the process of finishing a task.
7. Research-minded. Display skills to assess and apply its insights effectively and the ability to identify appropriate sources of evidence and interpret potentially complex
and conflicting findings in appropriate specific practice settings.
8. Lifelong learning. Utilize lifelong learning skills in pursuit of personal development and in professional practice excellence.
9. Social and Ethical Responsibility. Holds personal values and beliefs as ethical professional consistent with Filipino family values, industry-desired values and global
citizen values.
10. Nationalism. Serves others willingly as a way towards contributing a nation-building and participates in influencing public policy towards the promotion of just
society.

H. Program Intended Learning Outcomes (PILO)

1. Exhibit competence in language concepts and procedures.

2. Exhibit proficiency in relating communication to other curricular areas.

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 3. Use English as a global language in a multilingual context as it applies to the teaching of language and literature.
4. Demonstrate proficiency in oral and written communication.

I. Course Intended Learning Outcomes (CILO)

Students in order to evidence success in this course, the students will be able to:
1. demonstrate current, research-based knowledge and understanding of the basic concepts and principles of assessment and how they are applied in teaching
and learning;
2. identify learning outcomes that are aligned with learning competencies;
3. demonstrate knowledge in designing, developing, selecting, and using appropriate diagnostic, formative and summative assessment strategies in line with K
to 12 standards, guidelines and requirements.
4. demonstrate content knowledge and application of translation theories and approaches to literary and non-literary texts through translation (conventional text
translation and technology-based translation) using English, Filipino, and Mother Tongue; and B.
5. compile adapted/translated/contextualized materials that develop English students’ critical and creative thinking skills in English and other languages.

Teaching Strategies
Student Learning Outcomes Content Synchronous Assessment
Asynchronous

Face-to-Face Virtual

At the end of these weeks, the preservice • Timeline task on • Timeline task, oral

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teacher (PST) should be able to: 1. Overview of Translation  Viewing funny videos on
erroneous meanings or
a. identify the history, purposes, 1. History of Translation ordeals in translation as
connections, and theoretical bases of 2. Purposes of Translation springboard to discuss the
translation as an applied language context; 3. Translation as part of Applied hows and whys of
and Linguistics translation
4. Theoretical Bases of Translation
b. discuss the relevance of context (Jakobson, Holmes, Kelly) • Lecture discussion on
retention as a relevant process in translation 5. Context Retention translation as an applied
from one language to the other. 6. Principle of Equivalence 7. linguistic study and task,
Fidelity theories on translation,
and context retention
• Group activity to
translate given short
Cebuano text to English
and vice versa
• Think-Pair-Share (TPS)
activities on the relevance
of context retention as a
relevant process in
translation from one
language to the other
the history participation, group
purposes, translation task, and TPS
connections, and as formative assessment
theoretical bases on overview of
of translation translation
• Giving • Short objective quiz on
examples of history, purposes,
translated texts to connections, and
show equivalence theoretical bases of
and fidelity from translation
source language
to target language • Summarizing
Translation Theories
through Mind Maps
(focusing on Structure
of Mind Map, Creativity
and Artistry, and
Synthesis of Lesson on
Translation)

At the end of these weeks, the preservice 2. Types of Translation and Techniques • Making a concept map of • Showing sample • Interpretation of
teacher (PST) should be able to: in Translating the different types of translated literary Translated
translations in different works and Poem/Song/Stories
a. describe and differentiate the types of 1. Interpretation as an Act of contexts analyzing them as Performance
translations in different contexts; and Translation a class Presentation (focusing
• Group activities to try the on Choice of Text,

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 b. apply types and techniques in 2. Sense-to-Sense and Faithful types of translation (sense- • Teacher’s Actual Translation
translating songs, poems, stories, and non- Translations to-sense vs. faithful, literal presentation of an Faithfulness,
fiction texts to English, Filipino, and vs. legal vs. technical, prose interpretation of a Submission of Written
Mother Tongue. 3. Literal, Legal, and Technical vs. poetic, interlingual, translated song as Output, Continued
Translations intralingual, and model for Presence of Literary
intersemiotic) and applying students’ output Style, and Language
4. Literary Translation translation Mechanics)
theories/processes during the • Consultation
5. Prose Translation tasks and feedbacking
of instructor on
6. Poetic Translation • Roundtable discussion on one’s
the role of editing in the interpretation and
7. Interlingual, Intralingual, and translation writing process translation of a
Inters miotic Translation Codes literary text
• Literary translation
8. Editing as Part of the Translation applying the types and
Writing Process techniques in translating
songs, poems, stories, and
non-fiction texts to English,
Filipino, and Mother Tongue
– group/pair planning, actual
translation writing, practice,
and presentation

• Class discussion of choice

of literary translation text in
terms of appropriateness to
grade level/ student language
tasks, and competencies

MIDTERM EXAMINATION
Formative Assessment

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 3. Technology-Based Translation • Roundtable discussion on  Short responses
At the end of these weeks, the preservice the technology-based • Grouping and  Seatwork
teacher (PST) should be able to: 1. Translation Applications – translation types practice for  Class
Benefits and Limitations original dubbing Participation
a. describe and differentiate the 2. Computer-Assisted/ Machine • Video presentation on and subtitling  Quiz
technology-based translation types; and Translation artists’ dubbing and tasks
3. DubbingTest item formulation subtitling of Filipino movies • Differentiation table on
b. apply technology-based translations in - Item analysis to English and vice versa Original technology-based
dubbing and subtitling Filipino movies to - Reliability Subtitling and translation types as
English and vice versa. - Measures of relationship • Visiting Amara.org to Dubbing of a formative assessment
- Index of determination translate YouTube and Filipino/
- Subtitling similar videos through Cebuano Movie • Process assessment on
subtitling or Episode to group Subtitling and
English and/or Dubbing task
vice versa
(focusing on
Effective Use of
Technology,
Actual
Translation
Faithfulness,
Effort and Group
Collaboration,
and Impact of
Final Output)

At the end of these weeks, the preservice

teacher (PST) should be able to: 4. Editing • Mind mapping on • Analyzing Objective quiz on
copyreading, role of editors, sample style Copyreading and
a. discuss copyreading, role of editors, 1. Review on Copyreading and the style sheet, and use of sheets of famous Proofreading symbols

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the style sheet, and grammar in order to Proofreading accurate grammar in texts
recognize editing as an important part of the
translation process; and 2. Role of Editors in a Publication
3. Process of Editing and Publishing
b. compile translated contextualized • Answering worksheets
learning materials in order to develop 4. The Style Sheet to review grammar rules,
critical and creative skills of English avoiding sentence errors, and to be used to
learners 5. Standard English and Review on writing effective sentences
Grammar Rules and paragraphs
6. Editing in the Translation Process • Actual editing tasks –
visiting a JHS/SHS English
class and ask students on
their difficulties in writing
and help them through
editing their compositions
• Roundtable discussion
on the role of editors, the
need for grammar expertise,
and openness in editing and
the writing process as future
teachers and linguists
publications and Advanced Grammar
and Composition
• Compiling concerns • Answering
translated texts worksheets on grammar
appropriate as review as formative
learning materials assessment on editing
English language • Compilation of
learners Translated Texts
(focusing on
• Process Appropriateness of
assessment or Translated Texts as
Reflection Learning Materials,
writing on one’s Organization of
editing endeavor Compilation, and Group
with students Effort and
having Collaboration)
difficulties in
writing and
composition and
trying to help
them out

J. Learning Environment: Physical classroom/Virtual

K. Classroom Policy: Attendance/Drop-out Policy
L. Course Requirement: Written works, Quizzes, Major Exams, Class participation, Project
M. Grading System:
Class Standing (60%)
Recitation/Participation
Quizzes
Module Performance

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 Major Exams (40%)
Final Grade = Midterm (50%) + Finals (50%)
N. Resources: Textbooks, web links
O. References: 4EnglishPrototypeSyllabiCompendium.pdf
Haque, Z. (2009). Translating literary prose: Problems and solution. Retrieved on April 26, 2014 from TranslationDirectory.com
Hodges P. (2013). Literary approach to translation theory. Retrieved on November 5, 2010 from
http://www.translationdirectory.com/articles/article2085.php
P. Instructor: Maribel J. Roque
Q. Consultation Hour:

Prepared by: Reviewed by: Approved by:

MARIBEL J. ROQUE DR. AMALFI B. TABIN, JR. DR. RONALD A. HERRERA

INSTRUCTOR DEAN VPAA

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