CHICLET T.

ALFECHE
MAED English / Senior High School Teacher
 CONCEPT PAPER TITLES

Teacher-Learner Enhancing Reading

01 Interaction and
Instructional Medium
02 Comprehension Through
Translanguaging Strategy

03 Impacts of Mother- Tongue

on Efficient Communication
 02
Enhancing Reading Comprehension
Through Translanguaging Strategy
 INTRODUCTION

Working with a text in its original language to create a version in a different language is known as literary translation. The
program encourages more learners to read and share the material. This type of translation makes use of fiction as the source
documents.

Translation has always been understood to refer to a written transfer of a message or meaning from one language to another.
For a formal definition, Dubois says “translation is the expression in another language (or target language) of what has been
expressed in another, source language, preserving semantic and stylistic equivalences” (in Bell, 1991: 5).

STATEMENT OF THE PROBLEM

1. What factors must be considered to make the translation achieve a maximum degree of functional validity?
2. Who/what will be the aid in making communication between the author and the reader of a literary work possible ?
3. What are the learners’ academic performance when taught using a translated literary piece compared to the original one?
● Cebuano translated text / literary translation as aid
in reading comprehension.

● Translanguaging is the act performed by bilinguals

of accessing different linguistic features or various
modes of what are described as autonomous
languages, in order to maximize communicative
potential.
 METHODS
This study is based on a descriptive model of translation. According to Theo Hermans (1999), , “the descriptive and
systemic perspective on translation and on studying translation was prepared in the . 1960s, developed in the 1970s, propagated in
the 1980s, and consolidated, expanded and overhauled in the 1990s. It introduced itself to the wider world in 1985 as ‘a new
paradigm’ in translation studies” (Hermans 1999: 9). Hermans also points out that the descriptive model of translation combines
three general functions of language with three levels of narratological analysis.

Those three general functions of language have, in his view, been borrowed from Halliday (1989) and are believed to be
present in every linguistic, and therefore also in narrative texts. The first function is termed the “interpersonal function” and is
defined as “the way in which the communication between speaker and hearer is established” (Halliday, 1989 in Hermans 1999:
60). The second function is the “ideational function” which is described as “the way in which the information about the fictional
world is presented, determining the image which is offered to the reader” (Halliday, 1989 in Hermans, 1999: 60). The third
function is called the “textual function” and it is defined as “the way in which the information is structured and organized in
language” (Halliday, 1989 in Hermans, 1999: 60).

The translation process is often conceived as a communicative act where the translator acts as a sort of mediator between
the author of the source text and the reader of the target text. In fact, . translators are urged to take into account key
aspects in communication, like function, when
translating both general and specialized texts.
THANK
YOU!