IS THERE A PLACE FOR TRANSLATION IN ESP CLASSES? - TEACHERS' PERSPECTIVE

1. IS THERE A PLACE FOR TRANSLATION IN ESP CLASSES? - TEACHERS' PERSPECTIVE Milena Yablonsky Pedagogical University of Cracow, Poland milenayablonsky@up.krakow.pl

2. PLAN • 1. Translation in the past and today • 2. The Common European Framework Of Reference For Languages (2001) • 3. Mediation and mediating activities • 4. The CEFR Companion Volume with New Descriptors (2018) • Processing a text – in speech and in writing • Translating a written text – in speech and in writing 5. Translation in ESP classes - survey results 6. Conclusions

3. TRANSLATION IN THE PAST... anti-communicative decontextualized grammar-translation not “authentic”

4. ...AND TODAY • Translation • = communicative • = an authentic activity • = the fifth skill • Carreres 2006, 2014 • Cook 2010 • Carreres & Noriega-Sánchez 2011 • Laviosa 2014 • Malmkjaer 1998, 2004

5. THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (2001) Translation ~ “mediation” “Learners are also enabled to mediate, through interpretation and translation, between speakers of the two languages concerned who cannot communicate directly”. (Council of Europe 2001: 43)

6. COMMUNICATIVE LANGUAGE ACTIVITIES “The language learner/user’s communicative language competence is activated in the performance of the various language activities, involving reception, production, interaction or mediation (in particular interpreting or translating)” (Council of Europe, 2001: 14) Mediation: Translation Interpretation • translation => communicative activity

7. MEDIATING ACTIVITIES Mediating activities in the CEFR (based on Council of Europe, 2001: 87)

8. MEDIATING ACTIVITIES Mediating activities in the CEFR (based on Council of Europe, 2001: 87)

9. THE CEFR COMPANION VOLUME WITH NEW DESCRIPTORS (2018) Mediation encompass the following three categories: • mediating a text, • mediating concepts • mediating communication MEDIATING A TEXT: • Relaying specific information – in speech and in writing • Explaining data (e.g. in graphs, diagrams, charts etc.) – in speech and in writing • Processing a text – in speech and in writing • Translating a written text – in speech and in writing • Note-taking (lectures, seminars, meetings, etc.) • Expressing a personal response to creative texts (including literature) (Council of Europe, 2018: 106)

10. LANGUAGE A AND LANGUAGE B • different languages • two varieties of the same language • two registers of the same variety • any combination of the above

11. PROCESSING A TEXT IN WRITING Processing a text involves: • comprehending the information provided in the source text • conveying it into a more succinct form either in speech or writing. • a form of summary translation (interlingual or intralingual) With regard to processing a text in a written form, a learner at the B2 level can: • “Can summarise in writing (in Language B) the main content of well-structured but propositionally complex spoken and written texts (in Language A) on subjects within his/her fields of professional, academic and personal interest. • Can summarise in writing (in Language B) the main content of complex spoken and written texts (in Language A) on subjects related to his/her fields of interest and specialisation.” (Council of Europe, 2018: 112) text (& discourse environment):technical reports, professional articles, specifications, contracts

12. PROCESSING A TEXT IN SPEECH Can synthesise and report (in Language B) information and arguments from a number of spoken and/or written sources (in Language A). Can summarise (in Language B) a wide range of factual and imaginative texts (in Language A), commenting on and discussing contrasting points of view and the main themes. Can summarise (in Language B) the important points made in longer, spoken and written complex texts (in Language A) on subjects of current interest, including his/her fields of special interest. (Council of Europe, 2018: 111) text (& discourse environment): presentation at a conference,seminar, meeting, briefing session or press conference, a report, contract, regulations, articles

13. TRANSLATING A WRITTEN TEXT IN SPEECH (INTERPRETATION) a largely informal activity common in everyday personal and professional life the process of spontaneously giving a spoken translation of a written text, often a notice, letter, email or other communication Key concepts: providing a rough, approximate translation; capturing the essential information; capturing nuances A learner at the B2 level can: provide spoken translation into (Language B) of complex texts written in (Language A) containing information and arguments on subjects within his/her fields of professional, academic and personal interest (Council of Europe, 2018: 202) text (& discourse environment): a technical reports related to his/her profession

14. TRANSLATING A WRITTEN TEXT IN WRITING (TRANSLATION) “Plurilingual user/learners with a more modest level of proficiency sometimes find themselves in a situation in which they are asked to provide a written translation of a text in a professional or personal context”.(Council of Europe, 2018: 113) Key concepts: comprehensibility of the translation; the extent to which the original formulations and structure (over)influence the translation, as opposed to the text following relevant conventions in the target language; capturing nuances in the original; A learner at the B2 level can: produce clearly organised translations from (Language A) into (Language B) that reflect normal language usage but may be over-influenced by the order, paragraphing, punctuation and particular formulations of the original. produce translations into (Language B, which closely follow the sentence and paragraph structure of the original text in (Language A), conveying the main points of the source text accurately, though the translation may read awkwardly. (Council of Europe, 2018: 114) text (& discourse environment):straightforward letters, instructions, reports on subjects in his/her field

15. OPINIONS ABOUT THE ROLE OF TRANSLATION IN TEACHING ESP To what extent do you agree with the following opinions on the role of translation in teaching ESP? A) Translation takes up time that can be devoted to different language activities B) Translation is only for professionals. C) Translation leads to native language interference. D) Translation, next to reading, listening, writing and speaking, is a fifth language skill. E) Translation combines the skills of reading, writing, listening and speaking. F) Translation highlights differences and similarities between two language systems by contrasting the foreign language with the native language. G) Translation is a useful skill in the modern, globalised world. H) Translation requires an adequate knowledge of the foreign language, at least at the B2 level. I) I associate translation during lessons with the old Grammar-Translation Method.

16. TRANSLATION ACTIVITIES DURING ESP CLASSES Do you use translation activities in ESP classes?

19. Other skills/features that translation develop: • mindfulness, focus • proper understanding of the topic discussed • realization they need to deepen their knowledge of specialist vocabulary • analytical/critical thinking skills • cooperation, ability to work in a team - as occasionally I ask students to do translations in pairs or small groups • readiness to deal with a challenge • responsibility • linguistic sensitivity

20. WHICH TRANSLATION ELEMENTS WOULD YOU LIKE TO FIND IN ESP COURSEBOOKS? A) contrastive sections (parallel texts discussing a given topic in the foreign language with an analogous text in the mother tongue B) a commentary in the students' mother tongue on lexical items C) a commentary in the students' mother tongue on grammatical issues D) a glossary of ESP terminology with translation into the students' mother tongue (a terminological dictionary) E) an extended glossary of ESP terminology with translation and an encyclopaedic definition into the students' mother tongue and examples of usage of a given term in the foreign language F) various translation activities developing translation competence from the students' mother tongue into the foreign language G) various translation activities developing translation competence from the foreign language into the students' mother tongue H) a coursebook should not include any elements in the students' mother tongue

21. CONCLUSIONS To translate or not to translate in ESP classes? • yes • a complementary activity • things to consider: - material selection - group proficiency - resources - directionality of translation • Contrastive awareness • Lexical and morphosyntactic range and accuracy • The four basic skills (speaking, writing, reading, listening) • Close-reading skills and text analysis • Stylistic awareness • Dictionary and documentation skills, including the use of online resources • Creativity and problem-solving • Autonomy and collaboration

22. References 1. Cook, G. 2010. Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press. 2. Howatt, A. P. R. and Widdowson, H. G. 2004. A History of English Language Teaching. 2nd edition. Oxford: Oxford University Press 3. Klaudy, K. (2003). Languages in Translation. Budapest. 4. Malmkjær, K. 1998 (ed.). Translation and Language Teaching: Language Teaching and Translation. Manchester: St. Jerome. 5. Rogers, M. 2000. Translation.” In Routledge Encyclopedia of Language Teaching and Learning, edited by M. Byram, 635-638. London: Routledge 6.Vermes, A. 2010. “Translation in Foreign Language Teaching: A Brief Overview of Pros and Cons”. Eger Journal of English Studies X. 83–93 7.Council of Europe, 2018. Common European framework of reference for languages: learning, teaching, assessment. Companion Volume with new descriptors.