Is there TRANSLATION in your life?

1. Is there TRANSLATION in your life? • Think of a moment in your Native Language life when you needed translation. • What word or expression in English do you remember learning through Translation? • Do you use Translation in your classroom? • How do you approach it in your lessons?

2. ANSWERING YOUR QUESTIONS • Think of a moment in your L1 life when you needed translation? • ‘OVACIONAR’ • ‘ALEATÓRIO’

3. ANSWERING YOUR QUESTIONS • What word or expression in English do you remember learning through Translation? • HAPHAZARD • JEOPARDIZE

4. MEANINGS • HAPHAZARD • done in a way that does not seem to be carefully planned or organized • JEOPARDIZE • To risk damaging or destroying something important

5. AN INTRODUCTION TO TRANSLATION • THREE TYPES OF TRANSLATION • Intralinguistics – same language • Interlinguistics – from one language to another • Intersemiotics – verbal signs X non-verbal signs 

6. ROLES OF TRANSLATION THROUGH THE TIMES • Academic activity: source text  most important • Intelligent Reader: target text leads to source text • Foreigness – target text shows source text • Target text raises source text status TRANSLATION APPROACHES Literal Translation – word by word Meaningful Translation - transformation STRUCTURAL APPROACHES

7. ROLES OF TRANSLATION THROUGH THE TIMES POST-MODERNISM • Target text is transformed through: • Historical and cultural moments • World view • Subject knowledge • Social and personal situations • Interpretive Communities (Stanley Fish)

8. PRINCIPLES of TRANSLATION • MEANING • Translation should reflect ACCURATELY the meaning of the original text. • FORM • The ordering of words and ideas should match the original as closely as possible. • REGISTER • Languages often differ greatly in their levels of formality in a given context. Translators must pay attention to aspects of formality, informality and personal expressions.

9. PRINCIPLES of TRANSLATION • SOURCE LANGUAGE INFLUENCE • “Does this sound natural/right?” • STYLE and CLARITY • The Translator should not change the style of the original. • IDIOMS • Idiomatic Expressions are notoriously untranslatable. • The Golden Rule – if the idiom does not work in • the L1, do not force it into translation.

10. PROVERBS "Friends are treasures." (Horace Bruns)‏ "The road to a friend's house is never long.“ (Danish Proverb)‏ "True friends stab you in the front."(Oscar Wilde) "Life is wasted on the living."(Douglas Adams)‏

11. TRANSLATION IN THE EFL CLASSROOM • Do you use Translation in your classroom? • How do you approach it in your lessons?

12. OBJECTIONS FOR USING TRANSLATION IN THE EFL CLASSROOM • There is NO PURPOSE in Practicing Translation at all • Translating is TIME CONSUMING • It is difficult to find APPROPRIATE MATERIAL for the learners’ level and for the time available.

13. WHO ARE THESE PEOPLE? • João Caminhante • Nicolau Jaula • Luis Braço Forte • Ferroada • Guilherme Sacode Lança • Tiago Alfaiate

14. REASONS FOR USING TRANSLATION IN THE EFL CLASSROOM • The Influence of the Mother Tongue (MT/L1)‏ • The Naturalness of the Activity • The Skills Aspect • The Reality of Language • Translation Usefulness

15. REASONS FOR USING TRANSLATION IN THE EFL CLASSROOM • Translation Usefulness • It invites SPECULATION • It develops 3 qualities essential to all Language Learning: • FLEXIBILITY • ACCURACY • CLARITY • It requires CHOICE • It is a NECESSITY

16. WHAT DOES IT MEAN TO KNOW A WORD? • At the most basic level, knowing a word involves knowing: • itsform and • itsmeaning • Haphazard • Jeopardize • And of course • Its Use

17. WHAT DOES IT MEAN TO KNOW A WORD? • “In other words, knowing the meaning of a word is not just knowing its dictionary meaning (or meanings) – it also means knowing the words commonly associated with it (its collocations) as well as its connotations, including its register and its cultural accretions. • From How to teach vocabulary , Scott Thornbury, Longman

18. GETTING PREPARED TO TEACH • Problems  CHALLENGES • EXCEPTIONS AND COMPLICATIONS WITHIN THE LANGUAGE ITSELF. • NATURAL CONTRAST WITH LANGUAGE 1 (The Influence of the Mother Tongue)‏

19. GETTING PREPARED TO TEACH The item HOPE Form Meaning Use

20. IDENTIFYING THE CHALLENGE The item hope Form/pattern I hope (that) you like it. Meaning To want and expect something to happen or be true Use When giving a gift. Challenge/s

21. FINDING SOLUTIONS The item hope Form/pattern I hope (that) you like it. I hope (that) you are well. Meaning To want and expect something to happen or be true Use When giving a gift. As a start to an informal letter Challenge Contrast with “Espero que você esteja bem.” Solution(s)‏

22. THE SOLUTIONS The item hope Form/pattern I hope (that) you are well. Meaning To want and expect something to happen or be true Use As a start to an informal letter Challenge Contrast with “Espero que você esteja bem.” Some Solutions Use examples to illustrate the pattern Contrast English and Portuguese to show the difference Use translation

23. TRANSLATION ACTIVITIES • BROKEN TELEPHONE LINE: reverse translation • COLLOQUIAL EXPRESSIONS: translate daily expressions. Various meanings for the same adjective like: • Little room • Little time • For a little while • Little mind • (from Translation, Allan Duff)‏

24. TRANSLATION ACTIVITIES • Word order and reference – it is very important for a correct communication. The English language is not very flexible in its word order. • Reference and meaning – how to useit, this, which etc. • It´s raining. • It´s a pity. • Take it or leave it. • The Orient-Express is one of the world’s great railways – not only does it get there, but it does it in style. (ele só não chega lá, como o faz com estilo). • (advertisement for the Orient Express).

25. TRANSLATION ACTIVITIES • Verbal tenses – they are not always equivalent in L1. • Use of the gerund, simple past, past participle. • Parking prohibited – É proibido estacionar. • Cycling on the footpath is not allowed – É proibido andar de bicicleta na trilha. • Seeing is believing – Ver para crer. • Swimming – natação. • Surfing – surfar

26. TRANSLATION ACTIVITIES • Concepts and notions • Call my bluff – give three meanings for a word, but only one is correct according with the context. It helps students to decide if they should use translation, equivalence or keep the word in English.

27. TRANSLATION ACTIVITIES • Bilingual sentence building – words are ‘passed’ by students and are alternated between L1 and L2 and add other words until they are able to form a sentence: • 1. coelho, 2. rabbit, 3. grey rabbit, 4. coelho cinza, 5 venha, coelho cinza, 6. come, grey rabbit, 7. come here, grey rabbit, 8. venha aqui, coelho cinza. E assim por diante. • Guess my word – Things that ... are round / move / smell In groups, students add words in L1 or L2. They translate all of the words and describe them to a partner without saying the word, practicing the vocabulary in English.

28. TRANSLATION ACTIVITIES • Mixed language story-telling – story in L1, substitute key-words into L2. Students write down everything that they understand in L2. A second reading and increase the number of words in English. Students retell, using as much L2 as they can. Finally the teacher retells the story for the last time, but now all in English. • Translating what you wrote me – in pairs, students write a letter in L1. They exchange the letters, translate them and answer in L2. • Students choose songs/poems – students choose texts in L1, translate them and choose the part that they believe was well translated and they put their texts up on the classroom walls.

29. USEFUL FIXED EXPRESSIONSHow do you say these expressions in your language? • I’m bored. • What’s the matter with you? • Here you are. • It’s time you got up. • There’s nothing to do around here. • Anything else? • I have nothing to do with that. • It’s over there. • Have you got a light? • That’s funny. • Nothing for me, please. • Is that seat taken? From American Hotline Progress & English File1 - OUP

30. PLI DEMAIS DÁ SALTIMPAÇÃO MIXED LANGUAGE READING TEXTS context clues •  É muito difícil plomar toda a gide de Eugênio corristada. Mas, naquele feriado corristaram-se todos. Bem cedo, chegou o lafo que trabalhava no Rio de Janeiro. Depois chegaram os galpos que tensem no litoral. Em seguida veio a lafa Maíra e o lafo João com os jetos que tensem no interior. Na hora do tode, lá estavam eles, num total de quinze chintas. • Os zades de Eugênio, atrapalhados com o bralem e a donda, resolveram pedir pli. Aí começou a saltimpação! Todos queriam pliar: o zulinho do macarrão foi gripado quatro vezes; foram achados quatro lebures na clambinha do latildo; havia água por todo o lado, pois os jetos resolveram drolar o bangoula. Todos andavam e proscravam apressados, porém ninguém se manidia. • Foi um dia saltimpado, mas muito alegre. Até hoje a gide de Eugênio ainda dá muitas corbatas ao lembrar de todas as saltimpações que aconteceram.FLORINDA MARQUES - 1998

31. MIXED LANGUAGE READING TEXT The Barbarians came in the night… • When the telephone kudunisi in the middle of the night, something unusual is happening. It was just such a tilefonima that woke me up at dawn on the 21st of April, 1967. From the other end of the telephone gramis the journalist, George Papachristophilou, told me in a trembeling foni: • ”There’s been a coup – there are tanks everywhere and they are surrounding everything – leave your spiti – if you stay, they’ll get you.” • “Are you serious?” I rotisa him. • “Ne, I tell you, I can see rifles, machine guns, helmets, soldiers, get out while you can!” ... (taken from Vocabulary, Morgan & Rinvolucri, Oxford 1986)‏

32. COMPARING TEXTS TEXT A Joan Chen was born in Shangai, in 1961. When she was 14, some people from a film studio came to her school and chose her to study at the studio. She was happy about this chance, but mainly she liked the idea of getting out of school. Soon, however, she discovered that she really liked acting. At age 18, she won the Golden Rooster, China’s top Film award. From Interchange 2 - CUP

33. COMPARING TEXTS TEXT B Nicole Kidman was born in Honolulu, in 1967 and grew up in Sidney. She became interested in acting early on. Her first experience came when she was 6 years old and she played a sheep in her school’s Christmas pageant. She got a couple of of TV parts before she made her breakthrough. In 1985, the Australian Film Institute named her Actress of the Year for her role in the TV miniseries Vietnam. She was only 17. From New Interchange 2 - CUP

34. FINAL CONSIDERATIONS • Translation Role in the EFL classroom: • It helps students to see the link between language usage and use. • It helps student to see the similarities and differences between MT and L2. • Through a comparison of the target language and the students’ native language, most language learning difficulties are revealed. (the Challenge Principle) • By allowing or even inviting students to give a translation of a word, teachers can check comprehension. • It can be used to introduce new vocabulary.

35. FINAL CONSIDERATIONS • Translation should never be overused – it is an activity which has a place in language teaching, if properly designed and used at the right time and with the right students.

36. REFERENCES • Articles from the BRAZ-TESOL Newsletter: Is There a Place for Translation at Basic Levels? Ana Beatriz B. de Souza (Dec 1996)‏ Two Translation Exercises for Beginners. Mario Rinvolucri (Sep 1997)‏ • American Hotline Progress (OUP)‏ • English File (OUP)‏ • How to Teach Vocabulary – Scott Thornbury (Longman)‏ • Interchange Third Edition – Level 2 (CUP)‏ • Mosaic – Advanced level (Heinle&Heinle)‏ • New Interchange – Level 2 (CUP)‏ • Skyline – Level 3 (Macmillan)‏ • Teaching Grammar – Jeremy Harmer (Longman)‏ • Translation – Alan Duff (OUP)‏ • Translation Studies – Susan Basnett (Routledge)‏ • Using L1 in the Classroom – www.its-teachers.com • Using the Mother Tongue – Sheelagh Deller/Mario Rinvolucri (SBS Publishing)‏