Effective Teaching Material Development for Translation Courses

Teaching Material Development based on TheWealth of Nations and its Chinese versions for an Undergraduate Translation Course: A Case Study Dr. JianHuang School of Foreign Studies Central University of Finance and Economics 0020070017@cufe.edu.cn May22, 2018

Task01 Case Background Task02 ResearchQuestions ResearchMethodology Task03 Task04 ResearchFindings ResearcherReflections Task05

CaseStudy Background • 01

CaseStudyBackgroundI:programandcourse（1）UndergraduateTranslationProgramCaseStudyBackgroundI:programandcourse（1）UndergraduateTranslationProgram (

CaseStudyBackgroundI:Programandcourse（2）UndergraduateTranslationProgram,CentralUniversityofFinanceandEconomicsCaseStudyBackgroundI:Programandcourse（2）UndergraduateTranslationProgram,CentralUniversityofFinanceandEconomics

CaseStudyBackgroundI:programandcourse（3） TranslationofClassicalTextsofEconomics

CaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLACaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLA Significance In general education, teaching material has been discussed in relation to curriculumasits organic part and been stressed as direct carrier of curriculum content and embodiment of curriculum objectives and notions (Zhong, 2007) In SLA, material has been dealt with in relation to language learning theories and viewed as the carrier of both linguistic content and cultural artifact (e.g. Apple 1984; Liu 2005; Luke 1998).

CaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLACaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLA Significanceandnatureofteachingmaterial (1)Directcarrier of curriculum content and embodiment of curriculum objectives and notions (Zhong, 2007) (2)Teachingmaterialsasthe carrier of both linguistic content and cultural artifact (e.g. Apple 1984; Liu 2005; Luke 1998). (3)

CaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLACaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLA Significance • “materials can be informative (informing the learner about the target language),instructional(guiding the learner in practising the language), experiential (providing the learner with experience of the language in use), eliciting(encouraging the learner to use the language) and exploratory (helping the learner to make discoveries about the language).”(Tomlinson, 2012: 143) • “as different learners learn in different ways (Oxford 2002), the ideal materials aim to provide all these ways of acquiring a language for the learners to experience and sometimes select from” (Tomlinson, 2012: 143)

CaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLACaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLA Conceptualization (1)Teachingmaterial Teachermaterial is a term used to encompass both texts presented to the learner in paper-based, audio or visual form, and/or exercises and activities built around such texts (Brown, 1995; Mishan, 2005). (2)Teachingmaterialdevelopment “all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research. Ideally, all of these processes should be given consideration and should interact in the making of language-learning materials.” (Tomlinson, 2012: 143-144)

CaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLACaseStudyBackground2:materialdevelopment(1)MaterialdevelopmentingeneraleducationandSLA Practice • Alotofsystematicreportsofhowmaterialsaredevelopedindifferenteducationalcontexts.(Tomlinson,2011;Harwood,2014) • Manydifferentmodels,theoreticalframeworkandprinciplesareproposedfortheorizingandguidingmaterieldevelopment(Tomlinson,2012;Criado,2016;Tomlinson&Masuhara,2017)

CaseStudyBackground2:materialdevelopment(2)MaterialdevelopmentintranslationeducationCaseStudyBackground2:materialdevelopment(2)Materialdevelopmentintranslationeducation Significance Newmark (1991) :the success of translation instruction can be attributed to personality of teacher (65%), course design (20%) and teaching material (15%); Kirary (2000) :development of translation ability depends on application of authentic translation materials in collaboration for its maximum effect; Huang et al (2013):teaching materials play an important role in translation instruction.

CaseStudyBackground2:materialdevelopment(2)MaterialdevelopmentintranslationeducationCaseStudyBackground2:materialdevelopment(2)Materialdevelopmentintranslationeducation Conceptualization Intranslationeducation, • Noacademicdefinitionofteachingmaterial • Teachmaterialdiscussedunderthenameoftexts,tasksandactivities • Teachingmaterialintranslationeducationreferstothetextsselectedandtasksdevelopedbasedonthemforthepurposeoftranslationinstruction.

CaseStudyBackground2:materialdevelopment(2)MaterialdevelopmentintranslationeducationCaseStudyBackground2:materialdevelopment(2)Materialdevelopmentintranslationeducation Practice Textselection:what? Translation teachers tends to rely less on commercially-made textbooks and more on their self-made materials than language teachers (e.g. Pym, 1993; Vienne, 2012). Awide range of texts have been selected for translation instruction and reported in existing literatures,withsomekindshighlyrecommendedsuchasliterarytexts （Tomozeiu,Koskinen& D’Arcangelo,2017 ) An absence of social classical works used and discussed as translation teaching material, though they are usually easily accessible with different versions of translations, which are believed to be of great pedagogical value (Reiss, 2014).

CaseStudyBackground2:materialdevelopment(2)MaterialdevelopmentintranslationeducationCaseStudyBackground2:materialdevelopment(2)Materialdevelopmentintranslationeducation Practice Textselection:how? Problems(criticisms):(1)too little time given for it&(2)ahaphazardwayin whichitisdone (Kelly, 2012). Kelly (2012) observes the vital question here is text selection, which often requires much more time than it is actually given. It is usually done in a haphazard way (Kelly, 2012). Way (2012:131) finds that “specialized translation courses often consisted of the latest scientific article that the lecturer had read in the Sunday paper or in a copy of scientific/economic magazine whilst in the dentist’s waiting room.”

CaseStudyBackground2:materialdevelopment(2)MaterialdevelopmentintranslationeducationCaseStudyBackground2:materialdevelopment(2)Materialdevelopmentintranslationeducation Practice Textselection:how? Kelly (2012) thinks what results in this haphazard text selection is the fact that there are only very generic summary and standards available for guiding text selection such as: (1) text must reflect professional market demand; (2) informative texts should be chosen in the very beginning stage; (3) texts must display some special translation problems. there are many other factors proposed for consideration in text selection, including but not limited to: topic, genre, liberal education objective, engaging quality, length, difficulty and relevance to the teacher, etc. (Huang, 2017) Solution Establishmentoftheoreticalframeworkfortextselection

CaseStudyBackground2:materialdevelopment(2)MaterialdevelopmentintranslationeducationCaseStudyBackground2:materialdevelopment(2)Materialdevelopmentintranslationeducation Practice Taskdevelopment:what? A long list of tasks for translation instruction (1)translating specific linguistic or extra-linguistic problems and explaining a ST, explaining the documentation process (Martínez Melis, 2001), (2)revision and comparison of translations, gist translation, expanded translation, and comparative translation analysis (Martínez Melis & Hurtado Albir, 2001, 284–285) (3)peer assessment, self-assessment and learning portfolios (Kelly, 2005) and portofollio (Hurtado Albir . 2007, 2008); annotated translation assessment tasks (Presas, 2012).

CaseStudyBackground2:materialdevelopment(2)MaterialdevelopmentintranslationeducationCaseStudyBackground2:materialdevelopment(2)Materialdevelopmentintranslationeducation Practice Taskdevelopment:How? Problem: • few suggestions about how to choose the right task from the long list except for such generic ones as matching the teaching objectives and (2)few reports of how these tasks are developed based on the text chosen,leaving teachers at a loss about how to develop the proper tasks based on the text selected. Solution:Establishmentofatheoreticalframeworkfortaskdevelopment

CaseStudyBackground2:materialdevelopment(2)MaterialdevelopmentintranslationeducationCaseStudyBackground2:materialdevelopment(2)Materialdevelopmentintranslationeducation Implicationoftheliteraturereview Gap1:Absenceofteachingmaterialdevelopmentbasedonsocialclassicalworksanditstranslations. Gap2:Absenceoftheoreticalframeworkfordevelopingtranslationteachingmaterial.

ResearchQuestion • 02

02 ResearchQuestions

ResearchMethodology • 03

03 Teacher’s initial rationale behind the material development 3.1 Participants The participants are 17 third-year learners in the undergraduate translation program of CUFE in China.

03 Teacher’s initial rationale behind the material development 3.2 DataCollection

03 Teacher’s initial rationale behind the material development 3.3 Dataanalysis The data collected are analysed mainly in qualitative way by means of both category analysis and situation analysis. The former is meant to conceptualize the findings while the latter to present special examples to support the conceptualized findings.

ResearchFindings • 04

4.1Suitabilityofmaterial development • 4.1.1Suitability from the perspective of the teacher 4.1.1.1 The practice and rationale behind material development:Textselection

4.1Suitabilityofmaterial development 4.1.1.1 The practice and rationale behind material development:Taskdevelopment

4.1Suitabilityofmaterial development 4.1.1.2 The impact of the development on the teacher’s growth • Thedevelopment efforts has transformed (empowered) the teacher in many ways: • The teacher has become interested in reading Adam Smith and has determined to take it as main part of his job to translate and study Adam Smith’ works and teach translation based on them; • The teacher has achieved a better understanding of Adam Smith’ idea, the teacher himself and the world; • The teacher has improved his English and translation skills; • The teacher has written 3 papers about translation of Adam Smith and 1 paper about translation instruction based on it.

4.1Suitabilityofmaterial development In summary, since the teacher, based on his own rationale, has managed to come up with the material and has benefited from the development in many ways, then it is safe to say that the material development is suitable from his perspective.

4.1Suitabilityofmaterial development • 4.1.2Suitability from the perspective of the learners 4.1.2.1Learners’ perception of the necessity of learning the materialdeveloped According to SCS, all 17 students agree that it is necessary to learn the material based on WN and its translations on the ground that it fits their identity as translator major who are expected to excel in translation inthedomainoffinanceandeconomics.

4.1Suitabilityofmaterial development • 4.1.2Suitability from the perspective of the learners 4.1.2.2Learners’ perception of the advantages and disadvantages of the material developed

4.1Suitabilityofmaterial development • 4.1.2Suitability from the perspective of the learners • 4.1.2.3The impact of the material developed on learners’ growth

4.1Suitabilityofmaterial development • 4.1.2Suitability from the perspective of the learners • In summary, since the learners think they have benefited from the the material developed and have demonstrated actual improved performance in various ways, it is safe to say that the material development is suitable from the perspective of the leaners.

4.2Theoreticalframeworkofmaterial development • 4.2Theoreticalframeworkofmaterialdevelopment

ResearchReflection • 05

05 Reflection and Discussion • 5.1Theoretical underpinnings supporting classics-based material development for translation instructions • 1.content and language integrated learning (CLIL) • 2.flipped classroom model • 3.positive psychology theory 楚人有鬻矛与盾者，誉之曰：“吾盾之坚，物莫能陷也。”又誉其矛曰：“吾矛之利，于物无不陷也。”或曰：“以子之矛，陷子之盾，何如？”其人弗能应也。夫不可陷之盾与无不陷之矛，不可同世而立。

05 Reflection and Discussion • 5.2 Different and dynamic potential of texts for translation instruction • First, the potential varies from text to text. • Secod,The potential is dynamic, even with the same text. 楚人有鬻矛与盾者，誉之曰：“吾盾之坚，物莫能陷也。”又誉其矛曰：“吾矛之利，于物无不陷也。”或曰：“以子之矛，陷子之盾，何如？”其人弗能应也。夫不可陷之盾与无不陷之矛，不可同世而立。

05 Reflection and Discussion • 5.1Theoretical underpinnings supporting classics-based material development for translation instructions • content and language integrated learning (CLIL) • CLIL has dual aims of teaching content subject and language simultaneously on the belief that optimal conditions for learning a second/foreign language occur when both the target language and some meaningful content are integrated in the classroom (Duenas, 2004). • It can be distinguished from regular ELT with 4 characteristics of subject matter organization, use of authentic texts, learning of new information and being appropriate to the specific needs of students (Leaver & Stryker, 1989). 楚人有鬻矛与盾者，誉之曰：“吾盾之坚，物莫能陷也。”又誉其矛曰：“吾矛之利，于物无不陷也。”或曰：“以子之矛，陷子之盾，何如？”其人弗能应也。夫不可陷之盾与无不陷之矛，不可同世而立。

05 Reflection and Discussion • 5.1Theoretical underpinnings supporting classics-based material development for translation instructions • 1.content and language integrated learning (CLIL) • It is based on a similar belief that an integration of content learning and translation learning will facilitate each other in a reciprocal way, specifically: • (1) content knowledge prerequisites quality translation; • (2) quality content motivates and sustains translating efforts; • (3) translating process facilitates acquisition of content knowledge; • (4) translation learning process facilitate both acquisition of systematic content knowledge and translation knowledge. 楚人有鬻矛与盾者，誉之曰：“吾盾之坚，物莫能陷也。”又誉其矛曰：“吾矛之利，于物无不陷也。”或曰：“以子之矛，陷子之盾，何如？”其人弗能应也。夫不可陷之盾与无不陷之矛，不可同世而立。

05 Reflection and Discussion • 5.1Theoretical underpinnings supporting classics-based material development for translation instructions • 2.Flipped classroom model • Flipped classroom model is a proven learning strategy characterized by instructional resources provided for students to use outside of class so that valuable class time is freed up for more engaging and more meaningful face to face activities typically facilitated by the instructor such as formative assessment (Enfield, 2013; Milman, 2012). 楚人有鬻矛与盾者，誉之曰：“吾盾之坚，物莫能陷也。”又誉其矛曰：“吾矛之利，于物无不陷也。”或曰：“以子之矛，陷子之盾，何如？”其人弗能应也。夫不可陷之盾与无不陷之矛，不可同世而立。

05 Reflection and Discussion • 5.1Theoretical underpinnings supporting classics-based material development for translation instructions • 3.positive psychology theory • Positive psychology is a science with the mission to improve quality of life and prevent the pathologies that arise when life is barren and meaningless by building on positive subjective experience, positive individual traits, and positive civic virtues and institutions (Seligman & Csikszentmihalyi, 2000). • Positive psychology has been introduced into education research to enhance learning process and outcome (e.g. MacIntyre, Gregersen & Mercer, 2016).

05 Reflection and Discussion • 5.3 Material development as professional development process • it can be a good means of teacher professionaldevelopment. • (2)itshould be a process of teacher development. 楚人有鬻矛与盾者，誉之曰：“吾盾之坚，物莫能陷也。”又誉其矛曰：“吾矛之利，于物无不陷也。”或曰：“以子之矛，陷子之盾，何如？”其人弗能应也。夫不可陷之盾与无不陷之矛，不可同世而立。

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Effective Teaching Material Development for Translation Courses