La lengua materna y la traducción en el aula de lenguas extranjeras: ¿dos recursos perjudiciales? / Mother Tongue and Translation in the Foreign Language Classroom: Two Harmful Resources?
DOI:
https://doi.org/10.17398/1988-8430.32.331Palabras clave:
lengua materna; traducción; enseñanza de lenguas extranjeras; revisión teórica.Resumen
La lengua materna (LMA) y la traducción han sido dos recursos minusvalorados en las aulas de lenguas extranjeras (LE) desde el auge de los métodos monolingües. Sin embargo, ya en el siglo XXI, el Consejo de Europa promueve la adopción de enfoques plurales para la enseñanza de lenguas (véase Candelier et al., 2013), en los que el docente podría trabajar con todo el repertorio lingüístico que encuentra dentro del aula, incluyendo la LMA. Por ello, nuestro objetivo en este artículo es revisar y revaluar las críticas que afirmaban que la LMA y la traducción ralentizan el aprendizaje de la nueva lengua con el objetivo de alejarnos de esta postura y defender la importancia de estos dos recursos en las aulas actuales, en las que se recomienda adoptar enfoques plurales para la enseñanza de una LE.
Abstract
Mother tongue (MT) and translation have been two undervalued resources in foreign language (FL) classrooms since the rise of monolingual methods. However, already in the 21st century, the Council of Europe promotes the adoption of plural approaches to language teaching (see Candelier et al., 2013), in which the teacher may work with the entire linguistic repertoire found within the classroom, including the MT. Therefore, our aim in this article is to review and reassess the criticisms that claim that MT and translation slow down the learning of the new language with the aim of moving away from this position and defending the importance of these two resources in today’s classrooms, in which adopting pluralistic approaches for teaching a FL is recommended.
Keywords: mother tongue; translation; foreign language teaching; theoretical revision.
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Delisle, J., y Lee-Jahnke, H. (Dirs.). (1998). L’enseignement de la traduction et la traduction dans l’enseignement. Ottawa: Les Presses de l’Université d’Ottawa, University of Ottawa Press.
Deller, S. (2002). Personal Prefaces. En S. Deller y M. Rinvolucri, Using the Mother Tongue: Making the most of the learner’s language (p. 3). Londres: Delta Publishing.
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Duff, A. (1989). Translation. Oxford: Oxford University Press.
Duff, P. A., y Polio, C. G. (1990). How Much Foreign Language Is There in the Foreign Language Classroom? The Modern Language Journal, 74(2), 154-166. doi: https://doi.org/10.2307/328119
Enecoiz, M. I. (2000). Utilidad del diccionario para la traducción de textos en las clases de ELE. En M. A. Martín Zorraquino y C. Díez Pelegrín (Eds.), Actas del XI Congreso Internacional de la ASELE ¿Qué español enseñar? Norma y variación lingüísticas en la enseñanza del español a extranjeros (pp. 287-296). Zaragoza: ASELE/Universidad de Zaragoza. Recuperado de https://cvc.cervantes.es/
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Gatenby, E. V. (1967). Translation in the Classroom. En W. R. Lee (Ed.), ELT Selections 2: Articles from the Journal English Language Teaching (pp. 65-70). Londres: Oxford University Press.
Germain, C. (1993). Évolution de l’enseignement des langues, 5000 ans d’histoire. París: Clé International.
González Davies, M. (2004). Multiple Voices in the Translation Classroom (Vol. 54). Ámsterdam: John Benjamins.
Greggio, S., y Gil, G. (2007). Teacher’s and Learners’ Use of Code Switching in the English as a Foreign Language Classroom. A Qualitative Study. Linguagem & Ensino, 10(2), 371-393. Recuperado de https://www.academia.edu/17118173/
Teachers_and_learners_use_of_code-switching_in_the_English_as_a_foreign_
language_classroom_a_qualitative_study
Hakuta, K. (1986). The Mirror of Language. Nueva York: Basic Books.
Harris, B., y Sherwood, B. (1978). Translating as an Innate Skill. En D. Gerver y H. W. Sinaiko (Eds.), Language Interpretation and Communication (pp. 155-170). Londres/Nueva York: Plenum Press.
Harvey, M. (1996). A Translation Course for French-Speaking Students. En P. Sewell y I. Higgins (Eds.), Teaching Translation in Universities. Present and Future Perspectives (pp. 45-66). Londres: Association for French Language Studies in association with the Centre for Information on Language Teaching and Research.
Hennequin, J. (1998). Pour une pédagogie de la traduction inspirée de la pratique professionnelle. En J. Delisle y H. Lee-Jahnke (Dirs.), L’enseignement de la traduction et la traduction dans l’enseignement (pp. 97-105). Ottawa: Les Presses de l’Université d’Ottawa, University of Ottawa Press.
Hurtado Albir, A. (1999). Enseñar a traducir: metodología en la formación de traductores e intérpretes. Madrid: Edelsa.
Ibáñez, A., y Vermeulen, A. (2013). Audio description as a tool to improve lexical and phraseological competence in foreign language learning. En D. Tsagari y G. Floros (Eds.), Translation in language teaching and assessment (pp. 45-61). Newcastle upon Tyne: Cambridge Scholars Publishing. Recuperado de http://hdl.handle.net/1854/LU-4211313
Incalcaterra, L., y Lertola, J. (2014). Audiovisual translation in second language acquisition. Integrating subtitling in the foreign-language curriculum. The Interpreter and Translator Trainer, 8(1), 70-83. doi: https://doi.org/10.1080/
1750399X.2014.908558
Janssens, M., y Steyaert, C. (2014). Re-considering language within a cosmopolitan understanding: Toward a multilingual franca approach in international business studies. Journal of International Business Studies, 45(5), 623-639.
doi: https://www.jstor.org/stable/43653823
Jingxia, L. (2009). Switching to L1 in the EFL Classroom-the Perspective of Adaptation. Open Applied Linguistics Journal, 2, 45-49. Recuperado de https://benthamopen.com/contents/pdf/TOALJ/TOALJ-2-45.pdf
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La lengua materna y la traducción en el aula de lenguas extranjeras: ¿dos recursos perjudiciales? / Mother Tongue and Translation in the Foreign Language Classroom: Two Harmful Resources?. (2020). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 32, 331-358. https://doi.org/10.17398/1988-8430.32.331
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