Translation in Language Teaching as a Part of EFL Teacher Preparation: Relevant and Necessary, but Somewhat Neglected
Abstract
"Translation into the MT as a classroom activity comparable to listening or reading has been confined too long to a wall-flower existence. It should have a place in the FL classroom" (Butzkamm and Caldwell 2009, 196).
Nevertheless, the question is whether the FL teachers are prepared for a judicious and systemic (re-) introduction of translation into the FL classroom. Research projects focusing on the role and use of translation in language teaching (Mraček 2012, Koletnik 2012, Pym, Malmkjaer and Gutiérez-Colón Plana 2013) seem to suggest that though marginalized translation (and MT) occurs in the FL classroom - usually as the translation of isolated phrases or vocabulary (Šámalová 2014, Skopečková 2018).
However, the data also indicate that both in-service and prospective FL teachers are not sufficiently equipped with relevant theoretical background accumulating the newest research results and theories of related disciplines (Němec 2013) to tap the potential of translation (and MT) as a didactic tool and, moreover, as the fifth skill in the FL classroom. The present paper introduces a project researching the use of translation (and MT) in language teaching (ELT) trying to reflect relevant theoretical approaches to complement EFL teacher preparation programmes.
In particular, the present research project aims to create and verify a new didactic model for the optimal use of translation in the EFL classroom - complying with the principles of Language Didactics as well as Translation Studies - to be gradually integrated into the EFL teacher preparation programme at the Faculty of Education Charles University in Prague.