Traducir en coloresla traducción como herramienta de evaluación de la comprensión lectora en inglés como lengua extranjera

  1. Bruno Echauri Galván 1
  2. Silvia García Hernández 1
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

Journal:
Revista española de pedagogía

ISSN: 0034-9461,  2174-0909

Year of publication: 2020

Volume: 78

Issue: 276

Pages: 327-346

Type: Article

DOI: 10.22550/REP78-2-2020-07 DIALNET GOOGLE SCHOLAR

More publications in: Revista española de pedagogía

Abstract

This paper focuses on describing a teaching activity aimed at exploring the use of translation as a teaching and assessment tool in English as a second language classes and as a means of improving teachers’ planning and educational practices. The proposal is divided into two activities using different translation concepts. The first involves the development of an activity based on what Jakobson (2004, original work published in 1959) called intersemiotic translation or transmutation, i.e., the process of translating between a verbal sign system and a non-verbal one. This activity, which was completed by third-year primary-school students, is based around producing a symmetrical transmutation from text into illustration. Its main objective is to improve and assess reading comprehension skills by using a motivational and innovative approach. The second action focuses on analysing the results using translational criteria. Given that there are similarities between translation and illustration, which scholars like Pereira (2008) have noted, the drawings crafted by the students are assessed using different traditional procedures from translation studies as assessment criteria, such as Hurtado Albir’s (2001) literal translation and amplification and Vázquez Ayora’s (1977) explicitation, among others. The experience as a whole has revealed interesting results in both aspects. On the one hand, it has shown how concepts from the field of translation can be a useful tool for evaluating the right and wrong decisions students make when carrying out this type of activity. On the other, the fact that this assessment mechanism enables teachers to identify the knowledge acquired in order to analyse and improve their own teaching practice, adapting it to their students’ learning needs has been confirmed.

Bibliographic References

  • Carreres, A. (2006). Strange bedfellows: Translation and language teaching. En Sixth Symposium on Translation, Terminology and Interpretation in Cuba and Canada. La Habana: Canadian Translators, Terminologists and Interpreters Council. Recuperado de http://www.cttic.org/publications_06Symposium.asp (Consultado el 18-05-2018).
  • Consejo de Europa (2017). Marco Común Europeo de Referencia para las lenguas: aprendizaje, enseñanza, evaluación. Estrasburgo: Council of Europe Publishing.
  • Dendrinos, B. (2006). Mediation in communication, language teaching and testing. Journal of Applied Linguistics, 22, 9-35.
  • Dougherty Stahl, K. A., Flanigan, K. y McKenna, M. C. (2020). Assessment for Reading Instruction. Nueva York; Londres: The Guilford Press.
  • Elkins, J. (2009). Visual literacy. Nueva York: Routledge. Ferlazzo, L. y Hull-Sypnieski, K. (2012). The ESL/ ELL teacher’s survival guide: ready-to-use strategies, tools and activities for teaching English language learners of all levels. San Francisco: Jossey-Bass (Wiley).
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Nueva York: Basic Book.
  • Gorsuch, G. y Griffee, D. (2017). Second language testing for student evaluation and classroom research. Charlotte: Information Age Publishing.
  • Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
  • Hurtado Albir, A. (1999). Enseñar a traducir. Madrid: Edelsa.
  • Hurtado Albir, A. (2001). Traducción y traductología, introducción a la traductología. Madrid: Cátedra.
  • Jakobson, R. (2004). On linguistic aspects of translation. En L. Venuti (Ed.), The translation studies reader (pp. 113-118). Londres; Nueva York: Routledge.
  • Jiménez Ortega, J. y Alonso Ortiz, M. L. (2005). Método para el desarrollo de la comprensión lectora. Madrid: La Tierra Hoy.
  • Kunan, A. J. (2018). Evaluating language assessments. Nueva York; Londres: Routledge.
  • Malmkjaer, K. (1998). Translation and language teaching. Manchester: St Jerome.
  • Maarof, N. (2016). Assessing second language reading. Singapur: Partridge Publishing.
  • Mitchell, W. J. T. (2009). Visual literacy or literary visualcy? En J. Elknis (Ed.), Visual literacy (pp. 10-14). Nueva York: Routledge.
  • Newman, M. y Ogle, D. (2019). Visual literacy. Reading, thinking and communicating with visuals. Londres; Nueva York: Rowan and Littlefield.
  • Nida, E. A. (1964). Toward a science of translating. Leiden: E. J. Brill.
  • Nikolajeva, M. y Scott, C. (2001). How picturebooks work. Nueva York; Londres: Garland Publishing.
  • North, B. y Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the CEFR. A Council of Europe project. Language Teaching, 49 (3), 455-459.
  • Pereira, N. M. (2007). Book illustration as intersemiotic translation: The case of Alice in Wonderland in Brazil. En D. Kenny y K. Ryou (Eds.), Across boundaries: International perspectives on translation studies (pp. 56-77). Newcastle: Cambridge Scholars Publishing.
  • Pereira, N. M. (2008). Book illustration as (intersemiotic) translation: Pictures translating words. Meta, 53 (1), 104-119. doi: https://doi. org/10.7202/017977ar
  • Popovic, R. (2001). The place of translation in language teaching. Bridges, 5, 3-8.
  • Richards, J. C. y Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
  • Riddle, J. (2009). Engaging the eye generation. Visual literacy strategies for the K-5 classroom. Portland: Stenhouse Publishers.
  • Sidhu, K. S. (2005). New approaches to measurement and evaluation. Nueva Delhi: Sterling Publishers.
  • Sievers, U. (2017). Creative teaching-Sustainable learning. A holistic approach to foreign language teaching and learning. Norderstedt: Books on Demand.
  • Stathopoulou, M. (2015). Cross-language mediation in foreign language teaching and testing. Bristol; Buffalo; Toronto: Multilingual Matters.
  • Vázquez Ayora, G. (1977). Introducción a la traductología. Washington D. C.: Georgetown University Press.
Data source: Dialnet