CAN TRANSLATION BE USEFUL IN A SECOND LANGUAGE TEACHING? A PROPOSAL FOR USING TRANSLATION IN BILINGUAL PHYSICAL EDUCATION THROUGH CONTENT AND LANGUAGE INTEGRATED LEARNING

Santiago García-Calvo

Abstract


This work aims to determine the useful of translation in FLT (Foreign Language Teaching), to analyze pros and cons of translation and discussing both postulates. It is tried to argue the integrating of translation as a non-linguistic discipline called BPE (Bilingual Physical Education). Therefore, a brief review of translation along history to this day is made and an integrated proposal in BPE-CLIL (Bilingual Physical Education in Content and Language Integrated Learning) is presented that it is addressed to 6th grade of Primary education. After applying the proposal in the educational context, it is shown that there is compatibility and translation can be used in a meaningful way in foreign language teaching regarding non-linguistic disciplines.

 

Article visualizations:

Hit counter

DOI

Keywords


translation pros and cons; translation integrated; a proposal in bilingual physical education; content and language integrated learning methodology

Full Text:

PDF

References


Attard Montalto S., Walter L., Theodorou M. and Chrysanthou, K. (2015). CLIL guide Book. Lifelong Learning Programme, 1-51.

Auerbach, E. R. (2016). Reexamining English only in the ESL classroom. Tesol Quaterly, 50, 4 doi. 10.1002/tesq.310

Baena-Extremera, A., Granero-Gallegos, A., Baños, R. and Ortíz-Camacho, M. (2018). Can Physical Education contribute to learning English? Structural model for self-determination theory. Sustainability, 10, 3613. doi: 10.3390/su10103613

Bothman, M. (2013). Bilingual Physical Education. Thesis.Western Oregon University: Oregón.

Chanda, V. M. (2017). Issues in Translation as a Multidisciplinary Field. International Journal of Humanities and cultural studies, 4, 3, 49-61

Chiva-Bartoll, O. and Salvador-García, C. (2018). Educación Física y pluringüismo: una mirada al futuro inmediato. International Journal of Sports Humanities, 1, 23-32.

Cicero, M. T. (1949). De inventione, De optimo genere oratum, Topica. Edited and translated by M.Hubbell. Cambridge (MA): Harvard University Press.

Cook, G. (2010). Translation in Language Teaching: An argument for reassessment. Oxford: Oxford University Press.

Council of Europe. (2001). Common European Framework of Reference. Cambridge: Cambridge University Press.

Coyle D. (2011). Teacher Education and CLIL Methods and Tools. Seminary in Arisaig, Scotland. Retrieved from http://www.cremit.it/public/documenti/seminar.pdf

Coyle, D. (2013). Listening to learners: an investigation into successful learning across CLIL contexts. International Journal of Bilingual Education and Bilingualism, 16, 3, 244-266. doi: 10.1080/13670050.2013.777384

Coyle, D., Hood, P., and Marsh, D. (2010). CLIL. Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Duff, A. (1989). Translation. Oxford: Oxford University Press.

Edge, J. (1986). Acquisition disappears in adultery: interaction in the translation classroom. ELT Journal, 40, 121-124.

Ellis, R. (1984). Classroom second language development. Oxford: Pergamon.

Faya-Cerqueiro, F. (2012). Influencia de una asignatura de inglés para fines específicos en posibles profesores de AICLE. Congreso Internacional de Propuestas docentes en AICLE. Pamplona: Servicio de Publicaciones de la Universidad de Navarra.

Fernández-Guerra, A. (2014). The Usefulness of Translation in Foreign Language Learning: Students. Forum. International Journal of Translation studies, 2, 153-170.

García-Calvo, S. (2015). CLIL curriculum design in Physical Education: transforming theory into practice. Thesis. University of Jaen: Jaen. Retrieved from https://hdl.handle.net/10953.1/2229

García-Calvo S. (2018). Didactic Proposal in Bilingual Physical Education on Content and Language Integrated Learning (CLIL). Team Sports. European Journal of Physical Education and Sport Science, 4, 5, doi:10.5281/zenodo.1239870

García-Calvo, S. Banegas, D.L. and Salaberri, M. S. (2019). Satisfaction’s study in Bilingual Physical Education after applying a schedule based on content and language integrated learning. Sportis, Scientific Technical Journal of School Sports, Physical Education and Psychomotricity, 5, 2, 305-322

García-Calvo, S. and Salaberri, M.S. (2018). Educación Física bilingüe en el siglo XXI. Investigación-acción. Análisis de satisfacción en Educación Física bilingüe y no bilingüe. Berlin: Editorial Académica Española.

Harris, B. and Sherwood, B. (1978). Translating as an innate skill. In Gerver, D. and Sinaiko (eds.). Language, Intepretation and Communication. New York. Plenum Pres, 155-170.

Leonardi, V. (2010). The Role of Pedagogical Translation in Second Language Acquisition. From theory to practice. Bern: Peter Lang.

LOMCE: “Ley orgánica 8/2013, de 9 de diciembre, de Educación”. BOE nº 295 de 10 diciembre 2013, 97858-97921. (National law on education).

Malmkjær K. (1998). Introduction: Translation and Language Teaching. In K. Malmkjær (ed.), Translation and Language Teaching: Language Teaching and Translation, Manchester: St. Jerome Publishing.

Marsh, D. (2000). Using languages to learn and learning to use languages. University of Jyväskilä: Finland.

Munday, J. (2001). Introducing Translation Studies: Teories and Applications. London and New York: Routledge.

Muñoz González, V., Gómez-López, M. and Granero-Gallegos, A. (2019). Relación entre la satisfacción con las clases de Educación Física, su importancia y utilidad y la intención de práctica del alumnado de Educación Secundaria Obligatoria. Revista Complutense de Educación, 30, 2, 149-161.

Newmark, P. (1991). About Translation: Multilingual Matters. Clevedon, Philadelphia: Multilingual Matters Ltd.

Odlin, T. (1997). Language Transfer. Cambridge: Cambridge University Press.

Pae, H.K. (2012). Linguistic Relativity Revisited: The Interaction between L1 and L2 in Thinking, Learning, and Production. Psychology, 3, 1, 49-56.

Schäffner, C. (1998). Skopos Theory. In Baker, N. (ed.). (1998). The Routledge Encyclopaedia of Translation Studies. London: Routledge.

Sharma, K. (2006). Mother tongue use in English classroom. Journal of NELTA, 11 (1-2), 80-87.

Slattery, M. and Willis, J. (2001). English for Primary Teachers. Oxford: Oxford University Press.

Soler, B. (2013). Translation Studies: An Introduction to the History and Development of Translation. LINGUAX. Alfonso X el Sabio University: Madrid, 1-24.

Schweers, C. (1999). Using L1 in the L2 Classroom. English Teaching Forum, 37, 6-13.

Valero Garcés, C. (1996). L1 y L2 en el aula de idiomas: la lengua materna como complemento metodológico en la enseñanza de segundas lenguas. BABEL (AFIAL), 3/4/5, 187-197.

Vermes, A. (2010). Translation in Foreign Language Teaching: A Brief Overview of Pros and Cons. Eger Journal of English Studies, 10, 83-93.

Villarón, M.G. (2017). English in compulsory education. A comparative view of the cases of Spain and the Netherlands. Revista Española de Educación Comparada, 30, 61-76, doi: 10.5944/reec.30.2017.18694

Viqueira, M.ª J. (1992). Revalidación de la traducción como elemento de trabajo en el inglés Científico. En Sandi Michele de Oliveira (ed.). Actas del II Congreso Luso-espanhol de Línguas Aplicadas ás Ciências. Universidad de Évora: Évora, 76-78.

Zindler, K. (2013). Content and Language Integrated Learning (CLIL) and PE in England. An Exploratory Study. Thesis. University of Sheffield: Sheffield.




DOI: http://dx.doi.org/10.46827/ejfl.v0i0.2574

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2022. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).