The reappraisal of translation as a legitimate and effective tool for learning, teaching and assessing foreign languages can be traced back to the late 1980s, at least in the English-speaking world. It was around that time that Alan Duff published the Duke of Edinburgh Award-winning volume Translation (1989). In Duff's resource book, translation is advocated as a useful actiivity for language practice and improvement. Pedagogic translation is now rapidly becoming a thriving area of study in applied linguistics. The aim of this article is to outline some of the main reasons for re-admitting translation in the language classroom and to highlight the importance of elaborating translation-based pedagogies that are conceived within interdisciplinary theoretical frameworks, and are properly investigated through primary research carried out in the international language classroom.

Introduction

LAVIOSA, Sara
2014

Abstract

The reappraisal of translation as a legitimate and effective tool for learning, teaching and assessing foreign languages can be traced back to the late 1980s, at least in the English-speaking world. It was around that time that Alan Duff published the Duke of Edinburgh Award-winning volume Translation (1989). In Duff's resource book, translation is advocated as a useful actiivity for language practice and improvement. Pedagogic translation is now rapidly becoming a thriving area of study in applied linguistics. The aim of this article is to outline some of the main reasons for re-admitting translation in the language classroom and to highlight the importance of elaborating translation-based pedagogies that are conceived within interdisciplinary theoretical frameworks, and are properly investigated through primary research carried out in the international language classroom.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11586/37288
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