ROLE OF TRANSLATION IN TEACHING/LEARNING FOREIGN LANGUAGES
Theoretical-Practical Seminar with International Participation
Chișinău, ULIM, October 21-22, 2015
Appeal to communicationsi
Beyond the rudimentary definitions which state that the translation consists in expressing in a certain language what has been expressed in another language, the translation is used to enter the other linguistic universe, cultural view, as Jean-Rene Ladmiral suggests, affirming that the translation serves as “a constructivist vision of the Universal”, meantime inviting us, on the side of other cultures and thinking, to know the essence of humanity.
According to its definition and essence, translation represents an interpretative division and/or itinerary between two languages, between two discourses, between two interlocutors, being the most rebel act of language which reveals an artificial and/or adaptive dichotomy between identity and alterity. In this regard, the titanic translational mission emphasizes this activity of relation by excellence as perpetuating report (Meschonnic) which would allow the recognition of an alterity into an identity. Such a mediatory didactic approach could reduce the trivial and aporetic opposition between adherents of the source-text (sourciers) and the meaning defenders preoccupied by the efficiency of the message transfer (ciblistes). Translation is always placed on the horizon line, never definitive, always ready to be revised. The translational process represents also a transcendence – a progression in advance(Hegel), representation-replacement (Gadamer), because every identity of the translation is made by alterity, and its heterogeneous nature shows that we have two ways of “to be” which, certainly, from the ontological point of view, are interdependent.
Using different practices and applied programs, the process of teaching languages places, in one way or the other, the translation in the center of an interpretative perpetual act of languages-cultures. Hence, the methodological issues take shape of the question if the translation could serve as a way of acquiring the necessary knowledge for using and knowing foreign languages. In this context, the translation could be a method of development of all linguistic competences – oral/written comprehension – oral/written expression. The competence to communicate linguistically the learning and communicating subject represents an implementation in the realization of various linguistic activities, being able to emphasize the reception, production, interaction, mediation (especially the activities of translation and interpretation). The given components are susceptible to accomplish themselves, either orally or in written form (Council of Europe 2001: 25).
Starting with the relations between translation and the didactic process, we should delimit imperatively the pedagogical translation and the pedagogy of translation. The pedagogical translation is a meta-linguistic translation used in teaching a certain foreign language in order to achieve certain objectives. It could aim at teaching/learning various linguistic aspects: vocabulary, syntax, style, but it is not an aim by itself. This fact allows to improve and to polish the linguistic competence of the student, in case that it is not the single way of learning the target language. Instead, in the pedagogy of translation, we start with the knowing of languages involved in translation in order to begin the activities of transfer, thus learning of translation being an aim by itself. Once established, the difference between pedagogical translation and the professional one is pertinent to emphasize, according to Durieux, the importance of adapting the teaching/learning of translation to a well pointed objective: (1) didactics of a certain foreign language; (2) training future professors of foreign languages; (3) training future professional translators; (4) training the future trainers of translators.
Exploring different didactic approaches and methods: prescriptive (technical and pragmatic); subjective (importance and influence of translators/interpreters), intercultural (dialogue between languages-cultures), etc. we are inviting the researchers of didactics of languages, translators, as well as all persons interested in translation to contribute to the (re)consideration of didactics of languages-cultures and of transfer/ intercultural dialogue, to follow the proposed areas of research:
- The traditional teaching/learning of translation: limits and reserves;
- The pedagogical translation: the goal and the methodological potential
- The professional translation: actual methodological strategies;
- The teaching/learning of the interpretative translation;
- The translation as an intercultural dialogue.
Languages of communication: French, Spanish, Italian, Romanian, English, German, Russian.
Ways of participation:
- in praesentia – October 21, 2015;
- videoconference – October 22, 2015.
- The titles of communications should be included in the form of participation (attached) and sent to the e-mail: firstname.lastname@example.org before October 10, 2015.
- The full texts should be presented before November 01, 2015.
- The editorial guidelines are available on the website of the Institute: icfi.ulim.md
- The genuine and representative texts will be published in the scientific journal Intertext (nr.1/2 2016), and will be available in paper and electronic versions.
The scientific journal Intertext, specialized in philology, didactics and cultural studies, has the B category assigned by the Academy of Sciences of Moldova (i.e. international circulation). It is available on the site icfi.ulim.md
15 € for foreign participants (article publication);
200 MDL for Moldovan participants (article publication);
The Organizing Committee