Teaching translation in a non-linguistic university

Abstract

The article deals with the issue of teaching translation in a non-linguistic university. Its aim is to consider some of the many objections thinkers and practitioners have to translation, and some of the possible advantages of its use. Translation was the basis of language teaching for a very long time, and then was rejected as new methodologies started to appear. It was not so long ago that a great number of teachers admitted feeling guilty about using students’ L1 in the English classrooms. Together with drilling, grammar and other ingredients of English teaching, translation has been too easily demonized for too many years. It is clear that the use of L1 has to be restricted or allowed only when benefits clearly counteract drawbacks. The mother tongue can be used to provide a quick and accurate translation of an English word that might take several minutes for the teacher to explain and, even then, there would be no guarantee that the explanation had been understood correctly. It can also be used to clarify a difficult language pattern by providing with the equivalent in L1. Using L1 when necessary gives students security and relieves their fear of using English. If they are used to having the teacher give them translations of every new word or phrase they learn, then they might not readily take to having to do some of the thinking work for themselves. If this is the case, teachers can start introducing these methods gradually by using them as part of revision games.