Journalistic Translation: Pedagogical implications translation and language teaching

Abstract

The use of translation in foreign language classrooms is frequently a controversial issue among language teachers. This is usually due to a misunderstanding regarding translation as a purpose not as a means for reflection about languages through several teaching methodologies. Therefore, focusing on high school and undergraduate contexts, this article i) discusses the usage of translation related to some of the traditional teaching methodologies; ii) introduces a new translation approach based on the cultural representation concept and iii) suggests some pedagogical practices carried out in the classroom. Based on the German functionalism for translation studies, the activities use journalistic texts within the concept of texts as social practices. The purpose is to demonstrate that translation in foreign language classrooms is a tool that provides reflection about both mother and foreign language, as well as reference for culture, writing, textual genre comprehension and reader’s construction.