Reconceptualising translation as intercultural mediation: A renewed place in language learning

ABSTRACT

Since the 1970s translation has been discredited in languages teaching and learning. Nevertheless, it can be seen as a natural phenomenon in many domains of contemporary, globalised life. Furthermore, learners themselves have not ceased to use translation as a strategy in the process of language learning. They necessarily use their primary language as the basis for understanding and using an additional language or to use and understand their primary language in contexts in which it is a minority language. This process can be likened to the task of translators as they seek to establish a relationship with another language and culture. In this paper I discuss translation as an act of intercultural mediation. Translation in language learning is presented in two senses: as a valuable intercultural activity in itself, and as fundamental to the act of language learning. I then discuss the way in which translation has been included in the development of the new (national) Australian curriculum for languages and the contestation that has emerged in relation to its inclusion. I argue that it is a reconceptualisation of translation as intercultural mediation that permits its value in language learning to be fully realised.

KEYWORDS:

• translation in language learning
• translation as language learning
• intercultural mediation
• interpretation
• reflection on translation

Notes on contributor

Angela Scarino is Associate Professor in Applied Linguistics and Director of the Research Centre for Languages and Cultures, University of South Australia. Her research and publications are in the areas of language learning, languages and cultures in education, and language assessment. Her experience includes research and development work in Australia, as well as in Hong Kong, Singapore, Malaysia, and New Zealand. She has led a number of research projects of national significance focused on intercultural language learning and on assessment of student achievements in learning languages. She has served as the President of the Applied Linguistics Association of Australia and President of the Australian Federation of Modern Language Teachers Associations. Recent volumes include: Intercultural language teaching and learning (2013, with A.J. Liddicoat), Dynamic ecologies: A relational perspective on languages reduction in the Asia-Pacific region (2014, with N. Murray) and Languages in Australian education. Problems, prospects and future directions (2010, with A.J. Liddicoat).

Notes

1 It should be noted that the author of the present paper was the lead writer for the Shape Paper – Languages.