Translation for multiliteracies: case studies of EFL and JFL classrooms

ABSTRACT

The purpose of this study is to analyse how translation can be used to foster multiliteracies. It looks at a multimodal-focused approach to translation, which is one of the two important focuses of the pedagogy of multiliteracies. The approach was applied to two different classroom settings: a Korean into English translation classroom at a university in Seoul, South Korea, and a beginner Japanese language class at a university in London, England. In particular, it will examine how a focus on the multimodal dimensions of text facilitates students’ understanding and how this in turn influences their decision-making in translation tasks across classroom contexts. The study uses thematic analysis to examine students’ learning journals submitted after the lesson. Despite two different classroom settings and differences in students’ language proficiency, data show the role such an approach played in enabling students to make decisions for their text output while contemplating the available modes. The approach allowed students to be explicitly aware of the context surrounding the media and helped them to make informed decisions regarding which translations to use.

KEYWORDS:

• Multiliteracies
• mode
• medium
• translation
• Japanese
• Korean

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1. In class, the term “mode” was used to refer to “medium”, or “media” and not to semiotic resources.

2. The English translations of the texts have been provided by the authors.

3. Translated by the author from the original Korean.

4. Same as above.

Additional information

Funding

The data collection and analyses of the Japanese language classroom was supported by the Japan Society for the Promotion of Science (JSPS) KAKENHI under Grant Number [17K13486] and [20K13079].

Notes on contributors

Vivian Lee

Vivian Lee is Associate Professor at the Department of EICC, Hankuk University of Foreign Studies in Seoul, South Korea. She teaches various undergraduate and postgraduate English language and Korean-English translation and interpreting courses. She obtained her PhD in Linguistics (Applied Linguistics/Translation) at SOAS, University of London. Her research interests include translation and translation pedagogy, intercultural communication and language pedagogy.

Eiko Gyogi

Eiko Gyogi is Assistant Professor in Japanese Language Education Program, Faculty of International Liberal Arts at Akita International University, where she teaches various undergraduate Japanese language courses. She obtained a PhD in Linguistics (Applied Linguistics/Translation) at SOAS, University of London. Her research interests include translation in language teaching, pragmatics, and heritage language education.