Translation in Spanish language teaching: the integration of a “fifth skill” in the second language curriculum

ABSTRACT

This article argues for translation as a fifth skill in language learning and for its integration in a systematic, purposeful, and informed manner in the Spanish language curriculum, with special attention to the situation in the United States. After reviewing the relevant literature in the fields of translation studies (TS) and language acquisition and teaching, we contend that a narrow, specialized, and one-dimensional view of translation, on the translation side, and a rigid ban on the use of the native language on the part of the SLA/teaching community prevented a fruitful integration of translation in the second language (L2) classroom. A broader conceptual definition of translation as cross-linguistic language mediation provides for a much more promising interaction. Taking this conceptual basis as the point of departure, the article suggests research directions as well as specific curricular ideas and strategies to implement the integration of translation in Spanish language teaching. It also highlights the benefits that can be derived from this reconceptualization of the field, e.g., an improved ability to prepare students and to address a much more complex language learning situation created by issues such as globalization, and increased immigration from/to Spanish-speaking countries.

RESUMEN

Este artículo defiende la conceptualización de la traducción como una quinta destreza en el aprendizaje de lenguas y la necesidad de su integración de forma sistemática, estratégica y bien fundada en la enseñanza del español, con un enfoque especial en la situación de Estados Unidos. Tras pasar revista a la literatura en estudios de traducción y de adquisición y enseñanza del español, sostenemos que los factores que han frenado la incorporación de la traducción en la enseñanza de lenguas han sido, por una parte, una visión de la traducción excesivamente especializada y unidimensional y, por otra, la prohibición del uso de la lengua materna en el campo de la enseñanza y adquisición de lenguas. Una conceptualización más amplia de la traducción como proceso de mediación interlingüística constituye la base sobre la que se puede fundamentar una interacción más prometedora. Tomando como punto de partida esta definición, este artículo propone líneas de investigación y sugerencias curriculares para integrar la práctica de la traducción en la clase de español. Además, se enfatizan los beneficios que se pueden derivar de tal visión del campo, tales como la formación de profesionales mejor preparados y la capacidad de afrontar un panorama lingüístico mucho más complejo, resultado de la globalización y del aumento de la migración de países de habla hispana.

KEYWORDS:

• Language mediation
• linguistic awareness
• communicative translation
• Spanish language acquisition
• Spanish language teaching
• translation studies (TS)

PALABRAS CLAVE:

• Mediación lingüística
• conciencia lingüística
• traducción comunicativa
• adquisición del español como L2
• enseñanza del español como L2
• estudios de traducción

Notes

1 In this article, we use the term translation and translation studies to include also interpreting to reflect the broadening of the definition in §3 and for ease of presentation. Unless otherwise noted, the literature reviewed in this article focuses on the higher education context, a more common educational context for the teaching of translation (note, however, a few exceptions involving secondary education, e.g. Cervantes-Kelly 2010).

2 However, as we will see below, Antón (2011) does talk about the use of L1 as a mediation tool for learning an L2 in NNS-NNS interaction.

3 When referring to advanced college proficiency, we refer generally to the level of proficiency typically expected of college students in the last year of a Spanish degree (roughly, Advanced high or Superior in the ACTFL scale, C1/C2 in the Common European Framework of Reference [CEFR]), while intermediate corresponds to students in a second or third year of a four-year degree (roughly, Intermediate in the ACTFL scale, B in the CEFR).

4 Skopos Theory, also known as functionalism, is a theory of translation that states that translation decisions should be guided by the purpose of the translation (cf. Nord 1997). The purpose of the translation and other requirements for the target text (audience, age, educational level, motive, medium, etc.) are specified with the translation commission given to the translator and referred to as the translation brief or translation instructions.