Translation and plurilingual approaches to language teaching and learning最新文献

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Promoting plurilingual and pluricultural competence in language learning through audiovisual translation 通过视听翻译促进语言学习中的多语和多文化能力

Translation and plurilingual approaches to language teaching and learning Pub Date : 2021-01-12 DOI: 10.1075/ttmc.00063.ban

R. Baños, Anna Marzà, Gloria Torralba

{"title":"Promoting plurilingual and pluricultural competence in language learning through audiovisual translation","authors":"R. Baños, Anna Marzà, Gloria Torralba","doi":"10.1075/ttmc.00063.ban","DOIUrl":"https://doi.org/10.1075/ttmc.00063.ban","url":null,"abstract":"\u0000 The effectiveness of audiovisual translation (AVT) for language learning has been widely discussed and demonstrated by\u0000 scholars in the past (cf. Lertola 2019). Nevertheless, many areas in this field of investigation\u0000 are still underexplored, such as the usefulness of AVT for the acquisition of plurilingual and pluricultural competence (PPC). This is of\u0000 paramount importance in the multilingual and multicultural societies we live in, and also given the emphasis the CEFR Companion\u0000 Volume (Council of Europe 2018) places on mediation and PPC. The latter has been the\u0000 focus of the research project PluriTAV (2017–2019), in which the authors of this paper have taken part, aimed at developing a set of\u0000 activities involving the use of AVT for the acquisition of PPC in the language classroom. This paper sets out to illustrate the theoretical\u0000 framework sustaining the PluriTAV project and to reflect on the potential of AVT for the acquisition of PPC. This will be achieved by\u0000 establishing links between AVT modes, transfer/mediation skills, and the descriptors developed within the Framework of Reference for\u0000 Pluralistic Approaches to Languages and Cultures (FREPA) (Candelier et al. 2012), as\u0000 well as referring to sample and specific activities developed within PluriTAV. In line with this project, the emphasis will be on language\u0000 teaching in Higher Education, yet the discussion and the activities suggested could be easily extrapolated and adapted to other educational\u0000 contexts and levels of language ability.","PeriodicalId":395318,"journal":{"name":"Translation and plurilingual approaches to language teaching and learning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125209999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Use of translation and plurilingual practices in language learning 翻译和多语练习在语言学习中的应用

Translation and plurilingual approaches to language teaching and learning Pub Date : 2020-12-18 DOI: 10.1075/ttmc.00059.gon

María GonzáLez-Davies, David Soler Ortínez

{"title":"Use of translation and plurilingual practices in language learning","authors":"María GonzáLez-Davies, David Soler Ortínez","doi":"10.1075/ttmc.00059.gon","DOIUrl":"https://doi.org/10.1075/ttmc.00059.gon","url":null,"abstract":"\u0000 Here we will present a pedagogical framework for the implementation of an Integrated Plurilingual Approach (IPA) to\u0000 language learning that has emerged from research and observation of best practices in primary, secondary, and higher education. Researchers,\u0000 teachers, and students collaborated in three interconnected projects (2012–2015; 2015–2019) whose main aims were to help teachers and\u0000 learners move towards acknowledging and explicitly connecting their linguistic repertoires to reframe their current classroom practices and\u0000 engage in new ones. This implied a reformulation of their pedagogical practices, including the use of translation to acquire\u0000 interlinguistic, intercultural and mediation skills in contexts other than professional translator training (TOLC). Two instruments\u0000 resulted: one to help the teachers transform their perceptions and, so, their performance, regarding the plurilingual paradigm, a\u0000 four-phase collaborative reflective cycle; and another to guide their instructional design, the five-dimensional\u0000 instructional framework (IPA-5DIF). Some classroom examples will be presented here, with special reference to a high-complexity\u0000 secondary school context (118 students, 4 teachers).","PeriodicalId":395318,"journal":{"name":"Translation and plurilingual approaches to language teaching and learning","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126884364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2