Cover not available
Article published In:
FORUM
Vol. 21:1 (2023) ► pp.115–138

A call for improved collaboration between faculties of language and translation education

Action research on team teaching

| Hankuk University of Foreign Studies
| Hankuk University of Foreign Studies
Translator education and language education have remained relatively disconnected and isolated despite the great value they potentially bring one another, even within academic departments which bring both areas of teaching within their scope. This action-research study examines an attempt by a translation instructor (TI) and an English language instructor (ELI) to ‘team teach’ translation, exploring how team teaching creates new opportunities for students’ overall development as translators and language learners. Working within an understanding of Gile’s sequential model of translation (2009) the TI and ELI adopted separate pedagogical roles, for the most part, based upon their areas of expertise. However, these roles overlapped in ‘acceptability tests’ and when ‘translator’s creativity’ was called for, and these practices suggest the greater potential of team teaching to elevate the learning and development of students, creating opportunities for students to more deeply examine issues of translation and language. Nurturing the creativity of students may be an especially productive area in which translation education and language education can be productively intertwined. This study is an example of team teaching within translation classes and, ideally, will contribute to further explorations of how these practices can be effectively implemented and examined.
Keywords: translator education, English education, language education, team teaching, translator’s creativity
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1 The Two Solitudes: ‘Translation as an end’ vs. ‘translation as a means’
    • 2.2Team teaching: A way for translation and English education to work together
    • 2.3Team teaching based on Gile’s sequential model of translation for training purposes
  • 3.Research method
  • 4.Team teaching in action
    • 4.1Conceptualizing team teaching of translation and English language education
    • 4.2The TI and ELI: Different approaches, but shared goals
    • 4.3The possibilities of team teaching: Effective feedback in context
  • 5.Discussion and concluding remarks
  • Notes
  • References
Published online: 6 July 2023
DOI logo
https://doi.org/10.1075/forum.22004.nam
References (38)
References
Bahns, Jens and Moira Eldaw. 1993. “Should We Teach EFL Students Collocations.” System 21(1): 101–114. DOI logoGoogle Scholar
Baker, Mona. 1992/2011. In Other Words: A Courebook on Translation. London and New York: Routledge.Google Scholar
Barahona, Malba. 2017. “Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration.” Australian Journal of Teacher Education 42(12): 144–161. DOI logoGoogle Scholar
Bernardini, Silvia. 2001. “Spoilt for Choice: A Learner Explores General Language.” In Learning with Corpora, edited by G. Aston, 220–249. Bologna: CLUEB.Google Scholar
Brown, H. Douglas & Heekyeong Lee. 2000. Teaching by Principles: An Interactive Approach to Language Pedagogy (Second ed.). White Plains, NY: Pearson.Google Scholar
Carless, David R. 2006a. “Good Practices in Team Teaching in Japan, South Korea and Hong Kong.” System 34(3): 341–351. DOI logoGoogle Scholar
2006b. “Collaborative EFL Teaching in Primary Schools.” ELT Journal 60(4): 328–335. DOI logoGoogle Scholar
Carless, David R. and Elizabeth Walker. 2006. “Effective Team Teaching between Local and Native-speaking English Teachers.” Language and Education 20(6): 463–477. DOI logoGoogle Scholar
Carreres, Ángeles. 2014. “Translation as a Means and as an End: Reassessing the Divide.” The Interpreter and Translator Trainer 8(1): 123–135. DOI logoGoogle Scholar
Carreres, Ángeles and María Noriega-Sánchez. 2011. “Translation in Language Teaching: Insights from Professional Translator Training.” The Language Learning Journal 39(3): 281–297. DOI logoGoogle Scholar
Chen, Cheryl Wei-yu and Yuh-show Cheng. 2010. “A Case Study on Foreign English Teachers’ Challenges in Taiwanese Elementary Schools.” System 38(1): 41–49. DOI logoGoogle Scholar
Choi, Yongson. 2001. “Suggestions for the Re-organization of the English Teaching Program by Native Speakers in Korea.” English Teaching 56(1):101–122. [URL]
Cook, Guy. 2010. Translation in Language Teaching. Oxford: Oxford University Press.Google Scholar
Gambier, Yves. 2016. “Rapid and Radical Changes in Translation and Translation Studies.” International Journal of Communication 101: 887–906. [URL]
Gile, Daniel. 2009. Basic Concepts and Models for Interpreter and Translator Training (Revised ed.). Amsterdam/Philadelphia: John Benjamins. DOI logoGoogle Scholar
Howatt, Anthony P. R. and Henry George Widdowson. 2004. A History of English Language Teaching (Second ed.). Oxford: Oxford University Press.Google Scholar
Hubert, Michael D. 2017. “Teaching Translation to Foreign-Language Majors.” In Teaching Translation: Programs, Courses, Pedagogies, edited by L. Venuti, 55–62. London and New York: Routledge.Google Scholar
Hyland, Ken. 2007. “Genre Pedagogy: Language, Literacy, and L2 Writing Instruction.” Journal of Second Language Writing 16(3): 148–164. DOI logoGoogle Scholar
Kelly, Niamh and Jennifer Bruen. 2014. “Translation as a Pedagogical Tool in the Foreign Language Classroom: A Qualitative Study of Attitudes and Behaviours.” Language Teaching Research 19(2): 150–168. DOI logoGoogle Scholar
Kemmis, Stephen, and Robin McTaggart. (Eds.). 1988. The Action Research Planner (3rd ed.). Geelong: Deakin University Press.Google Scholar
Kim, Soon Young. 2006. “학부 번역교육의 효율성 제고방안에 관한 소고: 이론 기반 텍스트 분석 교과의 도입” [Thoughts on Improving Efficiency of Undergraduate Translation Programs: Introduction of Theory-based Text Analysis Course]. Interpretation and Translation 8(1): 27–43. UCI: G704-001020.2006.8.1.006Google Scholar
Laviosa, Sara. 2014. Translation and Language Education: Pedagogic Approaches Explored. London and New York: Routledge. DOI logoGoogle Scholar
Lee, Jongmyung. 2017. “대통령 선거에서의 ‘서민’ 담론과 미디어의 담론 정치: 제16, 17, 18대 대통령 선거 보도를 중심으로” [The Common People: The Politics of Discourse in Korea’s Presidential Elections]. Journal of Speech, Media and Communication Research 16(3): 119–149. DOI logoGoogle Scholar
Lee, Juhee, Diane L. Schallert, and Eonsil Kim. 2015. “Effects of Extensive Reading and Translation Activities on Grammar Knowledge and Attitudes for EFL Adolescents.” System 521: 38–50. DOI logoGoogle Scholar
Liao, Posen. 2006. “EFL Learners’ Beliefs about and Strategy Use of Translation in English Learning. RELC Journal.” 37(2): 191–215. DOI logoGoogle Scholar
MacLennan, Hugh. 1945. The Two Solitudes. Toronto: Macmillan of Canada.Google Scholar
Nam, Won Jun. 2019. “고전’번역이론의 살아 숨 쉬는 가치를 찾아서: 환경의 변화에도 통번역교육에 있어 잊지 말아야할 것들” [In Pursuit of the Everlasting Value of ‘Classical’ Translation Theory: The Essential Elements of T&I Education that Outlives Recent Developments in the World of T&I]. Journal of Translation Studies 20(4): 57–81. DOI logoGoogle Scholar
Nesselhauf, Nadja. 2003. “The Use of Collocations by Advanced Learners of English and Some Implications for Teaching.” Applied Linguistics 24(2): 223–242. DOI logoGoogle Scholar
Nunan, David. 1992. Research Methods in Language Learning. Cambridge: Cambridge University Press.Google Scholar
Pape, Susan and Sue Featherstone. 2005. Newspaper Journalism: A Practical Introduction. London: Sage Publications. DOI logoGoogle Scholar
Park, Jae-Eun. 2014. “English Co-Teaching and Teacher Collaboration: A Micro-Interactional Perspective.” System 441: 34–44. DOI logoGoogle Scholar
Peters, Elke. 2012. “Learning German Formulaic Sequences: The Effect of Two Attention-Drawing Techniques.” The Language Learning Journal 40(1): 65–79. DOI logoGoogle Scholar
. 2016. “The Learning Burden of Collocations: The Role of Interlexical and Intralexical Factors.” Language Teaching Research. 20(1):113–138. DOI logoGoogle Scholar
Quiñones-Guerra, Victor R. 2016. “(Re)Defining Translation in EFL Classrooms: Comments on Sakurai (2015).” Reading in a Foreign Language 28(1): 155–157. DOI logoGoogle Scholar
Scheffler, Pawel. 2013. “Learners’ Perceptions of Grammar-translation as Consciousness Raising.” Language Awareness 22(3): 255–269. DOI logoGoogle Scholar
Stewart, Timothy. 2001. “The Value of Action Research in Exploring Methodology: A Case of Instruction on Questioning in Debate.” The PAC Journal 1(1): 79–93.Google Scholar
Tanghe, Shannon. and Gloria Park. 2016. “Build[ing] Something Which Alone We Could not Have Done: International Collaborative Teaching and Learning in Language Teacher Education.” System 571:1–13. DOI logoGoogle Scholar
Washbourne, Kelly. 2014. “Beyond Error Marking: Written Corrective Feedback for a Dialogic Pedagogy in Translator Training.” The Interpreter and Translator Trainer 8(2): 240–256. DOI logoGoogle Scholar