Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (284 pages)

Edition: 1st ed. 2024.

ISBN: 9783031545412 , 3031545419

Content: This book reconsiders the role of translation and own-language use in the EFL (English as a Foreign Language) classroom. It shows prospective teachers how to use the learners' own language and translation optimally. The author surveys current research about the EFL classroom and presents both a theoretical framework and a didactic model for using translation and learners' mother tongues. This is done through an action research project, assessing the proposed didactic model for optimal translation practice in English Language teaching (OTP in ELT) through its integration into teacher education. The book will be of interest to students and researchers in the areas of Translation Studies and Applied Linguistics (particularly EFL, ESL, TEFL and TESOL), as well as educators and designers of pre-service training programmes for language teachers. Eva Skopečková is an Assistant Professor at the University of West Bohemia, Czech Republic. .

Note: 1. Introduction: Translation and Own-Language Use in Language Teaching - The Quest for Optimal Practice -- 2. Translation and Own-language Use in Language Teaching - The Origins of the Monolingual Conquest -- 3. Translation and Own-language Use in Language Teaching - Key Arguments and Challenges -- 4. Translation and Own-language Use in Language Teaching - The Theoretical Framework and the OTP in ELT Model -- 5.Translation and Own-Language Use in Teacher Education - the Project -- 6. Conclusion. .

Additional Edition: ISBN 9783031545405

Additional Edition: ISBN 3031545400

Language: English

DOI: 10.1007/978-3-031-54541-2

UID:

Format: 1 online resource (284 pages)

Edition: First edition.

ISBN: 3-031-54541-9

Note: Intro -- Acknowledgements -- Contents -- About the Author -- List of Figures -- List of Tables -- 1: Introduction: Translation and Own-Language Use in Language Teaching: The Quest for Optimal Practice -- 1.1 Translation and Learners' Own Language in (Teacher) Education? -- 1.1.1 The Dual Focus of the Theoretical Framework -- 1.2 The Monograph Structure -- 1.3 Terminology Key -- 2: Translation and Own-Language Use in Language Teaching: The Origins of the Monolingual Conquest -- 2.1 Shifting Translation: Changing the Approach, Changing the Definition -- 2.1.1 Engaged but Still Limited -- 2.1.2 Invisible Translation -- 2.1.3 Promising but Somewhat Untapped -- 2.1.4 An Olive Branch for Translation and Own-Language Use: What Is Next? -- 3: Translation and Own-Language Use in Language Teaching: Key Arguments and Challenges -- 3.1 To Use or Not to Use Learners' Own Language: The Current Language Classroom in Focus -- 3.1.1 The Extent, Functions and Reasoning: When, How Much and Why? -- The Question of Translation: Still Questionable -- 3.1.2 Teachers' Perspectives, Attitudes and Beliefs: Adopting, Keeping or Losing It? -- 3.1.3 The Situation in the Czech Republic -- 3.2 The European Framework: Translation or Mediation? -- 3.3 Tracing the Concept of Translation in Teacher Education: Looking for a Theoretical Framework -- 3.3.1 The Situation in the Czech Republic: Do we Show Future Teachers how to Use Translation in Language Classrooms? -- 4: Translation and Own-Language Use in Language Teaching: The Theoretical Framework and the OTP in ELT Model -- 4.1 The Theoretical Framework for Language Teachers: Between Language Pedagogy and Translation Studies -- 4.2 The Multifaceted Realm of ELT -- 4.2.1 English: The World Language(s), the Language(s) of the World -- 4.2.2 English(es) in the Language Classroom. , 4.2.3 Identity and the Language Classroom: Choosing a Code, Choosing an Identity? -- 4.2.4 Language Classroom: Translingual, Transcultural or Transnational? -- 4.2.5 Language/s in the Language Classroom: Multilingual and Multicompetent? -- 4.2.6 Pedagogical Applications -- 4.2.7 A Compound Bilingual Approach in the Ever-Changing Realm of ELT -- 4.3 The Realm of Translation Studies: Looking for a Promising Liaison -- 4.3.1 Translation Studies: Complex Inter-Discipline, Complex Ground for Translation -- 4.3.2 Translation: Multi-Layered Yet Natural -- 4.3.3 Functionalist Approach to Translation and its Didactic (Language-Learning) Potential -- 4.4 The Didactic Model for Optimal Translation Practice in English Language Teaching (OTP in ELT): The Fusion -- 5: Translation and Own-Language Use in Teacher Education: The Project -- 5.1 Research Project-Aims, Phases and Questions -- 5.1.1 The Theoretical Part: The Model -- 5.1.2 The Empirical Part: The Seminar -- The Model Seminar Introducing the New Didactic Model -- 5.2 Research Methodology: Action Research -- 5.2.1 Instruments and Procedures -- 5.2.2 Participants -- 5.3 Results: Didactic Model and its Verification -- 5.3.1 The First Cycle -- Questionnaire -- Observation -- Personal Documents and Artefacts -- Summary of the First-Cycle Results -- 5.3.2 The Second Cycle Versus the First Cycle -- Questionnaire -- Observation -- Personal Documents and Artefacts -- Correlation Analysis of Selected Results -- Summary of the Second-Cycle Versus First-Cycle Results -- 5.4 The Quest for Optimal Practice and the OTP in ELT Model in Teacher Education -- Appendix A -- Appendix B -- Appendix C -- Pre-seminar Questionnaire -- Introduction -- Participants -- Translation and Own-Language Use in the Language Classroom-Experience -- Translation and Own-Language Use in the Language Classroom-Attitudes. , Translation and Own-Language Use in the Language Classroom-Reflection -- Appendix D -- Post-seminar Questionnaire -- Introduction -- Participants -- Translation and Own-Language Use in the Language Classroom-Attitudes -- Translation and Own-Language Use in the Language Classroom-Reflection -- 6: Conclusion -- 6.1 The Con/Quest of Optimal Practice? Far from Finished… So What's Next? -- References -- Index.

Additional Edition: ISBN 3-031-54540-0

Language: English

UID:

Format: XVII, 274 p. 36 illus. , online resource.

Edition: 1st ed. 2024.

ISBN: 9783031545412

Content: This book reconsiders the role of translation and own-language use in the EFL (English as a Foreign Language) classroom. It shows prospective teachers how to use the learners' own language and translation optimally. The author surveys current research about the EFL classroom and presents both a theoretical framework and a didactic model for using translation and learners' mother tongues. This is done through an action research project, assessing the proposed didactic model for optimal translation practice in English Language teaching (OTP in ELT) through its integration into teacher education. The book will be of interest to students and researchers in the areas of Translation Studies and Applied Linguistics (particularly EFL, ESL, TEFL and TESOL), as well as educators and designers of pre-service training programmes for language teachers. Eva Skopečková is an Assistant Professor at the University of West Bohemia, Czech Republic. .

Note: 1. Introduction: Translation and Own-Language Use in Language Teaching - The Quest for Optimal Practice -- 2. Translation and Own-language Use in Language Teaching - The Origins of the Monolingual Conquest -- 3. Translation and Own-language Use in Language Teaching - Key Arguments and Challenges -- 4. Translation and Own-language Use in Language Teaching - The Theoretical Framework and the OTP in ELT Model -- 5.Translation and Own-Language Use in Teacher Education - the Project -- 6. Conclusion. .

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031545405

Additional Edition: Printed edition: ISBN 9783031545429

Additional Edition: Printed edition: ISBN 9783031545436

Language: English

DOI: 10.1007/978-3-031-54541-2

URL: https://doi.org/10.1007/978-3-031-54541-2