rethinking translation in the second language classroom

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The materials for each activity can be found in Appendix C. Each activity is presented through a table, where focus, skills, level, duration, organization, material, objectives, translation strategies, and structure of the activity are outlined. 48
Table 7: Cultural activity #1 6. SMOKING Focus: Culture Skills: - oral production - written comprehension and production Duration: 50 minutes Material: news A and B Translation strategies: summary of news in L2 analysis and awareness of journalistic discourse intersemiotic translation into L1 49 Level: Intermediate Advanced Organization: Group work Objectives: Linguistics - To understand journalism discourse in L2. Communicative - To think of a hypothetical communicative translation of the source text into L1. Cultural - To find differences between journalism discourse in L2 and L1. Students will analyze journalism discourse in L2, and face problems and possible solutions to the translation of pictures linked to specific topics. This activity will encourage students to read from authentic L2 materials, such as newspapers and magazines, as well as to understand better the specific discourse dynamics of this genre. Structure of the activity Step 1 – Pre-analysis: Read your piece of news, and write down a summary in L2. Step 2 – Analysis: - What elements of discourse create cohesion and coherence? Take a closer look at pronouns, adverbs, connectors, and verb tenses. - How is the information structured? (old vs. new) - How would you transfer the picture into L1? Consider if the picture involves shared information or not. Step 3 – Post-analysis: translate one piece of news into L1. Then, share your problems and strategies if you were to publish them in a L1 newspaper. Step 4 – What social and/or political values are implied in the news? Project: Look for news in L1 about smoking, and translate them into L2. Use L2 in-class news as parallel texts.
Page 1 and 2: RETHINKING TRANSLATION IN THE SECON
Page 3 and 4: TABLE OF CONTENTS 3 Page ACKNOWLEDG
Page 5 and 6: LIST OF TABLES Table Page 1. Introd
Page 7 and 8: CHAPTER 1 RETHINKING TRANSLATION IN
Page 9 and 10: exercises, this method had little t
Page 11 and 12: Relevance But, before moving forwar
Page 13 and 14: learners’ L2 development. This be
Page 15 and 16: CHAPTER 2 TEACHING DISCOURSE AND TE
Page 17 and 18: Carbonell proposes a more detailed
Page 19 and 20: 3. Information structure: alludes t
Page 21 and 22: Even though all these types of tran
Page 23 and 24: implications in each culture. Moreo
Page 25 and 26: ecoming aware of these translation
Page 27 and 28: In this chapter I have studied the
Page 29 and 30: As mentioned in a previous chapter,
Page 31 and 32: tends to be spontaneous, and requir
Page 33 and 34: Table 2: Communicative activity #1
Page 35 and 36: Conclusion In this chapter, I have
Page 37 and 38: Intralingual Translation As I alrea
Page 39 and 40: Figure 3: Model of communication wi
Page 41 and 42: Table 5: Cognitive activity #2 4. I
Page 43 and 44: Conclusion In this chapter, I have
Page 45 and 46: classroom, where both the semiotic
Page 47: c) pragmatic, when one sign is rela
Page 51 and 52: Table 9: Cultural activity #3 8. A
Page 53 and 54: CHAPTER 6 CONCLUSIONS In this work
Page 55 and 56: APPENDIX A: MATERIALS FOR TRANSLATI
Page 57 and 58: When I came to the United States 16
Page 59 and 60: to tell them the things that I see
Page 61 and 62: B) TRANSLATION Entrevista de Laura
Page 63 and 64: Isabel Allende: No. Todo sucedió t
Page 65 and 66: Nunca se habían hecho esa pregunta
Page 67 and 68: APPENDIX B: MATERIALS FOR TRANSLATI
Page 69 and 70: 5. VOSEO IN A POEM OF CORTÁZAR AND
Page 71 and 72: 6. b) NEWS 2 EL 31% DE LOS ADULTOS,
Page 73 and 74: 8. AN ADVERTISEMENT 73
Page 75 and 76: Danchev, A. (1983). “The controve
Page 77: Tomlin, R. (1994). “Functional gr

rethinking translation in the second language classroom

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