Abstract
The development of translation in the foreign language classroom in recent decades originates from the wide revision it has undergone while seeking for new approaches and theories that would offer new possibilities. The definite expansion but cautious establishment of translation in the foreign language classroom, largely due to substantial research from and within various disciplines, presents translation as an emerging interdisciplinary field that has been rebuilt upon linguistics, translation studies, pragmatics, psycholinguistics and cultural studies, among others. However, underneath the increasing acceptance of translation in the foreign language classroom there is a lack of unison in the field as well as an uncertain and rather vague approach to it. For this reason, I fear that this type of translation may be confined to remain a fragmented area. Indeed, the substantial efforts in revisiting and rebuilding this field have not led to a unified discipline. Is it therefore possible to promote a common territory across various research areas in this interdisciplinary field? Does translation in the foreign language classroom represent a kaleidoscope that illustrates the complexity of the areas involved within? Or does it represent, in fact, a fragmented area as a result of the number of disciplines concerned? In order to answer these questions, this paper will explore these matters to analyse how translation in the language classroom may integrate successfully various streams of thoughts and sub-disciplines that discard disintegration.
Author Information
Lucía Pintado Gutiérrez, Dublin City University, Ireland
Paper Information
Conference: ACLL2015
Stream: Translation and Interpretation
This paper is part of the ACLL2015 Conference Proceedings (View)
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