Difference between revisions of "HyunJu Yoo- Portfolio"
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| − | + | :::<big><big>''' <u>Translation as a Method of Language Teaching</u> '''</big></big> | |
| − | |||
<br /> | <br /> | ||
| + | [[File:TR 10.jpg|left|left]] | ||
__TOC__ | __TOC__ | ||
| + | |||
| + | <br /><br /> | ||
| + | |||
| + | '''"...''students do. and always will, translate into their LI, <br /> | ||
| + | no matter how often we exhort them not to''" <br /> | ||
| + | - Atkinson (in Harbord. 1992)''' | ||
| + | |||
<br /> | <br /> | ||
| − | |||
| − | + | == Intent of Project == | |
| − | <br /> | + | |
| + | <u>'''Why learn another language'''?</u> <br /> | ||
| + | |||
| + | Many people learn second languages for many different reasons.<br /> | ||
| − | + | To increase global understanding, to improve employment potential, to increase native language (L1) ability, <br /> | |
| + | to sharpen cognitive and life skills, to improve chances of entry into college, to appreciate international literature, music, and film,<br /> to make travel more feasible and enjoyable, to expand study abroad options, or to make lifelong friends. <br /> | ||
| + | |||
| + | As you might notice, those reasons are ''optional''.<br /> | ||
| + | |||
| + | However, when it comes to education, learning English as a second language can be ''essential'' prerequisite for those who are born in , who immigrate to, or who has (want) to continue their studies in English speaking country, such as USA.<br /> | ||
| + | |||
| + | To this context, ESL education has been developed but the translation in language teaching has been treated as a pariah in almost all the fashionable high-profile language teaching theories of the 20th century. <sup>[3]</sup><br /> | ||
| + | |||
| + | As a formal Korean linguist and translator, I strongly believe that translation is one of effective ways to teach English. <br /> | ||
| + | Through this portfolio, I would like to discuss about What is Translation (Study), Why it is a useful teaching method, and How to integrate translation into curriculum. <br /> | ||
| + | I hope everyone can enjoy my lesson plan. | ||
| − | |||
| − | |||
| − | |||
<br /> | <br /> | ||
| − | |||
<br /> | <br /> | ||
| − | + | '''4 Topics that will be covered:''' | |
| + | <br /><br /> | ||
[[Unit 1: What is Translation?]]<br /> | [[Unit 1: What is Translation?]]<br /> | ||
------------------------------------- | ------------------------------------- | ||
* Definition | * Definition | ||
| + | * History of Translation | ||
* History of Translation Studies | * History of Translation Studies | ||
| + | * History of ELT Method | ||
| + | |||
<br /> | <br /> | ||
| Line 31: | Line 51: | ||
------------------------------------- | ------------------------------------- | ||
* Approaches to Translation | * Approaches to Translation | ||
| + | # Linguistic approaches | ||
| + | # Literary or poetic approaches | ||
| + | # Socio-cultural approaches | ||
<br /> | <br /> | ||
| − | [[Unit 3: What is | + | [[Unit 3: What is the advantage of using translation as a teaching resource?]]<br /> |
------------------------------------- | ------------------------------------- | ||
* Advantages | * Advantages | ||
| Line 41: | Line 64: | ||
[[Unit 4: How does translating work, and how can integrate it into language learning instruction?]]<br /> | [[Unit 4: How does translating work, and how can integrate it into language learning instruction?]]<br /> | ||
------------------------------------- | ------------------------------------- | ||
| + | * How does Translating work? | ||
* Translation Method | * Translation Method | ||
* Techniques | * Techniques | ||
| − | + | :♦Assessment Items♦ | |
| + | # Vocabulary Translation | ||
| + | # Grammar Translation | ||
| + | # Sentence Translation | ||
| − | |||
| − | |||
| − | |||
| − | |||
<br /> | <br /> | ||
| + | |||
| + | [[Image:TR 5.jpg]] '''[[Fun Fact! - Common Myths About ESL and Second Language Acquisition]]'''<br /><br /> | ||
== Needs Assessment == | == Needs Assessment == | ||
| Line 60: | Line 85: | ||
<u>'''The Nature of What is to Learned:'''</u> | <u>'''The Nature of What is to Learned:'''</u> | ||
| − | + | Participants will learn the process of the translation from L1 to L2 and L2 to L1 and reflect how to learn language using the translation. | |
| − | <u>'''About the | + | <u>'''About the Participants:'''</u> |
| − | Participants are | + | Participants are ESL educators from middle school to high school. Based on the context, it can be used for the college students who are ELLs and for those who like to learn languages using the translation. |
<u>'''Instructional Content:'''</u> | <u>'''Instructional Content:'''</u> | ||
| − | This mini-course will give an overview of the benefits of the translation as language teaching method. In addition, | + | This mini-course will give an overview of the benefits of the translation as language teaching method. In addition, the participants will be able to learn English language (L2) and their first language (L1) in light of reading comprehension, grammar, and editing skill. Moreover, the participants will learn how to use this teaching method in their classrooms. |
<br /> | <br /> | ||
<br /> | <br /> | ||
| − | == | + | == Instructional Objectives == |
| − | |||
| − | |||
| + | '''The Participants will be able to'''<br /> | ||
| − | * | + | * Describe the importance of translation studies in historical context.<br /> |
| − | * Identify the benefits | + | * Identify the benefits of using translation in language teaching.<br /> |
| − | * | + | * Demonstrate the workflow process of the translating.<br /> |
| − | * | + | * Integrate the translation into the language learning and assessment. <br /> |
<br /> | <br /> | ||
<br /> | <br /> | ||
| − | == Curriculum Map == | + | == [[Curriculum Map]] == |
| − | + | ||
| − | |||
| − | |||
| − | + | ==[[Reflection]]== | |
| + | ''My thought on ESL education and Translation method'' | ||
==References== | ==References== | ||
| − | + | [Book] | |
# Bassnett-Mcguire, S., (1991). Translation Studies. Revised ed. England & USA: Routledge. | # Bassnett-Mcguire, S., (1991). Translation Studies. Revised ed. England & USA: Routledge. | ||
# Campbell, S., (1998). Translation into the second language. 1st ed. United States of America: Longman. | # Campbell, S., (1998). Translation into the second language. 1st ed. United States of America: Longman. | ||
# Cook, G., (2010). Translation in Language Teaching. 1st ed. Spain: Oxford University Press. | # Cook, G., (2010). Translation in Language Teaching. 1st ed. Spain: Oxford University Press. | ||
| + | |||
| + | [Media] | ||
| + | # Korean English Translation Exercise 10. [ONLINE] Available at: http://www.scribd.com/doc/57121781/Korean-English-Translation-Exercise-10[Last Accessed 9 May 13]. | ||
| + | # Robinson, R., Keogh, B. & Kusuma-Powell, O. Chapter 6: Who Are ESL Students?. [ONLINE] Available at: http://www.state.gov/m/a/os/44038.htm. [Last Accessed 8 May 13]. | ||
| + | # The Grammar Translation Method GTM . [ONLINE] Available at: http://www.youtube.com/watch?v=bO14GvgOXfM. [Last Accessed 9 May 13]. | ||
Latest revision as of 01:06, 9 May 2013
- Translation as a Method of Language Teaching
'"...students do. and always will, translate into their LI,
no matter how often we exhort them not to"
- Atkinson (in Harbord. 1992)
Intent of Project
Why learn another language?
Many people learn second languages for many different reasons.
To increase global understanding, to improve employment potential, to increase native language (L1) ability,
to sharpen cognitive and life skills, to improve chances of entry into college, to appreciate international literature, music, and film,
to make travel more feasible and enjoyable, to expand study abroad options, or to make lifelong friends.
As you might notice, those reasons are optional.
However, when it comes to education, learning English as a second language can be essential prerequisite for those who are born in , who immigrate to, or who has (want) to continue their studies in English speaking country, such as USA.
To this context, ESL education has been developed but the translation in language teaching has been treated as a pariah in almost all the fashionable high-profile language teaching theories of the 20th century. [3]
As a formal Korean linguist and translator, I strongly believe that translation is one of effective ways to teach English.
Through this portfolio, I would like to discuss about What is Translation (Study), Why it is a useful teaching method, and How to integrate translation into curriculum.
I hope everyone can enjoy my lesson plan.
4 Topics that will be covered:
- Definition
- History of Translation
- History of Translation Studies
- History of ELT Method
Unit 2: Why, Translation method is important in language learning?
- Approaches to Translation
- Linguistic approaches
- Literary or poetic approaches
- Socio-cultural approaches
Unit 3: What is the advantage of using translation as a teaching resource?
- Advantages
- Disadvantages
Unit 4: How does translating work, and how can integrate it into language learning instruction?
- How does Translating work?
- Translation Method
- Techniques
- ♦Assessment Items♦
- Vocabulary Translation
- Grammar Translation
- Sentence Translation
Fun Fact! - Common Myths About ESL and Second Language Acquisition
Needs Assessment
Instructional Problem:
There are some arguments against using translation teaching in class room. However, unlike these opinions, the translation can be an effective teaching method. Surely, it should be well organized, prepared, and assessed. We will see how to apply this teaching method to the actual language learning.
The Nature of What is to Learned:
Participants will learn the process of the translation from L1 to L2 and L2 to L1 and reflect how to learn language using the translation.
About the Participants:
Participants are ESL educators from middle school to high school. Based on the context, it can be used for the college students who are ELLs and for those who like to learn languages using the translation.
Instructional Content:
This mini-course will give an overview of the benefits of the translation as language teaching method. In addition, the participants will be able to learn English language (L2) and their first language (L1) in light of reading comprehension, grammar, and editing skill. Moreover, the participants will learn how to use this teaching method in their classrooms.
Instructional Objectives
The Participants will be able to
- Describe the importance of translation studies in historical context.
- Identify the benefits of using translation in language teaching.
- Demonstrate the workflow process of the translating.
- Integrate the translation into the language learning and assessment.
Curriculum Map
Reflection
My thought on ESL education and Translation method
References
[Book]
- Bassnett-Mcguire, S., (1991). Translation Studies. Revised ed. England & USA: Routledge.
- Campbell, S., (1998). Translation into the second language. 1st ed. United States of America: Longman.
- Cook, G., (2010). Translation in Language Teaching. 1st ed. Spain: Oxford University Press.
[Media]
- Korean English Translation Exercise 10. [ONLINE] Available at: http://www.scribd.com/doc/57121781/Korean-English-Translation-Exercise-10[Last Accessed 9 May 13].
- Robinson, R., Keogh, B. & Kusuma-Powell, O. Chapter 6: Who Are ESL Students?. [ONLINE] Available at: http://www.state.gov/m/a/os/44038.htm. [Last Accessed 8 May 13].
- The Grammar Translation Method GTM . [ONLINE] Available at: http://www.youtube.com/watch?v=bO14GvgOXfM. [Last Accessed 9 May 13].
