Philippine Normal University
National Center for Teacher Education
Taft Avenue, Manila
College of Languages, Linguistics, ...
There have been a lot of criticisms and resistance regarding the implementation
of the Mother Tongue Based–Multilingual Ed...
introduction of communicative approaches. However, there are researches that are
reconsidering the use of translation as a...
Another research that supports the benefit of translation activities in language
teaching was the work done by Pariente-Be...
References
Barawid, Rachel C. (June 20, 2012). Speaking in tongues. Manila Bullentin.
Retrieved December 20, 2012 from
htt...
References
Barawid, Rachel C. (June 20, 2012). Speaking in tongues. Manila Bullentin.
Retrieved December 20, 2012 from
htt...
Upcoming SlideShare
Loading in …5
×

Litt 516 - Translating Children's Literature as a Class Activity: Implications in the Mother Tongue Based - Multilingual Education (paper)

581 views

Published on

This is a research primer/proposal for Litt516 (Children and Adolescent Literature). In the paper, I argue that translation could be a good activity for children that will increase their appreciation not only for literary pieces but also the languages that they are using or learning.

Published in: Technology, Education
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
581
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
18
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Litt 516 - Translating Children's Literature as a Class Activity: Implications in the Mother Tongue Based - Multilingual Education (paper)

  1. 1. Philippine Normal University National Center for Teacher Education Taft Avenue, Manila College of Languages, Linguistics, and Literature DEPARTMENT OF LINGUISTICS, BILINGUAL EDUCATION & LITERATURE Translating Literary Texts as a Classroom Activity: Implication on the MTB-MLE A Research Primer In partial fulfillment of the requirements in Litt505 (Children and Adolescent Literature) 1st Semester S.Y. 2012-2013 Submitted by: Bernard Paderes Master of Arts in Linguistics Submitted to: Dr. Jennie V. Jocson Faculty December 2012
  2. 2. There have been a lot of criticisms and resistance regarding the implementation of the Mother Tongue Based–Multilingual Education (MTB-MLE) in the new K-12 curriculum. Though it promises to improve the students performance in content subjects such as science and math; teachers, educators, and parents are apprehensive that encouraging Filipino students to use their mother tongue in class during the early years of schooling would lag the development of their second language. Also Stephen L. Walter, chair of the Department of Language Development of the Graduate Institute of Applied Linguistics listed some reasons to overlook the language factor in educational policies.(as cited in Castillo-Llaneta, 2010) Some of the reasons are: the belief that a nation based on one common language is better that one with diverse languages; the belief that children need not to be schooled in a language that they already know; and that there are certain careers that are based on a certain language. However, there have been numerous researches supporting the effectiveness of MTB-MLE in the development of proficiency in second languages. In such case like the Philippines, where people, culture, and languages are so diverse; there would probably a need for translated materials as MTB-MLE claims the “first language first” ideology towards literacy. Also, Dr. Ricardo Nolasco, a professor of linguistics at the University of the Philippines, (as cited in Barawid, 2012) said that there are no instructional materials prepared for the teaching of local languages. Since there are no materials prepared for the instruction of the local language, it seems to be helpful if the students or the community would take part in translating their own literature. The grammar-translations approach in language teaching has been set aside together with other “traditional” approaches and methods with the
  3. 3. introduction of communicative approaches. However, there are researches that are reconsidering the use of translation as an effective technique in language teaching and even making it more communicative and wholistic. Primarily, translation as a classroom activity helps improve the students’ knowledge of language form (Vaezi and Mirzaei, 2007). Also, one of the limitations of translation activities is that it only targets two skills, namely: reading and writing. (Stoddart, 2000). However there are articles and researches supporting the benefits of translation activities including their focus on meaning as well their benefit in understanding the cultural aspects of the target languages. In an article written by Kaye (2009), he listed the benefits of translation activities in class: if designed well, it utilizes the four language skills and enhances communicative competence, specifically accuracy, clarity, and flexibility; contrary to what most people believe, translation could be a highly communicative activity; it encourages learners to discuss meaning and use; it is a real-life, natural activity ad increasingly necessary for global environment; at lower levels, it can be a support for writing process; it allows discussion of differences and similarities which helps learners understand the interaction of two languages and the problems caused by their L1. In an analysis done by Koppe regarding the use of translation in an EFL classroom, she mentioned the translation activities help students see the link between language and language use; encourage students to compare and contrast their first and second languages; allow teacher sand students to identify learning difficulties; and enable teachers to check comprehension and introduce new vocabularies and learning and learning strategies which gives learners autonomy and language awareness.
  4. 4. Another research that supports the benefit of translation activities in language teaching was the work done by Pariente-Beltran (2006). She investigated the use of translation as a complement to language teaching and its effect to better language acquisition. As a complement to language teaching, she found out that interlingual translation activities encourage students to compare the discourses of between L1 and L2; become aware of the dialect, registers, and social variations of the second language; and learn more about the cultural aspect of the L2. As for the acquisition of the language; she also claims that incorporation of translation activities in second language teaching helps develop students’ comprehension and accuracy; builds up passive and active vocabulary; improves the students’ writing skills; eases retention of sentence structure; contributes to a better communication and expression; and facilitates problem-solving decisions. There seems to be strong supports for the use of translation activities in the language classroom. Also there are studies supporting the benefits of reading the literature in the native languages However, it seems to be timely to look for the benefits or the effects of using translation activities in literature classes. A study should be conducted to investigate the following: 1. Will the students get a better comprehension of the text? 2. Will it give the students a better appreciation of the text and literature per se? 3. Will they get to appreciate or understand the culture of the language?
  5. 5. References Barawid, Rachel C. (June 20, 2012). Speaking in tongues. Manila Bullentin. Retrieved December 20, 2012 from http://www.mb.com.ph/articles/362782/speaking-tongues#.UNMRA-STyIM Castillo-Llaneta, Celeste Ann. (2010). The Language of learneing: Mother- tongue- based multilingual education in the Philippines. The Forum March-April 2010 Vol 11 Issue 2. Retrieved December 19, 2012 from http://mlephil.wordpress.com/2010/05/06/the-language-of-learning-mother-tongue- based-multilingual-education-in-the-philippines/ Kaye, Paul. (March 25, 2009). Translation activities in the language classroom. Retrieved December 18, 2012 from http://www.teachingenglish.org.uk/articles/translation-activities-language-classroom Koppe, Carmen Terezinha . (____) Translations in the EFL Classroon: how and what to work. Tutora do NAP-UFPR e professora do Centro de Línguas – PUCPR. Retrieved December 19, 2012 from http://www.utp.br/eletras/ea/eletras15/texto/artigo15_4.doc Pariente-Beltran, Beatriz. (2006). Rethinking translations in the second language classroom: Teaching discourse analysis and text translations to advanced students. Master’s Thesis. University of Massachusetts, Amherst. Retrieved December 19, 2012 from http://people.umass.edu/bparient/Research/CompleteThesis- BeatrizParienteBeltran.pdf Stoddart, Jonathan. (2000). Teaching through translations. Journal 11 http://www.britishcouncil.org/portugal-inenglish-2000apr-teaching-through- translation.pdf Vaezi , Shahin and Mirzaei , Mehdi. (September 2007). The effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL learners' linguistic accuracy - focus on form. Humanising Language Teaching. Year 9; Issue 5; September 2007. Retrieved December 20, 2012 from http://www.hltmag.co.uk/sep07/mart03.htm#C11
  6. 6. References Barawid, Rachel C. (June 20, 2012). Speaking in tongues. Manila Bullentin. Retrieved December 20, 2012 from http://www.mb.com.ph/articles/362782/speaking-tongues#.UNMRA-STyIM Castillo-Llaneta, Celeste Ann. (2010). The Language of learneing: Mother- tongue- based multilingual education in the Philippines. The Forum March-April 2010 Vol 11 Issue 2. Retrieved December 19, 2012 from http://mlephil.wordpress.com/2010/05/06/the-language-of-learning-mother-tongue- based-multilingual-education-in-the-philippines/ Kaye, Paul. (March 25, 2009). Translation activities in the language classroom. Retrieved December 18, 2012 from http://www.teachingenglish.org.uk/articles/translation-activities-language-classroom Koppe, Carmen Terezinha . (____) Translations in the EFL Classroon: how and what to work. Tutora do NAP-UFPR e professora do Centro de Línguas – PUCPR. Retrieved December 19, 2012 from http://www.utp.br/eletras/ea/eletras15/texto/artigo15_4.doc Pariente-Beltran, Beatriz. (2006). Rethinking translations in the second language classroom: Teaching discourse analysis and text translations to advanced students. Master’s Thesis. University of Massachusetts, Amherst. Retrieved December 19, 2012 from http://people.umass.edu/bparient/Research/CompleteThesis- BeatrizParienteBeltran.pdf Stoddart, Jonathan. (2000). Teaching through translations. Journal 11 http://www.britishcouncil.org/portugal-inenglish-2000apr-teaching-through- translation.pdf Vaezi , Shahin and Mirzaei , Mehdi. (September 2007). The effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL learners' linguistic accuracy - focus on form. Humanising Language Teaching. Year 9; Issue 5; September 2007. Retrieved December 20, 2012 from http://www.hltmag.co.uk/sep07/mart03.htm#C11

×