LINGUIST List 23.3182
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Tue Jul 24 2012
FYI: Translation in Language Teaching and Assessment
Editor for this issue: Brent Miller
<brent linguistlist.org>
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Date: 23-Jul-2012
From: Dina Tsagari <dinatsaucy.ac.cy>
Subject: Translation in Language Teaching and Assessment
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Call for Papers
for the edited volume entitled
Translation in Language Teaching and Assessment
edited by Dina Tsagari & Georgios Floros (University of Cyprus)to be
published by Cambridge Scholars Publishing
Rationale:
For a very long time and across various educational contexts and
countries, translation was one of the most important tools for teaching
and assessing language competence. Ever since the emergence of the
‘communicative turn’ and the adoption of the communicative approach
to language teaching, translation has gradually lost importance both as
a teaching and as an assessment tool. This decline was mainly due to
a) fallacious perceptions of the notion of translatability on the part of
language pedagogy or a conflation of the use of L1 with translation,
and the equally fallacious interpretations of the translation task as the
common attempt of finding lexical and structural correspondences
among L1 and L2 (e.g. grammar translation in Grammar-Translation
Method), and b) an inadequate, if not totally missing, attempt on the
part of translation studies to examine ways of informing other domains
of language-related activity in a manner similar to the way translation
studies has consistently been informed by other disciplines. In other
words, these circumstances are indexical of a relative lack of
epistemological traffic among language learning and translation studies
as disciplines in their own right. Nevertheless, the situation seems to
start being reversed lately. Developments within translation studies
have led to a more confident profile of the discipline and language
learning (regarding both teaching and assessment) which seems to be
rediscovering translation as a tool for its purposes.
In this optimistic context, the intended volume seeks to a) record the
various reasons for the resurgent interest of language learning in
translation as well as the various contemporary ways in which
translation may be used in language teaching and assessment, b)
explore new ways of consolidating the relationship between language
learning and translation by offering insights into future possibilities of
using translation in language teaching and assessment, and c)
examine possibilities and limitations of the interplay between the two
disciplines in the light of current developments touching upon the
ethical dimensions of such an interaction. The ultimate aim, in a
nutshell, is to examine whether the call for reinstating translation as a
component of language teaching (Cook, 2010) and assessment has
indeed borne fruit and explore the ways in which this is accomplished.
Topics to be covered in the volume:
Topics to be covered in this volume will include, but are not limited to:
Teaching:
- The use of translation as a method of teaching in language learning
- The use of translation in language teaching materials
- Research strands in translation studies and their possible impact on
language teaching
- Experimental approaches to applying translation in language
teaching
- New technologies for using translation in language learning curricula
- The targeted use of translation for very specific
aspects/phenomena/areas of language teaching
Assessment:
- Issues of design, development, preparation, administration, marking
and evaluation of translation as a method in language assessment
(and testing)
- Issues of reliability and validity of the use of translation in language
assessment (e.g. marking schemes, criteria, score interpretation, etc)
- The application of translation in language assessment to new
challenges and with diverse populations
- Comparability issues in translation assessment across various
contexts and languages
- The targeted use of translation for specific language aspects/areas
of language assessment
Teaching and Assessment Ethics:
- Choosing appropriate topics, texts and material for language-related
and assessment-related translation assignments
- Translation ethics and their possible impact on language teaching
and assessment
- Language translation teaching and assessment as opposed to
professional translation teaching and assessment
- The use of translation as a method of teaching and assessing
dialectal varieties in specific contexts
Contributors to the volume are expected to address the issues from a
theoretical as well as from an empirical point of view. The working
language of the chapters of the volume will be English. However, any
language pair (as L1, L2, FL) can be the focus of research of the
contributions.
Structure of the volume:
The structure of the edited volume is expected to be as follows:
1. Introduction to the volume
2. Part I: Contributions from the Language Learning and Assessment
Perspective
3. Part II: Contributions from the Translation Studies Perspective
Contributors:
Contributors to the volume will be academics, researchers,
professionals (test developers or representatives of a professional
organization) in the fields of both translation studies and language
teaching and assessment as well as postgraduate students (PhD level)
who have completed or are about to complete research in the area of
teaching and assessing languages through translation.
Audience:
The edited volume is primarily intended for:
- Scholars in the field of Translation Studies, Language Teaching and
Assessment
- Educational policy makers and administrators
- Language testing organizations and test developers
- Researchers with an interest in translation teaching and assessment
- Postgraduate students
- Language teachers and teacher trainers
- Material writers and publishers
Procedures and schedule:
Those interested please submit a preliminary proposal. Proposals will
be approximately 1 page (A4 size) or roughly 500 words in length.
These will include the following information:
- Title of article
- Author name(s), affiliation(s), and detailed contact information
- Proposal
Proposals will be evaluated according to:
a. relevance to the topics of the volume
b. language of the proposal (needs to conform to native-speaker
standards for academic writing)
c. clear address of the problem/issue/research question/s discussed
d. clear outline of conclusions of the study (in the case of a research-
oriented paper)
e. clear and coherent structure of the proposal as a whole
Successful authors will be invited later to submit full papers for peer
review following normal procedures based on the formatting guidelines
of the publisher.
Timeline:
Overall, the following timeline is anticipated:
Deadline for extensive abstracts: 20 September 2012
Deadline review of abstracts and invitation to write whole paper: 5
October 2012
Full paper submission deadline: 10 December 2012
Comments from special editors: 20 January 2013
Revised draft submission deadline: 15 February 2013
Comments from special editors: 15 March 2013
Final draft submission deadline: 25 April 2013
Submission of manuscript to publishers: 1 June 2013
Anticipated publication date: September 2013
Contact:
Please send proposals to Dina Tsagari (dinatsaucy.ac.cy) and
George Floros (gflorosucy.ac.cy).
Informal inquiries may be sent to the same email addresses.
Dina Tsagari
Lecturer in Applied Linguistics/TEFL
Department of English Studies
University of Cyprus
www.ucy.ac.cy
Tel. ++ 357 - 22892120
Fax ++ 357 - 22750310
Coordinator
EALTA CBLA SIG
http://www.ealta.eu.org/
Dr Georgios FLOROS
Assistant Professor, Translation Studies
University of Cyprus
Department of English Studies
75 Kallipoleos Ave.
P.O.Box 20537
1678 Nicosia, CYPRUS
+357 22 89 21 24 (office)
+357 22 75 03 10 (fax)
gflorosucy.ac.cy
http://www.new.ucy.ac.cy/~gfloros.aspx
Linguistic Field(s): Applied Linguistics; Translation
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