LINGUIST List 23.3182

Tue Jul 24 2012

FYI: Translation in Language Teaching and Assessment

Editor for this issue: Brent Miller <>

Date: 23-Jul-2012
From: Dina Tsagari <>
Subject: Translation in Language Teaching and Assessment
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Call for Papersfor the edited volume entitledTranslation in Language Teaching and Assessmentedited by Dina Tsagari & Georgios Floros (University of Cyprus)to bepublished by Cambridge Scholars Publishing


For a very long time and across various educational contexts andcountries, translation was one of the most important tools for teachingand assessing language competence. Ever since the emergence of the‘communicative turn’ and the adoption of the communicative approachto language teaching, translation has gradually lost importance both asa teaching and as an assessment tool. This decline was mainly due toa) fallacious perceptions of the notion of translatability on the part oflanguage pedagogy or a conflation of the use of L1 with translation,and the equally fallacious interpretations of the translation task as thecommon attempt of finding lexical and structural correspondencesamong L1 and L2 (e.g. grammar translation in Grammar-TranslationMethod), and b) an inadequate, if not totally missing, attempt on thepart of translation studies to examine ways of informing other domainsof language-related activity in a manner similar to the way translationstudies has consistently been informed by other disciplines. In otherwords, these circumstances are indexical of a relative lack ofepistemological traffic among language learning and translation studiesas disciplines in their own right. Nevertheless, the situation seems tostart being reversed lately. Developments within translation studieshave led to a more confident profile of the discipline and languagelearning (regarding both teaching and assessment) which seems to berediscovering translation as a tool for its purposes.In this optimistic context, the intended volume seeks to a) record thevarious reasons for the resurgent interest of language learning intranslation as well as the various contemporary ways in whichtranslation may be used in language teaching and assessment, b)explore new ways of consolidating the relationship between languagelearning and translation by offering insights into future possibilities ofusing translation in language teaching and assessment, and c)examine possibilities and limitations of the interplay between the twodisciplines in the light of current developments touching upon theethical dimensions of such an interaction. The ultimate aim, in anutshell, is to examine whether the call for reinstating translation as acomponent of language teaching (Cook, 2010) and assessment hasindeed 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 onlanguage teaching- Experimental approaches to applying translation in languageteaching- New technologies for using translation in language learning curricula- The targeted use of translation for very specificaspects/phenomena/areas of language teaching

Assessment:- Issues of design, development, preparation, administration, markingand evaluation of translation as a method in language assessment(and testing)- Issues of reliability and validity of the use of translation in languageassessment (e.g. marking schemes, criteria, score interpretation, etc)- The application of translation in language assessment to newchallenges and with diverse populations- Comparability issues in translation assessment across variouscontexts and languages- The targeted use of translation for specific language aspects/areasof language assessment

Teaching and Assessment Ethics:- Choosing appropriate topics, texts and material for language-relatedand assessment-related translation assignments- Translation ethics and their possible impact on language teachingand assessment- Language translation teaching and assessment as opposed toprofessional translation teaching and assessment- The use of translation as a method of teaching and assessingdialectal varieties in specific contextsContributors to the volume are expected to address the issues from atheoretical as well as from an empirical point of view. The workinglanguage of the chapters of the volume will be English. However, anylanguage pair (as L1, L2, FL) can be the focus of research of thecontributions.

Structure of the volume:

The structure of the edited volume is expected to be as follows:1. Introduction to the volume2. Part I: Contributions from the Language Learning and AssessmentPerspective3. Part II: Contributions from the Translation Studies Perspective


Contributors to the volume will be academics, researchers,professionals (test developers or representatives of a professionalorganization) in the fields of both translation studies and languageteaching and assessment as well as postgraduate students (PhD level)who have completed or are about to complete research in the area ofteaching and assessing languages through translation.


The edited volume is primarily intended for:- Scholars in the field of Translation Studies, Language Teaching andAssessment- 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 willbe 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 volumeb. language of the proposal (needs to conform to native-speakerstandards for academic writing)c. clear address of the problem/issue/research question/s discussedd. 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 peerreview following normal procedures based on the formatting guidelinesof the publisher.


Overall, the following timeline is anticipated:

Deadline for extensive abstracts: 20 September 2012Deadline review of abstracts and invitation to write whole paper: 5October 2012Full paper submission deadline: 10 December 2012Comments from special editors: 20 January 2013Revised draft submission deadline: 15 February 2013Comments from special editors: 15 March 2013Final draft submission deadline: 25 April 2013Submission of manuscript to publishers: 1 June 2013Anticipated publication date: September 2013


Please send proposals to Dina Tsagari (

Linguistic Field(s): Applied Linguistics; Translation

Page Updated: 24-Jul-2012