La traducció en l’ensenyament de llengües: un recurs exclòs de les aules del mètode directe?

Beatriz Reverter Oliver

doi:10.5565/rev/jtl3.900

Translation in Language Teaching: an excluded resource from the Direct Method classrooms?

Authors

Beatriz Reverter Oliver Universitat de València https://orcid.org/0000-0003-1089-3757

PDF (CA)

Abstract

Translation as a tool within the foreign language classroom has traditionally been thought to be discouraged in the Direct Method. Thus, since then, many teachers have defended the idea that translation is a harmful resource for teaching languages, although, according to Cook (2010), there is no scientifically-proven evidence. Rather than continuing to accept this belief inherited from the Direct Method, we think it is necessary to reevaluate whether translation was rejected by all its exponents and whether it was really possible to exclude it from the classrooms of the time. Therefore, the aim of this article is to carry out a theoretical review of what was the Direct Method, when and why it emerged, what role was recognized for translation within it, what position was adopted by the main theorists who supported it, and whether these approaches were truly applicable in the classroom.

Keywords

Translation as a Didactic Tool, Foreign Language Teaching, Direct Method, Theoretical Review

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Author Biography

Beatriz Reverter Oliver, Universitat de València

Beatriz Reverter Oliver va obtindre el doctorat internacional en 2019 a la Universitat de València. Les seves àrees de recerca són la traducció audiovisual com a eina per a la didàctica de llengües, l’educació inclusiva dels estudiants de llengües amb discapacitat sensorial i l'accessibilitat als mitjans de comunicació.