Translation within TEFL: The Nonprofessional Skill
With translation used, then banned, then reinstated in TEFL, the mixed expectations employers have from prospective workers about their linguistic competence entail distinct nuances the classroom context takes in what regards translation. Boris Naimushin’s concept of a fifth skill has important cons...
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| Format: | Article |
| Language: | deu |
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Editura Universităţii Aurel Vlaicu Arad
2016-05-01
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| Series: | Journal of Humanistic and Social Studies |
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| Online Access: | http://www.jhss.ro/downloads/13/articles/5%20Frantescu.pdf |
| _version_ | 1818877891652354048 |
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| author | Oana-Maria Franţescu |
| author_facet | Oana-Maria Franţescu |
| author_sort | Oana-Maria Franţescu |
| collection | DOAJ |
| description | With translation used, then banned, then reinstated in TEFL, the mixed expectations employers have from prospective workers about their linguistic competence entail distinct nuances the classroom context takes in what regards translation. Boris Naimushin’s concept of a fifth skill has important consequences in the shift from a secondary role of translation in support of the other four skills (reading, writing, listening, and speaking) to a purpose of its own. The paper explores the border zone between professionalized translation and learner’s translation starting from Naimushin’s hypothesis. It aims to support the use of translation in language teaching while warning on the implications on the labour market of the existence of non-professional translation and translators. The references to Romanian learners reflect some specific aspects in the perception of translation as part of the foreign language experience. The paper also provides a few considerations on the impact of translation on learners of different levels suggesting that, should translation be included as a fifth skill, it should ideally have its own distinct descriptors in correspondence to those of the CEFR, for each level. This is another challenge in distinguishing between professional and learner’s translation, but very relevant for employers who specifically want to recruit speakers of other L2 languages for jobs other than professional translation, but involving translation competences. |
| first_indexed | 2024-12-19T14:05:29Z |
| format | Article |
| id | doaj.art-70bfb2ef78e84c8ab1cb4865d28aa326 |
| institution | Directory Open Access Journal |
| issn | 2067-6557 2247-2371 |
| language | deu |
| last_indexed | 2024-12-19T14:05:29Z |
| publishDate | 2016-05-01 |
| publisher | Editura Universităţii Aurel Vlaicu Arad |
| record_format | Article |
| series | Journal of Humanistic and Social Studies |
| spelling | doaj.art-70bfb2ef78e84c8ab1cb4865d28aa3262022-12-21T20:18:20ZdeuEditura Universităţii Aurel Vlaicu AradJournal of Humanistic and Social Studies2067-65572247-23712016-05-01VII14762Translation within TEFL: The Nonprofessional SkillOana-Maria Franţescu0“Alexandru Ioan Cuza” University of IaşiWith translation used, then banned, then reinstated in TEFL, the mixed expectations employers have from prospective workers about their linguistic competence entail distinct nuances the classroom context takes in what regards translation. Boris Naimushin’s concept of a fifth skill has important consequences in the shift from a secondary role of translation in support of the other four skills (reading, writing, listening, and speaking) to a purpose of its own. The paper explores the border zone between professionalized translation and learner’s translation starting from Naimushin’s hypothesis. It aims to support the use of translation in language teaching while warning on the implications on the labour market of the existence of non-professional translation and translators. The references to Romanian learners reflect some specific aspects in the perception of translation as part of the foreign language experience. The paper also provides a few considerations on the impact of translation on learners of different levels suggesting that, should translation be included as a fifth skill, it should ideally have its own distinct descriptors in correspondence to those of the CEFR, for each level. This is another challenge in distinguishing between professional and learner’s translation, but very relevant for employers who specifically want to recruit speakers of other L2 languages for jobs other than professional translation, but involving translation competences.http://www.jhss.ro/downloads/13/articles/5%20Frantescu.pdftranslationteachingcompetencetechniquesskillslevel descriptors |
| spellingShingle | Oana-Maria Franţescu Translation within TEFL: The Nonprofessional Skill Journal of Humanistic and Social Studies translation teaching competence techniques skills level descriptors |
| title | Translation within TEFL: The Nonprofessional Skill |
| title_full | Translation within TEFL: The Nonprofessional Skill |
| title_fullStr | Translation within TEFL: The Nonprofessional Skill |
| title_full_unstemmed | Translation within TEFL: The Nonprofessional Skill |
| title_short | Translation within TEFL: The Nonprofessional Skill |
| title_sort | translation within tefl the nonprofessional skill |
| topic | translation teaching competence techniques skills level descriptors |
| url | http://www.jhss.ro/downloads/13/articles/5%20Frantescu.pdf |
| work_keys_str_mv | AT oanamariafrantescu translationwithinteflthenonprofessionalskill |