Tradução na aprendizagem de línguas: uma abordagem ‘para quê’

Literature about translation in language learning and teaching shows the prominence of the ‘for and against’ approach, while a ‘what for’ approach would be more profitable. In order to prevent the latter approach from becoming a random list of the potential benefits of the use of translation in language teaching, this essay suggests the use of a formal model of communicative competence, to see which of its components can profit of translation activities. The result is a map of the effects of translation in the wide range of competences and abilities which constitute language learning.La literatura sobre traducción y aprendizaje y enseñanza de lenguas muestra la prevalencia de un abordaje ‘pró y contra’, al paso que un abordaje ‘para qué’ seria más provechosa. Con el objetivo de evitar que este segundo tipo de abordaje se transforme en una lista aleatoria de los potenciales benefícios del uso de la traducción en la enseñanza de lenguas, se sugiere, en el presente texto, el uso de un modelo formal de competencia comunicativa, para verificar cuales de sus componentes pueden sacar provecho de las actividades relacionadas a la traducción. El resultado es un mapa de los efectos de la traducción en la amplia gama de competencias y habilidades que constituyen el aprendizaje de lenguas.A literatura sobre tradução e aprendizagem e ensino de línguas mostra a prevalência da abordagem ‘pró e contra’, ao passo que uma abordagem ‘para quê’ seria mais proveitosa. A fim de evitar que este segundo tipo de abordagem se transforme numa lista aleatória dos potenciais benefícios do uso da tradução no ensino das línguas, o presente ensaio sugere o uso de um modelo formal de competência comunicativa, para verificar quais dos seus componentes podem tirar proveito das atividades ligadas à tradução. O resultado é um mapa dos efeitos da tradução na ampla gama de competências e habilidades que constituem a aprendizagem de uma língua.

Recenti sviluppi nell'educazione letteraria

The first Minister of Education of the Kingdom of Italy in 1861 was Francesco De Santís, the author of the first «History of Italian Literature»: he shaped the notion of literary education for the Italian school - a notion still in use after 140 years. According to his vision, teaching literature meant teaching the history of literature. This vision has been upset in the late 1980s in the teaching of foreign literatures (compulsory in the final three years of «Licei»): teaching literature means teaching how to read literary texts, how to detect and criticize their «literaryness», how to connect them to the production of the author and to the social and cultural setting of the times. This approach to the text, rather that to the author, is spreading slowly in the teaching to Italian Literature in schools

The Dufour Baldwin House Historic Museum & Gardens, Inc.

The following is a record of the activities which were undertaken during an internship at the Dufour Baldwin House Historic Museum & Gardens, Inc. during the summer of 1996. The intern will describe what was implemented and accomplished during this process and will conclude with recommendations for the museum to use in it\u27s future development undertakings

A Non-Culture-Bound Theory of Language Education

Educational linguistics is a dyadic science. The noun, linguistics, is a broad term which includes neuro-, psycho-, socio-, pragma-, ethno-linguistics and communication studies: areas where national ‘schools’ non longer exist. Educational, on the contrary, is a culture-bound term: language teaching is carried out according to laws which concern syllabi, exams and certifications, the language(s) of instruction, the teaching of the host language to migrant students, teacher training programmes etc. These juridical and administrative acts are meant for the local educational systems. We propose that it is possible to find a number of principles and models (we call them “hypotheses”) which can be accepted by culture-bound educational decision-makers, thus increasing consistency within language teaching and research throughout the world

The Epistemological Nature of Language Teaching

Tradotto in francese (Nature épistémologique de la didactique des langues) ed in spagnolo (La naturaleza epistemològica de la metodologìa de la ensenanza de la lengua), stessa edizione e anno

Conoscenze e competenze nell’educazione linguistica

Knowledge (declarative and procedural; tacit and epistemological; implicit and explicit; acquired and learned, operational and pragmatic knowledge); knowledge by acquaintance or by description; knowledge as commodity; competence; competency, capacity, ability, skill, mastery: these are the terms used to define the aims of educational linguistics, that is, knowledge about the language and competence in the language: the analysis vs. use pendulum that has been swinging for the last 25 centuries. The article tries to bring some terminological (and epistemological) order into this cluster of terms

La comunicazione interculturale

The book aims at providing a model of intercultural communication. The term "model" is used here in the senso of the theory of models, ui.e., it is a conceptual structure supposed to be valid everywhere and in any time - althoug in a soft science paradigm shifts may occur. the rest of the book is made of examples showing the implementation of the model

FORMARE I DOCENTI DI LINGUA: È POSSIBILE CAPOVOLGERE LO SCHEMA?

La formazione in servizio degli insegnanti di lingue deve affrontare due questioni critiche: il modello basato sulle lezioni degli esperti si è dimostrato inefficiente nel garantire un aumento significativo dei risultati degli studenti; eppure, la domanda di formazione è in aumento da anni, l’offerta no. Questo saggio suggerisce la possibilità di far fronte alle due questioni di cui sopra capovolgendo il modello tradizionale di formazione degli insegnanti. Il modello tradizionale è lineare, ha una sola direzione, da chi sa a chi non sa o sa meno; il modello capovolto è circolare, cioè si basa su due cerchi. Cerchio 1: il punto di partenza è una scuola (o una rete di scuole, o un’associazione di insegnanti, ecc.) dove un insegnante, formato per essere un tutor, organizza la formazione. In primo luogo, i tirocinanti condividono la loro esperienza sul tema del modulo di formazione, poi il tutor fornisce input scientifici attraverso video, e infine guida la creazione e la sperimentazione di materiali didattici da utilizzare a scuola, completando così il cerchio 1, “da scuola a scuola”. Il cerchio 2 riguarda l’interazione tra il tutor e la ricerca in linguistica didattica. Il cerchio inizia quando un buon insegnante contatta dipartimenti universitari, centri di ricerca e simili, per essere formato; il centro di ricerca fornisce video lezioni da utilizzare nel cerchio 1; il feedback del tutor, insieme ai suoi articoli su riviste per insegnanti e alle domande di ricerca per ulteriori ricerche, completa il cerchio 2, ‘dalla ricerca alla ricerca’. Sono descritti cinque progetti di formazione circolare.   Training language teachers: is it possible to flip the pattern? In-service training for language teachers faces two critical issues: the model based on expert instruction has proven ineffective in ensuring significant increases in student achievement; yet, the demand for training has been increasing for years, the supply has not. This essay suggests the possibility of addressing the above two issues by flipping the traditional teacher training model. The traditional model is linear, having only one direction, from those who know to those who do not know or know less; the flipped model is circular, that is, it is based on two circles. Circle 1: The starting point is a school (or a network of schools, or a teachers’ association, etc.) where a teacher, trained to be a mentor, organizes the training. First, the trainees share their experience on the topic of the training module, then the tutor provides scientific input through videos, and finally guides the creation and testing of teaching materials to be used at school, thus completing Circle 1, “school to school”. Circle 2 is about the interaction between the tutor and research in educational linguistics. The circle begins when a good tutor contacts university departments, research centers, etc., to be trained; the research center provides video lessons for use in Circle 1; the tutor’s feedback, along with his or her articles in teacher journals and research questions for further research, completes Circle 2, ‘from research to research’. Five circle training projects are described