Productive Bilingualism and Translator Education

Translation Services » Translation Articles

by Mr. Wanwei Wu
Post Box 52# School of Foreign Languages,
Wuhan University of Science and Technology
964 Heping Avenue Qingshan District,
Wuhan 430081,
P. R. China
Tel: 85+27+68862581
E-mail: wuwanweione@yahoo.com.cn

Chapter 6.
Pedagogical considerations

In the previous chapters, we have discussed the theoretical aspects of productive bilingualism and translation education. Pedagogical considerations will be presented in this last chapter for translation instructors and learners Necessities

Productive bilingualism model maintains that L2 learning enhances L1/C1 and L2/C2 proficiency at the same time, stresses the learner’s sociocultural competence---critical thinking ability in particular and transcends the innocent player through the conscious striver to the autonomous self-actualizer. (Gao, pp.202-204)

Cultural learning and personality change is possible in China because doses of C2 exposure are both objective and subjective products. Translation trainees may try all means to create an environment without having to go abroad. “Culture at the deep level does not rely heavily on broad-range material objects or sensual experiences for its transmission.” (Gao, 2003, p.179) With a readiness to seek for C2 exposure, the learners in China can cultivate a productive orientation and develop a good sociocultural competence. Furthermore, contemporary China is undergoing profound value change indicating the dynamic nature of Chinese culture and the mutual influence between different cultures. The development of translation teaching in China witnessed the similar expansion of objectives from linguistic competence (1970s) to communicative competence (1980s) and finally to sociocultural competence (1990s till now) in TEFL. For translation learners at a higher stage of English learning, the main learning objectives are a cultivation of critical competence and cross-cultural sensitivity without which the rich cultural information of ST can never be identified and conveyed to target readers in suitable ways. As a matter of fact, this is easy to understand. “the training of C2 interpersonal skills will necessarily involve processing of C2 at the psychological level; comprehension of C2 is associated with evaluation and incorporation of C1 and C2.” (Gao, 2003, p.190) In other words, “the movement toward self-actualization personality essentially depends on the individual learner him- or herself. What educators as well as psychological professionals can do is to give the individual a push, helping him or her develop a high degree of awareness and enabling abilities for the growth.” (Gao, 2003, p.171)

Pedagogical Suggestions
Suggestions for pedagogy include the following points:
Firstly, various aspects of C2 critical competence should be included in translation curriculum, for instance, analytical thinking skill, synthetic and holistic thinking skills concerning drawing connections, finding parallelism, making an evaluation, making a judgment, coordinating related information can be made pedagogical objectives.
Secondly, Chinese culture should be stressed as a required course, this does not mean to say students’ foreign culture competence is satisfactory. On the contrary, their cross-cultural competence should be strengthened. The author merely is concerned with sharp contrast of English mania and Chinese disdain throughout all walks of life in every corner of China. “Few students endeavored to keep up with their L1 and C1 studies after entering college, and there was a tendency that the longer they stayed in college, the less attention they paid to C1 studies.” (Gao, 2003, p.195)

Thirdly, communicative competence and critical competence components should be integrated in textbook compilation. Cultural elements at the psychological level can be combined with those at the interpersonal level to make culture education systematically.

Next, teaching methods and techniques should be used in a systematic manner to cultivate cultural awareness such as workshops, model lessons, psychological testing and counseling techniques etc.

Last but not least important, classroom and extracurricular activities beneficial to the training of critical competence should be promoted such as open discussion, debates, interviews, drama etc. Newspapers and internet are important tools for both teachers and students.

Bibliography >>

Discuss this article at our translation forum

If you found our website useful, take our banners or join our affiliate program to make money by referring us potential customers.

submit an article to this article directory