Translation in the UK language classroom

References

1. Aberdeen, Helen
   2018 “A Longitudinal Comparative Study of the Use of Target Language in the MFL Classroom by Native and Non-Native Student Teachers.” The Language Learning Journal46 (4): 329–342. 10.1080/09571736.2015.1083607
   https://doi.org/10.1080/09571736.2015.1083607 [Google Scholar]
2. Antón, Rocío, and Lola Núñez
   2008 Todo esto es solo mío. Madrid: Ediciones SM.
   [Google Scholar]
3. AQA
   AQA 2018 Higher Tier Paper 3 Reading Mark Scheme. AccessedApril 15, 2020. https://filestore.aqa.org.uk/resources/spanish/AQA-86983H-SMS.PDF
   [Google Scholar]
4. AQA
   AQA 2018 Higher Tier Paper 3 Reading Specimen Question Paper. AccessedApril 15, 2020. https://filestore.aqa.org.uk/resources/spanish/AQA-86983H-SMS.PDF
   [Google Scholar]
5. AQA
   AQA 2018 Higher Tier Paper 4 Writing Mark Scheme. AccessedApril 15, 2020. https://filestore.aqa.org.uk/sample-papers-and-mark-schemes/2018/june/AQA-86984H-W-MS-JUN18.PDF
   [Google Scholar]
6. AQA
   AQA 2018 Higher Tier Paper 4 Writing Question Paper. AccessedApril 15, 2020. https://filestore.aqa.org.uk/sample-papers-and-mark-schemes/2018/june/AQA-86984H-QP-JUN18.PDF
   [Google Scholar]
7. AQA
   AQA 2020 Scheme of Assessment. AccessedApril 15, 2020. https://www.aqa.org.uk/subjects/languages/gcse/spanish-8698/scheme-of-assessment
   [Google Scholar]
8. Atkinson, David
   1987 “The Mother Tongue in the Language Classroom: A Neglected Discourse.” English Language Teaching Journal41 (4): 241–247. 10.1093/elt/41.4.241
   https://doi.org/10.1093/elt/41.4.241 [Google Scholar]
9. Baños, Rocío, and Stavroula Sokoli
   2015 “Learning Foreign Languages with Clipflair: Using Captioning and Revoicing Activities to Increase Students’ Motivation and Engagement.” In10 Years of the LLAS E-learning Symposium: Case Studies in Good Practice, ed. byKate Borthwick, Erica Corradini, and Alison Dickens, 203–213. Dublin: Research publishing.net. AccessedApril 15, 2020. doi:  10.14705/rpnet.2015.000280
   https://doi.org/10.14705/rpnet.2015.000280 [Google Scholar]
10. Barnes, Katrina
    2018 “Reviving Pedagogical Translation: An Investigation into UK Learners’ Perceptions of Translation for Use with their GCSE Spanish Studies and Beyond.” Translation and Translanguaging in Multilingual Contexts4 (2): 248–281. 10.1075/ttmc.00012.bar
    https://doi.org/10.1075/ttmc.00012.bar [Google Scholar]
11. Bawden, Anna
    2019 “Modern Language Teaching ‘Under Threat from Tough Exams.’” The Guardian. AccessedApril 15, 2020. https://www.theguardian.com/education/2019/may/11/modern-language-teaching-under-threat-from-tough-exams
    [Google Scholar]
12. Beauvais, Clémentine
    2019 “An Emergent Sense of the Literary: Doing Children’s Poetry Translation in the Literature Classroom.” Journal of Literary Education2: 8–28. 10.7203/JLE.2.14827
    https://doi.org/10.7203/JLE.2.14827 [Google Scholar]
13. Bell, Clive, and Gill Ramage
    2019 Dynamo 2 Rouge. London: Pearson.
    [Google Scholar]
14. Bialystok, Ellen, and Xiaojia Feng
    2009 “Language Proficiency and Executive Control in Proactive Interference: Evidence from Monolingual and Bilingual Children and Adults.” Brain and Language109 (2–3): 93–100. 10.1016/j.bandl.2008.09.001
    https://doi.org/10.1016/j.bandl.2008.09.001 [Google Scholar]
15. Bolaños Cuéllar, Sergio
    2008 Towards an Integrated Translation Approach. A Dynamic Translation Model (DTM). PhD Diss.University of Hamburg.
    [Google Scholar]
16. Bolaños Cuéllar, Sergio
    2016 “Equivalence within the Dynamic Translation Model (DTM): Default Equivalence Position, Equivalence Range, Initiator’s Instructions, and Translational Norms.” Forma y Función29 (2): 183–201. 10.15446/fyf.v29n2.60194
    https://doi.org/10.15446/fyf.v29n2.60194 [Google Scholar]
17. Brooks-Lewis, Kimberly Anne
    2009 “Adult Learners’ Perceptions of the Incorporation of their L1 in Foreign Language Teaching and Learning.” Applied Linguistics30 (2): 216–235. 10.1093/applin/amn051
    https://doi.org/10.1093/applin/amn051 [Google Scholar]
18. Bruen, Jennifer, and Niamh Kelly
    2017 “Using a Shared L1 to Reduce Cognitive Overload and Anxiety Levels in the L2 Classroom.” The Language Learning Journal45 (3): 368–381. 10.1080/09571736.2014.908405
    https://doi.org/10.1080/09571736.2014.908405 [Google Scholar]
19. Butzkamm, Wolfgang, and John A. W. Caldwell
    2009 The Bilingual Reform: A Paradigm Shift in Foreign Language Teaching. Tübingen: Narr.
    [Google Scholar]
20. Byram, Michael
    2002 “Foreign Language Education as Political and Moral Education – An Essay.” The Language Learning Journal26 (1): 43–47. 10.1080/09571730285200221
    https://doi.org/10.1080/09571730285200221 [Google Scholar]
21. Byram, Michael
    2014 “Twenty-five Years On – from Cultural Studies to Intercultural Citizenship.” Language, Culture and Curriculum27 (3): 209–225. 10.1080/07908318.2014.974329
    https://doi.org/10.1080/07908318.2014.974329 [Google Scholar]
22. Carreres, Ángeles
    2006 “Strange Bedfellows: Translation and Language Teaching. The Teaching of Translation into L2 in Modern Languages Degrees: Uses and Limitations.” InSixth Symposium on Translation, Terminology and Interpretation in Cuba and Canada. December 2006, La Havana: Canadian Translators, Terminologists and Interpreters Council: 1–21.
    [Google Scholar]
23. Carreres, Ángeles
    2014 “Translation as a Means and as an End: Reassessing the Divide.” The Interpreter and Translator Trainer8 (1): 123–135. 10.1080/1750399X.2014.908561
    https://doi.org/10.1080/1750399X.2014.908561 [Google Scholar]
24. Colina, Sonia
    2006 “Spanish Second Language Acquisition: Applications to the Teaching of Professional Translation (and Interpretation).” InThe Art of Teaching Spanish: Second Language Acquisition from Research to Praxis, ed. byRafael Salaberry, and Barbara Lafford, 213–234. Washington: Georgetown University Press.
    [Google Scholar]
25. Cook, Guy
    2010 Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.
    [Google Scholar]
26. Coste, Daniel, and Marisa Cavalli
    2015 Education, Mobility, Otherness: The Mediation Functions of Schools. Strasbourg: Council of Europe.
    [Google Scholar]
27. Council of Europe
    Council of Europe 2001 Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Council of Europe.
    [Google Scholar]
28. Council of Europe
    Council of Europe 2018 Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe.
    [Google Scholar]
29. Creative Multilingualism
    Creative Multilingualism 2016 “Prismatic Translation.” AccessedApril 15, 2020. https://www.creativeml.ox.ac.uk/research/prismatic-translation
30. Creative Multilingualism
    Creative Multilingualism 2019 “Languages in the UK.” AccessedApril 15, 2020. https://www.creativeml.ox.ac.uk/languages-uk
31. Cummins, Jim
    2007 “Rethinking Monolingual Instructional Strategies in Multilingual Classrooms.” Canadian Journal of Applied Linguistics10 (2): 221–240.
    [Google Scholar]
32. Davies, Alan
    2003 The Native Speaker: Myth and Reality. Clevedon: Multilingual Matters. 10.21832/9781853596247
    https://doi.org/10.21832/9781853596247 [Google Scholar]
33. Department for Education
    Department for Education 2013 The National Curriculum in England: Languages Programmes of Study Key Stage 3. AccessedApril 19, 2020. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239083/SECOND_ARY_national_curriculum_-_Languages.pdf
    [Google Scholar]
34. Department for Education
    Department for Education 2015 Modern Foreign Languages GCSE Subject Content. AccessedApril 15, 2020. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/485567/GCSE_subject_content_modern_foreign_langs.pdf
    [Google Scholar]
35. Ellis, Rod
    2003 Task-based Language Learning and Teaching. Oxford: Oxford University Press.
    [Google Scholar]
36. González-Davies, Maria
    2004 Multiple Voices in the Translation Classroom. Amsterdam: John Benjamins. 10.1075/btl.54
    https://doi.org/10.1075/btl.54 [Google Scholar]
37. González-Davies, Maria
    2017 “The Use of Translation in an Integrated Plurilingual Approach to Language Learning: Teacher Strategies and Best Practices.” Journal of Spanish Language Teaching4 (2): 124–135. 10.1080/23247797.2017.1407168
    https://doi.org/10.1080/23247797.2017.1407168 [Google Scholar]
38. Gile, Daniel
    2009 Basic Concepts and Models for Interpreter and Translator Training. Amsterdam: John Benjamins. 10.1075/btl.8
    https://doi.org/10.1075/btl.8 [Google Scholar]
39. Hawkes, Rachel, and Christopher Lillington
    2016 ¡Viva! AQA GCSE Spanish Higher. London: Pearson.
    [Google Scholar]
40. Hazell, Crista
    2020 Independent Thinking on MFL: How to Make Modern Foreign Language Teaching Exciting, Inclusive and Relevant. Carmarthen: Independent Thinking Press.
    [Google Scholar]
41. Holmes, Sam
    2014 “Monsters, Myths and Multilingual Creativity.” Working Papers in Urban Language and Literacies161. www.rewrite.org.uk/wp-content/uploads/2014/06/Multilingual-Creativity_article.pdf
    [Google Scholar]
42. Huertas Barros, Elsa
    2011 “Collaborative Learning in the Translation Classroom: Preliminary Survey Results.” Journal of Specialised Translation16: 42–60.
    [Google Scholar]
43. Hummel, Kirsten M.
    1995 “Translation and Second Language Learning.” Canadian Modern Language Review51 (3): 444–455. 10.3138/cmlr.51.3.444
    https://doi.org/10.3138/cmlr.51.3.444 [Google Scholar]
44. Ishihara, Noriko, and Andrew D. Cohen
    2010 Teaching and Learning Pragmatics. Harlow: Pearson.
    [Google Scholar]
45. Källvist, Marie
    2004 “The Effect of Translation Exercises versus Gap-exercises on the Learning of Difficult L2 Structures: Preliminary Results of an Empirical Study.” InTranslation in Undergraduate Degree Programmes, ed. byKirsten Malmkjær, 173–184. Philadelphia: John Benjamins. 10.1075/btl.59.12kal
    https://doi.org/10.1075/btl.59.12kal [Google Scholar]
46. Källvist, Marie
    2008 “L1-L2 Translation versus No Translation: A Longitudinal Study of Focus-on-formS within a Meaning-focused Curriculum.” InThe Longitudinal Study of Advanced L2 Capacities, ed. byLourdes Ortega, and Heidi Byrnes, 182–202. London: Routledge.
    [Google Scholar]
47. Kiraly, Don
    2012 “Growing a Project-based Translation Pedagogy: A Fractal Perspective.” Meta: Translators’ Journal57 (1): 82–95. 10.7202/1012742ar
    https://doi.org/10.7202/1012742ar [Google Scholar]
48. Kohl, Katrin
    2019 “GCSE Modern Foreign Languages Inter-Subject Comparability and the Role of the Common European Framework of Reference for Languages (CEFR).” Creative Multilingualism. https://www.creativeml.ox.ac.uk/sites/default/files/inline-files/Annex%20C%20-%20GCSE%20grading%2030%204%202019.pdf
    [Google Scholar]
49. Kramsch, Claire
    ed. 2002 Language Acquisition and Language Socialization: Ecological Perspectives. London: Continuum.
    [Google Scholar]
50. Krashen, Stephen
    1982 Principles and Practice in Second Language Acquisition. New York: Pergamon.
    [Google Scholar]
51. Kumaravadivelu, Bala
    2003 Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press.
    [Google Scholar]
52. Laufer, Batia, and Nany Girsai
    2008 “Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation.” Applied Linguistics29 (4): 694–716. 10.1093/applin/amn018
    https://doi.org/10.1093/applin/amn018 [Google Scholar]
53. Laviosa, Sara
    2014 Translation and Language Education: Pedagogic Approaches Explored. London: Routledge. 10.4324/9781315764542
    https://doi.org/10.4324/9781315764542 [Google Scholar]
54. Levine, Glenn S.
    2003 “Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire Study.” Modern Language Journal87 (3): 343–364. 10.1111/1540‑4781.00194
    https://doi.org/10.1111/1540-4781.00194 [Google Scholar]
55. Liebscher, Grit, and Jennifer Dailey-O’Cain
    2005 “Learner Code-switching in the Content-based Foreign Language Classroom.” The Modern Language Journal89 (2): 234–247 [reprint]. 10.1111/j.1540‑4781.2005.00277.x
    https://doi.org/10.1111/j.1540-4781.2005.00277.x [Google Scholar]
56. Lund, Jess
    2017 JLMFL Blog. AccessedApril 15, 2020. https://jlmfl.wordpress.com/2017/04/23/michaela-french-how-we-use-knowledge-organisers/
    [Google Scholar]
57. Lynch, Tony, and Joan Maclean
    2000 “Exploring the Benefits of Task Repetition and Recycling for Classroom Language Learning.” Language Teaching Research4 (3): 221–250. 10.1177/136216880000400303
    https://doi.org/10.1177/136216880000400303 [Google Scholar]
58. Macaro, Ernesto
    1997 Target Language, Collaborative Learning and Autonomy. Clevedon: Multilingual Matters.
    [Google Scholar]
59. Macaro, Ernesto
    2009 “Teacher Use of Codeswitching in the Second Language Classroom: Exploring ‘Optimal’ Use.” InFirst Language Use in Second and Foreign Language Learning, ed. byMiles Turnbull, and Jennifer Dailey-O’Cain, 35–49. Clevedon: Multilingual Matters. 10.21832/9781847691972‑005
    https://doi.org/10.21832/9781847691972-005 [Google Scholar]
60. National Centre for Excellence for Language Pedagogy (NCELP)
    National Centre for Excellence for Language Pedagogy (NCELP) 2020a “Meaningful Practice: Definition, Rationale and Principles.” AccessedApril 15, 2020. https://resources.ncelp.org/concern/resources/ng451h506?locale=en
61. National Centre for Excellence for Language Pedagogy (NCELP)
    National Centre for Excellence for Language Pedagogy (NCELP) 2020b “Principles for Teaching Grammar in a Foreign Language.” AccessedApril 15, 2020. https://resources.ncelp.org/concern/resources/08612n54w?locale=en
62. Nord, Christiane
    2005 “Translating as a Purposeful Activity: A Prospective Approach.” Tradterm11: 15–28. 10.11606/issn.2317‑9511.tradterm.2005.49673
    https://doi.org/10.11606/issn.2317-9511.tradterm.2005.49673 [Google Scholar]
63. Paas, Fred, Alexander Renkl, and John Sweller
    2004 “Cognitive Load Theory: Instructional Implications of the Interactions between Information Structures and Cognitive Architecture.” Instructional Science32: 1–8. 10.1023/B:TRUC.0000021806.17516.d0
    https://doi.org/10.1023/B:TRUC.0000021806.17516.d0 [Google Scholar]
64. Park, Eun Sung
    2013 “Learner-generated Noticing Behaviour by Novice Learners: Tracing the Effects of Learners’ L1 on their Emerging L2.” Applied Linguistics34 (1): 74–98. 10.1093/applin/ams016
    https://doi.org/10.1093/applin/ams016 [Google Scholar]
65. Phipps, Alison, and Mike Gonzalez
    2004 Modern Languages: Learning and Teaching in an Intercultural Field. London: SAGE.
    [Google Scholar]
66. Pun, Jack, and Ernesto Macaro
    2019 “The Effect of First and Second Language Use on Question Types in English Medium Instruction Science Classrooms in Hong Kong.” International Journal of Bilingual Education and Bilingualism22 (1): 64–77. 10.1080/13670050.2018.1510368
    https://doi.org/10.1080/13670050.2018.1510368 [Google Scholar]
67. Pym, Anthony
    2018 “Where Translation Studies Lost the Plot: Relations with Language Teaching.” Translation and Translanguaging in Multilingual Contexts4 (2): 203–222. 10.1075/ttmc.00010.pym
    https://doi.org/10.1075/ttmc.00010.pym [Google Scholar]
68. Pym, Anthony, Kirsten Malmkjær, and María del Mar Gutiérrez-Colón Plana
    2013 Translation and Language Learning: The Role of Translation in the Teaching of Languages in the European Union. A Study. Luxembourg: Publications Office of the European Union.
    [Google Scholar]
69. Robinson, Douglas
    1998 “Hermeneutic Motion.” InRoutledge Encyclopaedia of Translation Studies, ed. byMona Baker, 97–99. London: Routledge.
    [Google Scholar]
70. Sarkar, Mela, and Lise Winer
    2006 “Multilingual Codeswitching in Quebec Rap: Poetry, Pragmatics and Performativity.” International Journal of Multilingualism3 (3): 173–192. 10.2167/ijm030.0
    https://doi.org/10.2167/ijm030.0 [Google Scholar]
71. Spada, Nina, and Patsy M. Lightbown
    2008 “Form-focused Instruction: Isolated or Integrated?” TESOL Quarterly (42): 181–207. 10.1002/j.1545‑7249.2008.tb00115.x
    https://doi.org/10.1002/j.1545-7249.2008.tb00115.x [Google Scholar]
72. Stephen Spender Trust
    Stephen Spender Trust 2019 “Creative Translation in the Classroom and the Polish Spotlight. An Evaluation of Two Educational Outreach Programmes Run by the Stephen Spender Trust.” AccessedApril 19, 2020. www.stephen-spender.org/_downloads_general/Creative_Translation_and_Polish_Spotlight_evaluation_May_2019.pdf
73. Storch, Neomy, and Gillian Wigglesworth
    2003 “Is There a Role for the Use of the L1 in an L2 Setting?” TESOL Quarterly (37) 4: 760–770. 10.2307/3588224
    https://doi.org/10.2307/3588224 [Google Scholar]
74. Tinsley, Teresa
    2019 “Language Trends 2019: Language Teaching in Primary and Secondary Schools in England.” British Council: Alcantara Publications. https://www.britishcouncil.org/research-policy-insight/research-reports/language-trends-2019
    [Google Scholar]
75. Turnbull, Miles, and Jennifer Daily O’Cain
    eds. 2009 First Language Use in Second and Foreign Language Learning. Clevedon: Multilingual Matters. 10.21832/9781847691972
    https://doi.org/10.21832/9781847691972 [Google Scholar]
76. Williams, Martin
    2015 “The Seven Big Language Learning Issues Facing the UK.” The Guardian. AccessedApril 15, 2020. https://www.theguardian.com/education/2015/apr/14/seven-language-learning-uk-multilinguilism
    [Google Scholar]
77. Worth, Jack, and Giulia De Lazzari
    2017 Teacher Retention and Turnover Research: Research Update 1. Slough: National Foundation for Educational Research.
    [Google Scholar]