Translation

Translation has become a taboo in many language programs because as a teaching *method* it did not address certain goals, such as proficiency, communication; and functional use of language. As an exercise, I still think translation is beneficial. The best way for students to learn the dangers of translating directly from French to English (and vice-versa) is by having them practice translation.

If you have little time, choose about 4 sentences in English that lend themselves to translation problems. For example, students who have just learned the subjunctive and used it beautifully in guided practice, will still be tempted to translate "I want you to leave": as "Je veux tu sortir." Put the sentences on the board and have students start translating them as soon as they arrive in class. Once class begins, allow just a minute or two. Most students will have gotten through the sentences already. Have a few students write their translations on the board. To save time, have all four students write at once, then correct all four quickly. Let the sentences lead thematically into a warm-up.

If you have more time, give students an article or a passage to translate in small groups. If the passage is short, each group can work on the same passage. If it is long, try to get two groups/paragraph. (It's always good to have at least two groups working on the same thing so that they may compare answers). I've found that articles about American phenomena capture the students interest. They also allow students to see their own culture form another perspective -- often an eye-opener.

You can always use a reading from the text. It is important to stress, though, that this kind of careful reading is really a grammar and stylistics exercise and not the same as a reading skills development exercise.
 

Cheryl Krueger
University of Virginia