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Class discussion as a site for fostering symbolic competence in translation classrooms / Eiko Gyogi
// Language, Culture and Curriculum Volume 33, 2020 - Issue 3 UK Limited : Routledge, 2020 Pages 290-304 Recent studies have brought attention to the potential of translation as a symbolic activity to improve students’ translingual competence. This study contributes to this growing field of study by examining students’ voices in class discussions in translation classrooms. Five translation sessions were implemented with beginner and intermediate learners of Japanese at a UK university. Based on thematic analysis of students’ learning journals and post-session interviews, this study highlights how class discussion provides a site for sharing multiple perspectives and meaning-making processes that each student brings to the same text. It also enables students to reflect on these interpretations and find and refine their own translations. This study suggests the potential benefits of class discussion in reframing translation activities from those that require students to seek the ‘correct’ answer to those that prompt reflection on the symbolic value of the text, which is often overlooked in communicative language teaching (CLT).
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