La traducción interlingüística en el diseño de secuencias didácticas de futuros docentes de FLE. Estudio de caso
Raquel Sanz-Moreno
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Title
Interlinguistic translation in the design of teaching sequences of future FFL teachers. A case study
Abstract
This study addresses the inclusion of translation and interlinguistic reflection in the design of grammar teaching sequences by future FFL (French as a foreign language) teachers in secondary education. It compiles the designs and opinions of trainee teachers on the need and advisability of including language comparison, contrast and transfer activities in the teaching-learning process. In general, participants naturally integrate curricular languages (Spanish, Catalan and English) to explain grammatical forms in French and encourage students to perform interlinguistic translation tasks to promote this reflection. They consider that translation can be a useful strategy that guarantees meaningful learning of the language being studied, as well as arousing the curiosity of potential students for other languages and cultures. It has been observed that, although language contrast has been included in all sequences, the future teachers who were trained as translators are more used to making these transfers, while those who have received more philological training focus mainly on the particularities of the language being studied, but do not find the comparison between languages so useful.
Keywords
Didactic grammar sequences, interlinguistic translation, comparison between languages, FFL