1. ANTHONY PYM WHERE TRANSLATION STUDIES LOST THE PLOT

2. MEET DAVID NUNAN His ELT textbook series "Go For It!" is the largest selling textbook series in the world with sales exceeding 2.5 billion copies.

3. JAMES S HOLMES (1972) An area for “extensive and rigorous research to assess the efficacy of translating as a technique and testing method in language learning”.

4. GIDEON TOURY (1991) ?

5. INSTITUTIONALIZATION  Growth in translator-training institutions  Alliance with the translation professions  Modeling of an independent translation competence  Independent faculties  Special language education for translators and interpreters (PACTE)  Virtually no interest in the place of translation in language teaching  and no serious research.

6. COOK (2010) For just at the point when the trajectory of ideas should have led to investigation of the effects of TILT [Translation in Language Teaching], the scientific principle seems to have failed, and for some reason the research has not been done. In SLA [Second Language Acquisition] in particular, the notion that translation is not helpful to acquisition seems to have become so firmly established that it has hardly been investigated at all. (Cook 2010: 87-88)

7. JAMES S HOLMES (1972) In regard to that last policy question, since it should hardly be the task of translation studies to abet the use of translating in places where it is dysfunctional, it would seem to me that priority should be given to extensive and rigorous research to assess the efficacy of translating as a technique and testing method in language learning. The chance that it is not efficacious would appear to be so great that in this case it would seem imperative for program research to be preceded by policy research. (1972: 78)

8. EUGENE NIDA (1972) Teachers too often require their students to make literal translations of foreign-language texts into their mother tongue. […]. But the result of this insistence on literal translating is that the students almost inevitably acquire a false concept of the foreign-language text. Because it comes out in such a crude manner in the mother tongue of the student, the second language is judged to be awkward, difficult, and hopelessly complicated.

9. EUGENE NIDA (1972) In addition the students may acquire a perverted feeling for their own language. Word-for-word renderings inevitably mutilate one’s mother tongue, with results that are aesthetically disastrous as well as intellectually unrewarding. […] In the schoolroom, correctness has been judged as practically synonymous with literalness, so that any idiomatic departure from that norm has been looked upon as dangerous.

10. GRAMMAR TRANSLATION  Formulated in Prussia in late 18 th century  Sentence translation in order to illustrate and confirm grammatical differences  Opposed by the Reform Movement in the late 19 th century: focus on speech, texts, and a monolingual classroom

11. ZARATE (2004) Translation is “a reformulating activity that obscures all the challenges to intercultural communication which conceal the dysfunctions of a type of communication between partners based on different value systems.” (This is a very literal translation from French!)

12. EVIDENCE OF TRANSLATION  Mental translation by adult learners.  Use of online translation tools.  Translation as one of the applications of language learning.

13. THE CONCEPTUAL PROBLEM “Translation” is the opposite of “language learning.”

14. ERIC PICKLES If you translate for immigrants, they will not learn English. Stopping the automatic use of translation and interpretation services into foreign languages will provide further incentive for all migrant communities to learn English, which is the basis for an individual’s ability to progress in British society. It will promote cohesion and better community relations. And it will help councils make sensible savings, at a time when every bit of the public sector needs to do its bit to pay off the deficit.

15. PYM ET AL. (2012) A survey of 878 language teachers from 10 case-study countries. Translation generally unpopular, but it is used. Very few language teachers have thought seriously about how it can be used. © Intercultural Studies Group

16. PYM ET AL. (2012)

17. TRANSLATION IN CLASS (2012)

18. EF PROFICIENCY INDEX (2012)

22. IN GERMANY We don’t use translation – we use mediation (Sprachmittung). CEFR (2001): Speaking, listening, writing, reading, plus: “Learners are also enabled to mediate, through interpretation and translation, between speakers of the two languages concerned who cannot communicate directly.” Common European Framework of Reference for Languages (2001).

23. WHERE WE REALLY WENT WRONG Cicero 46 CE: ut interpres vs. ut orator Horace: Schleiermacher 1813: verfremdend vs. verdeutschend Nida 1964: formal correspondence vs. dynamic equivalence

24. © Intercultural Studies Group TRANSLATION SOLUTIONS A history of non-binary Translation Studies  Bally  Vinay & Darbelnet  Fedorov  Loh  Levý  Popovič  Kade  Chesterman…

25. © Intercultural Studies Group TRANSLATION SOLUTIONS

26. REBRANDING TRANSLATION Communicative translation The primacy of spoken communication Failure analysis instead of competence Full range of translation solutions (breaking the binarisms) Translator training for all language learners, not just would-be professionals. Pedagogical use of online translation tools (TM/MT) Renegotiate the pact with the professions.