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INTERLINGUISTIC MEDIATION AS A TOOL TO LEARN SPANISH AS A FOREIGN LANGUAGE: THE CASE INTERLINGUISTIC MEDIATION AS A TOOL TO LEARN SPANISH AS A FOREIGN LANGUAGE: THE CASE OF/FOR PEDAGOGICAL TRANSLATION Adolfo Sánchez Cuadrado - UCL - a. cuadrado@ucl. ac. uk

Translation and Language Learning . . . OR RATHER LANGUAGE TEACHING? Grammar-Translation Method Grammar Translation and Language Learning . . . OR RATHER LANGUAGE TEACHING? Grammar-Translation Method Grammar Translation Knowledge Direct Method, Audio-lingual Method, Communicative Method Output in L 2 Intake Interlanguage TRANSLATION

Translation and Language Learning Translation and Language Learning

Why the rejection? Arguments & counter-arguments Epistemological misconceptions Translation Pedagogy vs Pedagogical Translation LC Why the rejection? Arguments & counter-arguments Epistemological misconceptions Translation Pedagogy vs Pedagogical Translation LC + RC + OE + WE OM/WM Use of L 1 Translation as. . . a communicative activity. . . a text operation. . . a cognitive and communicative strategy

TI O N Winds of change TR AN SL A More recent methodologies GENERATING TI O N Winds of change TR AN SL A More recent methodologies GENERATING TASK Output in L 2 Input in L 2 Fo. F TRANSLATION SL AT IO N Intake TR AN SL AT IO N Fo. F Interlanguage CEFR (2001, 2017) + Developments in Foreign Language Methodology

Methodology TRANSLATION AS A COMMUNICATIVE ACTIVITY Methodology TRANSLATION AS A COMMUNICATIVE ACTIVITY

Methodology TRANSLATION AS A TEXT OPERATION Methodology TRANSLATION AS A TEXT OPERATION

Methodology TRANSLATION AS A COGNITIVE STRATEGY Sánchez Cuadrado, A. (forthcoming) ‘Uso de imágenes en Methodology TRANSLATION AS A COGNITIVE STRATEGY Sánchez Cuadrado, A. (forthcoming) ‘Uso de imágenes en actividades de traducción pedagógica: el caso contrastivo inglés-español de la pasiva perifrástica’ in Cadierno, T. , Castañeda, A. e Ibarretxe, I. (eds. ), Lingüística cognitiva y español como lengua extranjera, Series: Routledge Advances in Spanish Language Teaching. Oxford: Editorial Routledge.

Methodology TRANSLATION AS A COMMUNICATIVE STRATEGY Sánchez Cuadrado, A. (forthcoming) Aprendizaje formal de ELE Methodology TRANSLATION AS A COMMUNICATIVE STRATEGY Sánchez Cuadrado, A. (forthcoming) Aprendizaje formal de ELE mediante actividades cooperativas de traducción pedagógica con atención a la forma. Colección Monografías. ASELE.

Empirical validation TFM Group TFF Group ELE Group Equivalent pretest starting point Equivalent pedagogical Empirical validation TFM Group TFF Group ELE Group Equivalent pretest starting point Equivalent pedagogical intervention except for the methodological approach: Same conditions: time frame, number of sessions, linguistic aspects. Different goal and methodology: to translate news (TFF /TFM) or to write news (ELE) Samples Immediate learning Pushed output (translating news) Two main research hypotheses validated

Bibliography Alcarazo, N. y N. López (2014), «Aplicaciones didácticas de la traducción pedagógica en Bibliography Alcarazo, N. y N. López (2014), «Aplicaciones didácticas de la traducción pedagógica en la clase de ELE» , red. ELE, n. º 24. Cook, G. (2010), Translation in Language Teaching. Oxford: Oxford University Press. de Arriba García, C. y F. Cantero Serena (2004 a), «Actividades de mediación lingüística para la clase de ELE» , red. ELE, n. º 2. Duff, A. (1989), Translation. Oxford: Oxford University Press. Galindo Merino, Mª Mar (2013), «La lengua materna del aprendiz en el aula de ELE» , en Actas del Encuentro Práctico. Barcelona: International House y la Editorial Difusión. [En línea] Disponible en www. encuentro-practico. com/pdf 3 González-Davis, M. (2007), «Translation: Why the Bad Press? A Natural Activity in an Increasingly Bilingual World» , Humanising Language Teaching, n. º 2. House, J. (2016), Translation as Communication across Languages and Cultures. Oxon, Nueva York: Routledge. Hurtado Albir, A. (1988), «La traducción en la enseñanza comunicativa» , Cable, n. º 1, pp. 42 -45. Kerr, P. (2014), Translation and Own-language Activities. Cambridge: Cambridge University Press. Kumaravadivelu, B. (1994), «The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching» , Tesol Quarterly, vol. 28, n. º 1, pp. 27 -48. Laviosa, S. (2014), Translation and Language Education. Pedagogic approaches explores. Londres y Nueva York: Routledge. Leonardi, V. (2010), The Role of Pedagogical Translation in Second Language Acquisition. From Theory to Practice. Berna: Peter Lang. North B. (2016. ) «Developing CEFR illustrative descriptors of aspects of mediation» , International Online Journal of Education and Teaching (IOJET), 3(2). 132 -140. http: //iojet. org/index. php/IOJET/article/view/125/131 Sánchez Cuadrado, A. (en prensa), Aprendizaje formal de ELE mediante actividades cooperativas de traducción pedagógica. Colección Monografías ASELE. Premio de investigación (Tesis doctoral) 2015. Madrid: ASELE. Sánchez Cuadrado, A. (en prensa), “Uso de imágenes en actividades de traducción pedagógica: el caso contrastivo inglés-español de la pasiva perifrástica” en Cadierno, T. , A. Castañeda, e I. Ibarretxe, (eds. ), Lingüística cognitiva y español como lengua extranjera, Series: Routledge Advances in Spanish Language Teaching. Oxford: Routledge. Trovato, G. (2016) Mediación lingüística y enseñanza de español/LE. Cuadernos de Didáctica del español/LE. Madrid: Arco/Libros-La Muralla. Widdowson, H. (2014), «The Role of Translation in Language Learning and Teaching» en J. House (ed. ), Translation: A Multidisciplinary Approach. Basingstoke: Palgrave Macmillan.

Interlinguistic Mediation as a Tool to Learn Spanish as a Foreign Language: the Case Interlinguistic Mediation as a Tool to Learn Spanish as a Foreign Language: the Case of/for Pedagogical Translation Adolfo Sánchez Cuadrado - UCL - a. cuadrado@ucl. ac. uk

A look on reality “It is the relationship between own and new language which A look on reality “It is the relationship between own and new language which lies at the heart of encountering a new language, rather than the new language being regarded in isolation, and a better metaphor for what happens should be participation rather than acquisition. Translation would seem to be the prime candidate for fostering a sense of that relationship”. (Pavlenko y Lantolf 2000, in Cook 2010) Adolfo Sánchez Cuadrado - UCL - a. cuadrado@ucl. ac. uk

Hypothesis 1 H 1: Focus on form is as effective when applied in pedagogical Hypothesis 1 H 1: Focus on form is as effective when applied in pedagogical translation activities as when applied in language learning activities in terms of immediate intake.

Hypothesis 2 H 2: Translation activities with a focus on form are more effective Hypothesis 2 H 2: Translation activities with a focus on form are more effective than translation activities without a focus on form when preparing for pushed output (translation).