Introduction

Translation theory provides essential frameworks for understanding how languages and cultures interact through text and speech. For TESOL students, studying translation theory is particularly challenging because of the complex linguistic and cultural skills required to transfer meaning between languages accurately. This article examines some of the specific challenges in teaching translation theory to TESOL students and offers pedagogical strategies that instructors can use to facilitate their understanding of translation processes. 

Literature review and methodology. Translations completed by Latin and Greek students in class are not usually meant to be read or heard by anyone but their teachers (red pen in hand!) and fellow students. Typically, they tend towards what scholars and professional translators call ‘calque translations’ or ‘translationese’: a more or less word-for-word rendering of the syntactical structures and turns of phrase of the source text that relies on basic dictionaries or word lists, frequently resulting in an awkward, unidiomatic and sometimes even incomprehensible prose that few people would ever read for their pleasure. Classroom translation might be a handy didactic tool, but its results rarely do justice to the text under scrutiny. Such is often the background in translation of the Latinists and Hellenists who are responsible for most published translations of Latin and Greek texts. Due to the general absence of specialised programmes and courses that focus on literary translation from classical languages, it is often the only institutional training which they will ever receive. Those that are nonetheless able to produce enjoyable translations for a broader audience usually do not have their youthful experiences as classroom translators to thank. This is the situation in the Low Countries, at least – although we do not have the impression that things are very different elsewhere.

This article will present a description of a longstanding BA course at Ghent University (Belgium) that tries to serve as a modest counterweight to the circumstances indicated above, tailored more specifically to the Dutch-speaking linguistic area of Flanders and the Netherlands. The course in question is entitled ‘Translation Theory and Practice: The Classics’ / ‘Vertaaltheorie en –praktijk: de klassieken’. For the past 20 years, it has been co-taught by different pairs of instructors made up of a Hellenist and a Latinist.3 It is compulsory for all the Ghent Latin students and, due to logistic matters that are not of relevance here, optional for Greek students, although we personally feel it should be compulsory for the latter as well. To our knowledge, this course is unique in the Low Countries.

While ‘Translation Theory and Practice’ is taught in Dutch and also focuses on translation into that language and its target cultures, much of its contents and assignments could easily be adapted to other linguistic and cultural contexts. By outlining the teaching goals, general set-up and assignments for the course as it is currently taught by the authors of this article, we would like to offer some inspiration to other teachers of Latin and Greek at all educational levels.

Limited Proficiency in Source and Target Languages.

One of the fundamental challenges TESOL students face in translation theory is their proficiency in both the source (often their native language) and target languages (English). Limited proficiency can result in misunderstandings of linguistic nuances, collocations, and idiomatic expressions, all of which are critical for effective translation. Additionally, students may struggle to comprehend theoretical concepts that rely on advanced language skills, such as text analysis and equivalence in translation.

Teaching Strategy.

To address this issue, instructors can integrate bilingual dictionaries, translation tools, and simplified reading materials to help students build foundational skills. Instructors can also focus on exercises that compare sentence structures, expressions, and grammar between the two languages, allowing students to gradually deepen their understanding of linguistic nuances.

Understanding and Applying Translation Theory.

Translation theory encompasses various models, such as equivalence, functionalism, and skopos theory, that require students to understand and analyze the purpose, audience, and cultural implications of texts. For TESOL students, these abstract concepts may be difficult to grasp and apply. This is particularly challenging when students are not familiar with translating concepts into practice or when theoretical concepts are difficult to contextualize.

Teaching Strategy.

To bridge the gap between theory and practice, instructors can incorporate case studies, practical translation exercises, and real-world examples that illustrate theoretical principles in action. Role-playing exercises that simulate different translation scenarios can also help students understand how translation theories are used in different contexts and encourage critical thinking.

Teaching English translation theory, especially to students who are non-native speakers or come from diverse linguistic backgrounds, presents several key challenges:

1. Language Proficiency Issues

Limited English Proficiency: Students may struggle with complex theoretical texts and nuanced language, which can lead to misunderstandings of core translation concepts.

Linguistic Interference: Students often transfer grammatical structures and idioms from their native language into English translations, creating errors or misinterpretations.

Terminology Challenges: Grasping technical translation terms in a second language can be difficult, slowing down learning and application.

2. Understanding of Cultural Nuances

Cultural Contexts: Effective translation goes beyond words to convey cultural meanings, idioms, and values. Students may lack familiarity with cultural contexts essential for accurate translations, leading to misinterpretations.

Nuances in Tone and Register: Many learners struggle with maintaining appropriate tone and register, especially when English has distinct formal and informal registers that may differ from those in their native languages.

3. Cognitive and Critical Thinking Skills

Analytical Thinking: Translation theory requires critical thinking, as students must evaluate translation strategies, adapt to context, and decide how best to render a source text. Building these skills can be challenging for students who are not accustomed to analytical approaches in language.

Decision-Making: Effective translation often involves making judgment calls about word choice, idiomatic expressions, and tone, all of which can be difficult for learners who lack experience.

4. Adaptation to Diverse Theoretical Models

Exposure to Multiple Theories: Translation studies often draw from various theories—such as equivalence theory, functionalism, and discourse analysis. Navigating these approaches can be overwhelming for students, especially if they are unfamiliar with academic theory.

Application of Theory to Practice: Even when students understand translation theories, applying them to practical tasks can be difficult. For example, students may understand the concept of dynamic equivalence but struggle to apply it in a way that captures both the original meaning and the natural flow of English.

5. Use of Translation Technology

Over-Reliance on Technology: With the rise of machine translation and computer-assisted tools, students may become overly dependent on technology, risking the neglect of fundamental translation skills.

Technology Skill Gaps: Not all students have experience with translation software, leading to disparities in learning. Teaching how and when to use these tools effectively is essential.

6. Evaluation and Assessment Difficulties

Subjectivity in Translation Quality: Assessing translations is often subjective, as multiple valid translations can exist for the same text. Instructors must balance evaluation criteria, such as accuracy, fluency, and creativity, to fairly assess student work.

Feedback on Complex Concepts: Providing constructive feedback can be challenging, especially on abstract concepts like fidelity and equivalence, which can have different interpretations.

Strategies to Address These Issues

Practical Examples and Real-World Contexts: Offering authentic, real-world texts for translation helps students understand how theoretical concepts apply in practice.

Cultural Immersion and Comparative Analysis: Engaging with cultural contexts of both source and target languages deepens understanding of idiomatic expressions and cultural references.

Scaffolded Learning: Starting with simpler translations and gradually moving to more complex ones can help students develop confidence and skills.

Use of Group Work and Peer Review: Collaborative translation exercises encourage discussion and allow students to learn from each other’s strengths and perspectives.

Addressing these challenges can enable a more effective and comprehensive understanding of translation theory, preparing students for both academic and professional applications of their skills.

Cross-Cultural and Contextual Challenges.

Effective translation requires a deep understanding of the cultural contexts embedded in both the source and target languages. TESOL students may lack familiarity with certain cultural references, idioms, or historical contexts necessary for accurate translation, making it difficult to convey the intended meaning of a text. For example, idiomatic expressions or cultural references that are commonplace in English may not have direct equivalents in the student’s native language, complicating the translation process.

Teaching Strategy.

To address cultural challenges, instructors can introduce students to cultural studies related to the target language, provide lists of idiomatic expressions, and create assignments that encourage students to explore cultural references and historical contexts. Utilizing culturally diverse materials, such as literature, news articles, and films, can also help students build a broader cultural understanding of the language they are translating into.

Balancing Literal and Dynamic Equivalence.

Translation often requires choosing between a literal approach (word-for-word) and a dynamic equivalence approach (meaning-for-meaning). TESOL students, particularly those with limited exposure to translation, may struggle with deciding which approach is appropriate for a given text. This challenge is often compounded by differences in grammatical structures and expressions that do not directly align between languages.

Teaching Strategy.

Instructors can introduce students to translation strategies for identifying when to use literal versus dynamic equivalence. Comparative analysis exercises, where students examine different translations of the same text, can help them understand the impact of each approach. Additionally, instructors can provide practice in translating various text types, such as literary passages, technical documents, and conversational text, to illustrate when each approach might be appropriate.

Overcoming Cognitive Load and Anxiety.

Translation is a cognitively demanding process that requires careful attention to vocabulary, grammar, and syntax, which can be overwhelming for TESOL students. This cognitive load can lead to anxiety, particularly if students feel pressured to achieve high levels of accuracy in their translations. Anxiety may further impact students’ ability to focus on the translation process, reducing their confidence and willingness to engage in translation activities.

Teaching Strategy.

To reduce cognitive load, instructors can scaffold translation activities by breaking down tasks into manageable steps, such as analyzing vocabulary, identifying grammatical structures, and reviewing context. Providing constructive feedback and creating a supportive learning environment can also help students build confidence and reduce anxiety.

Conclusion. Teaching translation theory to TESOL students requires a unique pedagogical approach that accommodates their linguistic and cultural backgrounds. Addressing challenges such as limited language proficiency, understanding theoretical concepts, and managing cross-cultural complexities are essential for fostering TESOL students’ competence in translation. By implementing adaptive teaching strategies that emphasize practical application, cultural awareness, and step-by-step support, instructors can enhance TESOL students’ understanding of translation theory and help them apply it effectively in practice.