| dc.description.abstract | This literature review paper examines the field of translation in language teaching and learning. The paper presents and discusses existing theory and empirical research on using translation as a pedagogical tool in language teaching and learning. The aim of the paper is first, to find out why using translation as a tool in language teaching and learning has been frowned upon, and second, to find out what has been said and shown regarding the positive aspects of using translation as a pedagogical tool when learning a language that suggests a re-introduction is justified.
The paper shows that there is little empirical research to be found on the matter. Especially the amount of experimental empirical research is minimal. Hence, many of the objections against translation as a pedagogical tool are not rooted in empirical evidence. Further, the small amount of empirical research that can be found show more positive findings regarding translation as a pedagogical tool in language teaching and learning than negative findings. Based on this, the paper suggests that there might be some ground to claim that translation can serve as a beneficial tool in language teaching and learning. Nevertheless, the paper also suggests that there is a need for more empirical research before we can claim whether a re-introduction of translation in language teaching and learning is justified. | |
