An investigation into the usage of translation in English textbooks used in Norwegian schools after the 2020 Curriculum.

Abstract

Oversettelse som læringsmetode i fremmedspråksundervisning har en lang historikk, hvor den noen perioder har vært mer fremtredende og andre mindre. Etter reformbevegelsen kom ble oversettelse satt til sides i favør andre læringsmetoder, noe som de siste tyve årene har blitt utfordret. Den nye læreplanen som kom ut i 2020 er en ny mulighet for å se hvorvidt oversettelse er blitt fremtredende igjen. For å finne dette ut har diverse lærebøker i Engelsk tilpasset den nye læreplanen blitt analysert, for hvor mye de benytter seg av oversettelsesoppgaver. Bøker fra 4. klasse, 10. klasse, VG1 studiespesialiserende og VG1 yrkesfag har blitt analysert.

Translation as a learning method in foreign language teaching has a long history, with periods where it has been much used and some periods where it has been less used. Translation fell out of fashion after the Reform movement, being replaced by other learning methods, however in the last twenty years this shift away from translation has been challenged. The new curriculum that came out in 2020 makes for an opportunity to see if translation has become a commonly used learning method again. To find this out, multiple new English textbooks adapted to the new curriculum has been analysed, to find out to what degree they use translation tasks. Textbooks from 4th grade, 10th grade, 11th grade general studies and 11th grade vocational studies has been analysed.