Tres razones para usar la traducción pedagógica en la enseñanza de L2
Número
Sección
Palabras clave:
adquisición de segundas lenguas, enseñanza y aprendizaje de segundas lenguas, la quinta destreza, Traducción pedagógica
Publicado
Resumen
A pesar de creencias generalizadas que durante décadas mantenían que la traducción como estrategia de enseñanza de una segunda lengua (L2) no se alineaba con un enfoque comunicativo y que obstaculizaba la adquisición de una L2 en tanto que provoca interferencias de la lengua materna (L1) (Carreres, 2006), el interés por la traducción como práctica áulica de una L2 ha aumentado desde hace ya algunos años (Leonardi, 2011). El giro traductológico (Cook, 2010) impulsó nuevas investigaciones sobre las áreas en las que la enseñanza de L2 y la traducción se intersectan. La traducción pedagógica partió de esta premisa para demostrar que la traducción puede poner en marcha estrategias que fortalezcan la adquisición de segundas lenguas. Por medio de una metarreflexión sobre nuestras experiencias didácticas e investigaciones resultantes de las mismas, en esta contribución proponemos tres razones a favor de que la traducción sea considerada como la quinta destreza que, además, promueve un enfoque integrativo e incluyente a la enseñanza de L2.
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Referencias
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