Absence of translation pedagogy: What to teach

Abstract

Translation has been a key factor in the cultural transfer in the era of globalization. Despite the growing importance of the role of translation which helps to represent, construct and even manipulate cultural identities between different cultures, the absence of translation pedagogy in the current foreign language education in Korea creates a rather limited perspective about the nature and function of translation. Because of the constrained view of the role of translation as well as the historical prejudice against the role, translation is mostly used as the criteria for language proficiency testing, while topics like what to teach in translation pedagogy as well as how to teach are rarely discussed. This study analyzes the problems of the current use of translation in language teaching practice, and the limit of the traditional concept of word-for- word translation, characterized by a decontextualized practice, which has resulted in a restricted and mechanized practice of translation. By problematizing these issues, this study aims to provide more constructive and diverse approaches to translation pedagogy and a rendering of the meanings in translation. For practical aspects, this study will also examine the characteristics of translation-related courses, currently offered at major higher education institutions in the USA and Europe, where translation pedagogy is considerably well established, and provide direction for on what to teach.