Dear doctor

I chose the introduction and conclusion of a worthy study done by Zvereva and Chilingaryan (2019) hoping be a better participation in answer.

"Translation has been an essential part of learning a foreign language for an extended period. With the emergence and then the complete prevalence of communicative methods of teaching a foreign language, the translation method was forgotten, along with other "traditional" methods and techniques of teaching, such as dictation, reading aloud and training exercises. It had an utterly understandable explanation: besides "memorizing" whole pages of new words, the students had to translate these texts literally. New methods tried to force the translation out of the learning process, thus, eliminating the apparent problems associated with it.

For many years, the arguments that various theorists and practitioners brought against using pedagogical translation in a language classroom, its using as one of the methods for acquiring language skills were very different (Pedagogical Translation, PT): “the time that can be devoted to obtaining other skills”; “there may be negative consequences in the form of linguistic interference”; “development of exclusively written skills”, and others. Despite the diversity, all these arguments may be associated with the monolingual approach to teaching the language that protects the teaching, carried out exclusively on L2, namely a foreign language, not native to the students or in a language which is the subject of study. However, in our opinion, this approach suggests some idealization, and abstraction. In many cases, the student's L1 (understood here as the mother tongue or the language, dominant in the group that most students speak) was used as a learning tool to facilitate learning by explaining language contrasts, and sometimes teachers do it unconsciously, covertly or not publicly in the use of translation for learning. It is necessary to add that students inevitably approach to translation as a cognitive or communication strategy, which is also used to give some examples. That is why the role of the PT over the last thirty years has been undergoing a profound process of revision and, therefore, renewal. Such authors as Lavault 1984 [14], Hurtado Albir 1988 [11], Duff 1990 [6] were among the founders of the methodology and practice of using the translation for educational purposes. Later, their ideas were developed by other innovators in this field. Here the authors cite the works of such researchers as Newmark 2001 [17], De Arriba Garcia, Cantero Serena 2004 [4], Gamboa 2005 [7], Gonzalez Davis 2007 [9], Cook 2010 [3], Leonardi 2010 [16], Galindo Merino 2013 [18], Laviosa 2014 [15], Alcarazo 2014 [1], Widdowson 2014 [20], Sanchez 2015 [19], Trovato 2016 [21], House 2016 [10].

CONCLUSION With any method of teaching, assignments on educational translation do not form a closed system, since educational translation must organically form an integral part of the overall scheme of assignments for practical foreign language courses for foreigners. For this purpose it is necessary: a) full compliance of the tasks on educational translation with the goals and content of the lesson; b) the complementary role of academic translation concerning monolingual speech practice. According to the study, students with a low level of proficiency in a foreign language, better perceive information in their native language, which they can later translate. Discussions on the similarities and differences between the two languages during the translation process help students understand the interaction and interconnection of the two languages. Translation also helps students understand the strengths and weaknesses of their native and foreign languages, for example, when comparing idiomatic expressions, metaphors. The teacher can concentrate the translation activity to achieve specific highly specialized goals, such as the practice and training of particular vocabulary, grammar rules, styles of translated texts. Moreover, finally, for many students, the development of translation skills is a natural and logical part of achieving a high level of foreign language skills. Thus, translation as part of a communicative approach in teaching a foreign language is still a controversial issue and causes serious discussions."

Dear Dr. Sundus F Hantoosh,

Thank you very much for your relevant contribution. Your comment is valuable and bring new ideas to this issue.

Warmest regards

Can you write in French? Thank you.

Dear Dr. Wenceslas - Sinabajije,

You may use Google translator to understand the question. Even more, you may answer in French.

Thank you for asking.

Best wishes

Dear doctor

"Linguistic mediation is a type of interaction that takes place among people that are unable to communicate, when speakers do not speak the same language, or when speakers do speak the same language, but one of them has wider or more specific knowledge of the common language. According to this differentiation, mediation tasks can be monolingual (intralinguistic mediation) or bilingual (cross-linguistic or interlinguistic mediation).

The Common European Framework of Reference (CEFR) states that linguistic mediation activities take up an important place in our societies, and describes mediation activities as either oral or written, specifying different tasks that can be developed as mediation practice, such as translation, interpretation, paraphrasing, summarizing and note-taking (CEFR 2002: 14-15).

There are other communicative tasks included in the linguistic mediation worksheets on our website, like selecting information among various choices, cross-comparison and synthesizing, among others.

During mediation activities, students put into practice compensation strategies to make up for limitations in their knowledge of the language. From guessing meaning or defining concepts to using gestures, compensation strategies are key in any mediation practice.

Contrastive analysis between the mother tongue and the second language is seen as a positive practice, as it contributes to reflecting on the way both languages are structured differently."

Dear RG colleague Dr. Sundus F Hantoosh,

Thank you ever so much for this insightful answer. This is relevant and useful. I wish you all the very best

Dear Dr. André Valerio Sales, I really appreciate your answer. Thank you ever so much for your support. Best wishes

Dear Dr. Ildefonso Gustavo Díaz Sandoval ,

I consider that language and culture understood for a global world implies in itself an interdisciplinary approach to the contemporary challenges that require our Linguistic Mediation because we are dealing with an international and multicultural context, given that Linguistic Sciences and Cultural Mediation go hand in hand with innovation and culturally versatile and competent expertise and attentive to the mode of communication and International cooperation because it is desired provide in-depth knowledge of two Languages ​​and Cultures with strong skills in economic, legal and social fields. Any linguistic skill in learning requires an openness to professions linked to the International cooperation sector, public Institutions, entrepreneurship, public and International Relations, as well as import/export, tourism, specialized services and translations.

Commendable answer. Thank you very much for your comment and ongoing support Dr. Juana Maria Arcelus-Ulibarrena. Best wishes

My very thanks and I also wish you much success in your future Research, cordially, Dear Dr. Ildefonso Gustavo Díaz Sandoval Juana Maria Arcelus-Ulibarrena