Translating in an ESL classroom. To do or not to do?

[Fruitymonkey]

I didn't seem to find much about this subject surfing on the net.

My question is, to what level should translation of a learners native language be allowed?

This may seem absurd right? Most TESOL (Teachers of English to Speakers of Other Languages) would say absolutely none. But I would like to argue it juts a bit. I appreciate you reading. Take this example, these thoughts and my experiences into account:

I've been teaching in Mexico (Spanish is the native language here) for 8 months or so and currently still am.

A very common phrase I get asked by students is "what places do you know here in Mexico?" Sounds a bit weird huh? What they mean to ask is what places have you 'visited' or what places have you 'been' to here in Mexico...

They are incorrectly translating a Spanish word 'conocer' In the sentence: ?Que lugares conoces aqui en Mexico? - ?Que (what) lugares (places)conoces (do you know) aqui (here) en (in) Mexico?


So the last time I heard this question I explained that they cannot translate it like that. (Was I wrong to mention the idea of translating in the class?)

How can this piece of information be a minus to the classroom? My knowledge and ability to translate correctly in this circumstance (I think, well this is what I want to debate) was helpful to them.

My next point is that students are always asking each other or me how to translate certain things. I'm sure that many people who have taught in other countries will have had a similar experience.

For example a student is telling the class about something that happened, and they get to a word they're missing in their vocab and then they say "?Como se dice....?" "Teacher how do I say....?"

What are our response options here as teachers? I have to admit I've been changing my strategies due to my uncertainty.

1. This is what I usually do: "please no Spanish in the class, please describe the word to me in English and i will tell you what it is. Please don’t ask your class mate. Is it a verb or noun or....?

2. Sometimes before I can say anything another student has translated it like lightning -problem solved. Are we going to tell this student off for helping his/her friend by using Spanish? It just saved you class time and effort.

3. I'm still learning Spanish, but often I know what word they're looking for, I have to confess to translating sometimes. You could spend allot of time and energy explaining with body motions and definitions etc. "it’s like...um....the dictionary says...." *they look at you with a blank stare (the words in the dictionary were all too large)* Which totally blocks the flow of what they were trying to say to you or/and the class -OR- you could just tell them what it is in their language...Fast. Done. Simple!

Another separate issue- some words are almost impossible to explain to a non advanced level. We have all run into these right?! What can we do? I don’t have an answer, sometimes i will look it up in a bilingual dictionary or just give them a synonym or say don’t worry about it in this class for now, we will get to it later. (I assume that when the time is right this word will crop up again when the student has a higher level and they will then understand the dictionary definitions better or my or another teacher's explanations).

Basically I guess the arguments are this:

100% English classes: Benefits: students get more experience speaking English because of a strict stance against the use of a native tongue. Therefore are less likely to let other sentences slip out during exercises. Their minds stay focused in the world of English.

Against: some things can be very quickly solved through translating. It’s much less time and effort consuming. I just thought of something very important- TRANSLATING IS SOMETIMES CLEARER for the student. It’s the truth! sometimes if I define in English they will be "yeah ok I think I understand" but if I translate their word in their language they have the meaning exactly. (And yes I'm aware of false cognates etc, often I will back up translations with English definitions and examples)

Some words are incredibly difficult maybe impossible to explain with definitions, body motions etc. particularly at some levels. In these cases translation is helpful. Providing context is given in English.

Well in conclusion, I still don’t know exactly where I stand. Maybe somewhere like 98% English with an occasional translation, although I am conflicted because I don’t want to send my students mixed messages...

I’m hoping that an overseas veteran might read this and give me their thoughts and advice. Thanks!

[Syl]

Hi there, Fruitymonkey!

I'll try to reply to your post summing up as much as possible what I think, mainly because this subject is too complex; since it talks about my whole approach regarding teaching EFL, I could write a book with my theory LOL.

First of all I'm totally against translation as a systematic method of comprehension or producing the language. I always explain to my students that translating is like crutches. Once getting used to translating both ways (English - Mother Language, Mother Language - English), the pupil won't ever get to the level of understanding written or oral English without the help of translation, and much less producing his own sentences in speech or writing.

The only situations I use their Mother Tongue (Hebrew) is giving instructions to exercises, because I strongly believe that the purpose in that case is practicing that topic and not practicing instructions comprehension. Whenever I want to teach them instructions, a whole set of lessons will be dedicated to the issue.

What is the solution?

When someone wants to explain something and doesn't have the word or sentence, I tell him to try and explain in other words. No one in the class will say the correspondent word/expression in Hebrew - this is a very strict rule in class management. And if by chance it happens, I will always say to the "translator": "Wonderful!" and turning to the student that had the difficulty I will ask: "How do you say _____ in English?" . The purpose of this technique is having the sound of the English word as the last sound heard and not the Hebrew one.

Your example, "have you been too" or "have you heard of" being subtituted by the translations of the word "conocer" can be solved by practicing structures and patterns.

You can make a list of these "translations" and practice with them the right patterns. Drilling "have you been to" through oral/written exercises until they are able to produce it automaticaly instead of "know" is a long way to getting your students to achieve that goal instead of the translation which is, as you say, much easier. But when you translate, they learn the translation and not English.

As for the words that are almost impossible to explain to a non advanced level, the best method are the examples, definitions in English, pictures, concrete demonstrations of what you want to explain.

Reading without a dictionary is an excellent tool to lead your students to this goal. They will meet a word and won't have the least idea what it is. Then the word will appear in a different context, and so on. Probably before finishing the book they will know what the word means without the corresponding term in their Mother Language. And there's a strong possibility that they will be using that word too!

I apologise for summing up a subject that is my favorite, I could go on and on, and I'll be glad to give you further ideas, if you need.

Syl

[Fruitymonkey]

Great response thanks.

To top this situation off, I've just been given a new class in a company where I'm replacing this teacher who is a native speaker of Spanish and English! Great huh!

My director wanted me to sit-in in the class today because she said that this teacher was really great. However! The lesson that ensued was all translation! It was nuts! (working from a text book where at the end of each paragraph of reading she would stop and translate anything the students asked for, and then off to the next paragraph and repeat) Just like you mentioned they were asking for translations IN and OUT of their language!

I'm a bit worried about this one because I think the students are really used to this teaching method that this other teacher has been using and they were really happy. I don't know how to break it to them that I'm going to be teaching differently to the last teacher. Hmmm. It's going to be like throwing this class into a pool of freezing water! Haha

Thanks again for the reply. I really believe this previous teacher before me was translating to much. I think that some of the vocab could have been explained with synonyms, physical actions etc.

Anybody else also feel strongly against translation in the ESL classroom?

[Sally Olsen]

We have discussed this a bit at :
http://forums.eslcafe.com/teacher/viewt ... ranslation

There is another link inside this post and that will lead you to others.

Just hit the "Search" button up above these posts and type in "Using L1 in the classroom" for a different slant on the topic.

I enjoyed this post and although it not directly about using L1 it shows you what people think about how to learn a language.

http://forums.eslcafe.com/teacher/viewt ... lithuanian

[Fruitymonkey]

Thanks for the links. Hmm seems that those links do touch on the subject, however I'd like to see this one fleshed out a bit more!

The general consensus seems to be that a bit of translation is ok. Although the talk about "thinking in English" and not translating is interesting to me.

I've had two students (adults) recently tell me that they believe their problem is that they are thinking in Spanish and then translating. I found it amazing that these two had exactly the same thoughts through self observation.

I think I'm starting to endorse a 100% English class.

Arguments for:

1. synonyms are used and other vocabulary when explaining questions therefore building general vocab.

2. It's more true to the reality of traveling in an English speaking country where no one will know your mother tongue. Practicing explanation skills can't hurt.

3. Keeps the students' brains in English mode.

4. Challenges students to remember instead of just asking "the walking translator" aka the teacher hahaha

Fruitymonkey challenge number one: how would you explain the following question: "Teacher, what does disappear mean, what is that word?"

[Syl]

With a magic trick I would make him disappear HAHAHAHAHA!!! just joking

But some pantomime, or pictures of a magician making something disappear from a hat with examples, that would do, I think..

[Syl]

PS

And if you mean "on the spot" explanations, meaning, you don't have pictures at hand, well, some drama is excellent.

First, put an object on your desk telling them to notice it. Then ask them to look at the opposite side in the class, dramatizing with "oh, what's that over there? ". Take off the object, and tell them, "it disappeared" still dramatizing.

It sounds childish, but I teach some adults at home and they love these tricks and approach. It depends on your creativity to make anything that you do become attractive and most important of all, reaching the main goal which is teaching the language. Something like that will remain in their memory, if you take the opportunity and ask for other examples from the class, doing some drills with the word, etc.

[Sally Olsen]

Here is another discussion:
http://forums.eslcafe.com/teacher/viewt ... m&start=15

[Fruitymonkey]

Thanks Syl and Sally!

Hahaha Syl, no, i would make myslef disappear! class solved! Now you see the teacher, now you don't! Then i run all the way to my house and watch TV and have a beer. Director calls me at home "where did you go? What are you doing?" My response: "Oh just making a definition clear" hahahaha

Sally, thanks for another link I read it all. What are your personal views Sally? Where do you stand?

[Sally Olsen]

I think I said it in my posts on that link. In the middle.