Beyond equivalence: cultivating critical linguistic awareness through translation for foreign language learners

Abstract

This article explores the transformative potential of translation as a pedagogical tool in fostering critical linguistic awareness among foreign language learners. Moving beyond a simplistic view of translation as mere equivalence, the study argues that engaging with translation, both theoretically and practically, compels learners to delve deeper into the nuances of language, enhancing their understanding of linguistic structure, cultural embeddedness, and pragmatic function. While traditional language teaching methodologies often sideline translation, considering it a hindrance to direct thought in the target language, contemporary perspectives increasingly acknowledge its cognitive benefits. This research examines how the process of translating necessitates a meticulous analysis of lexical, grammatical, and stylistic choices in both the source and target languages, thereby refining learners’ analytical skills and sensitizing them to subtle semantic and stylistic differences. Furthermore, it discusses how grappling with non-equivalence and cultural specificities during translation cultivates a profound awareness of intercultural communication and the intricate relationship between language and culture. The article reviews pedagogical approaches that integrate translation exercises into advanced foreign language curricula, demonstrating how such activities can serve as catalysts for developing a sophisticated understanding of linguistic phenomena. Ultimately, this work advocates for a re-evaluation of translation’s role in language education, proposing that by embracing its complexities, educators can equip learners not only with proficiency but also with a critical linguistic awareness essential for navigating a multilingual and multicultural world.