Translation as a Pedagogical Tool in the Second Language Classroom

Abstract

Second language courses frequently struggle with the lack of native input. This paper aims to provide instructors with a partial solution to that problem by having students engage with their target language through a weeks long translation project. It establishes a theoretical framework that draws from Vygotsky, Krashen, and research on motivation. Then, it applies it to a series of five lesson plans throughout which groups of students will translate a short story from their target language to their first language. The project intends to serve as a way to make students engage directly with original target language input under the form of some of its cultural products.