Literary Translation as a Teaching Tool in Foreign Language Teaching? Case Study: L2-translation of Przed sklepem jubilera by Karol Wojtyła
Abstract
In recent years there has been a reassessment of the role of translation and translations in foreign language teaching and education (Cook; Laviosa; Carreres, « Translation »). In 2001 the Common European Framework of Reference (CEFR) recognized translation and interpretation as a language activity which is called mediation. Literary translation is being proposed as a mediation activity intended to develop the (written) mediation competence of foreign language learners. This article reports on the results of a case study in which we examine to what extend the L2 translation of drama indeed does enhance mediation skills of language learners. In this case study, we decided to investigate the extent to which Dutch language learners apply mediation strategies when translating an excerpt from Przed sklepem jubilera (The Jeweler’s Shop) (written by Karol Wojtyła) in Dutch (L2), and the extent to which their strategies differ from those we found in the (official) Dutch translation of the play.
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