Cambridge handbooks for language teachers.

"Translation and Own-language Activities provides structured, practical advice and guidance for using students' own languages within the ELT classroom. It presents effective ways of integrating carefully chosen activities, covering themes such as tools, language skills, language focus and techniques. The practical activities range from using bilingual dictionaries to translating long texts, with a number of tasks drawing on easy-to-use web tools. The book also considers the relationship between translation and intercultural understanding"--

Machine generated contents note: Why this book? -- Translation and translating -- Traditional reasons against using the learner's own language -- role of the learner's own language -- brief history of own-language use in language teaching -- Own-language and other language policies -- Multilingual contexts -- Translation and teacher education -- Suggestions for using this book -- Suggestions for further reading --

2.1.

Sandwiching --

2.2.

Giving instructions --

2.3.

Own-language moments --

2.4.

Language monitoring --

2.5.

Recasting --

2.6.

Own-language mirroring --

2.7.

Wall displays --

3.1.

Questionnaire: own-language use in the classroom --

3.2.

Language rules --

3.3.

Same but different --

3.4.

Learn my language --

4.1.

Using online dictionaries 1 (editing students' own work) --

4.2.

Using online dictionaries 2 (talking about news stories) --

4.3.

Using online translation tools 1 (word lists) --

4.4.

Using online translation tools 2 (texts) --

4.5.

Comparing online translation tools --

4.6.

Comparing dictionaries 1 --

4.7.

Dictionary cross-checking --

4.8.

Comparing dictionaries 2 --

4.9.

Using word processor tools --

4.10.

Using a search engine as a corpus check --

4.11.

Word cards --

4.12.

Using monolingual tools: making a glossary --

4.13.

Dual language resources exchange --

5.1.

Broken telephone reverse translation --

5.2.

Fold-over reverse translations --

5.3.

Delayed reverse translations --

5.4.

Gapped reverse translation --

5.5.

Model texts --

5.6.

Grammar or vocabulary revision with reverse translation --

5.7.

Reverse translating using an online translation tool --

5.8.

Reverse translating English as a Lingua Franca --

6.1.

Preparing students for a text (content) --

6.2.

Preparing students for a text (vocabulary) --

6.3.

Bilingual word clouds --

6.4.

Bilingual parallel texts (reading and listening) --

6.5.

Note taking and summarising --

6.6.

Jumbled glossaries --

6.7.

Selecting appropriate translations for words or phrases in a text --

6.8.

Translation problems --

6.9.

Intensive reading (or listening) with translation --

6.10.

Mixed language listening --

6.11.

Text expansion --

6.12.

Watching videos with English and own-language subtitles --

6.13.

Translations and dubbed videos --

6.14.

Writing subtitles --

6.15.

Bilingual role plays --

6.16.

Assisted listening --

6.17.

Assisted translation --

7.1.

Words for free (true friends) --

7.2.

Words for free (international words) --

7.3.

False friends --

7.4.

False friends revision --

7.5.

High-frequency English words --

7.6.

High-frequency English words (collocations) --

7.7.

Translating concordanced words --

7.8.

Street English --

7.9.

Bilingual word associations --

7.10.

Bilingual drilling --

7.11.

Word-for-word translation --

7.12.

Typical mistakes --

7.13.

Homework workshop --

7.14.

Theme d'imitation --

1.

seminar for teacher training courses (pre-service) --

2.

seminar for teacher development courses (in-service) --

3.

Classroom observation task