Translation and Own-Language Use in Language Teaching: The Theoretical Framework and the OTP in ELT Model

This chapter outlines the theoretical framework underpinning the proposed didactic model for the optimal translation practice in ELT (OTP in ELT), which will be presented in the final part of the chapter. Following the notion of an optimal use regarding translation and own-language use in language teaching and learning, the theoretical framework employs selected principles from the sphere of language teaching and learning (EFL in particular) while drawing upon the full language learning potential of translation (and own-language use) reflecting selected theories from the field of Translation Studies. In particular, the theoretical framework as the basis of the proposed didactic model draws on a compound bilingual approach to language teaching and learning and functionalist approaches to translation, perceiving translation as “a specific kind of communicative action” (Schäffner & Wiesemann, Annotated texts for translation: English-German. Functionalist approaches illustrated. Multilingual Matters, 2001, p. 9) and thus represents a promising liaison (Skopečková, Brno Studies in English, 44(2), 5–17, 2018) between the principles and goals of a foreign language classroom and at the same time offers translation and own-language use new space in a way that can be considered optimal concerning a concrete language teaching context (Skopečková, Hradec Králové Journal of Anglophone Studies, 6(1), 108–119, 2019).