A tradução pedagógica e interiorizada no ensino remoto de inglês.

Abstract

During the COVID-19 pandemic, English as a foreign language (EFL) teaching transitioned from a predominantly in person classroom-based context to an emergency remote teaching context (HODGES et al, 2020). A PIBIC project titled “Tradução no contexto de ensino remoto emergencial de inglês” (Translation in an emergency remote English teaching context) developed during 2021-2022 set out to investigate the role of translation in such a scenario. For the sake of further investigating the role of pedagogical and internalized translation in the emergency remote teaching context, through a further expansion of research initiated in the PIBIC project. For that, three main objectives had to be carried out: (1) To characterize pedagogical and internalized translation within classroom-based teaching methods of EFL;(2) To describe the use of the Jakobson's triad of translation by teachers and students in contexts of pedagogical and internalized translation usage; (3) To identify and describe the contexts of use of pedagogical and internalized translation. This research is qualitative, presenting quantitative traits as to the data generation. This generation of data happened through four surveys ranging from three to five questions each, concerning the participants' behaviors and perspectives regarding different contexts of use of pedagogical and internalized translation. For the data discussion, two moments were necessary: (1) The characterization of translation in classroom-based English teaching methods; (2) The contribution of the respondents to the research surveys, through the slicing and dicing of the data generated by the answers to the surveys. Among the respondents, some of them had a narrow view about what pedagogical translation is and what it is for, which can be a result of classroom-based methods that did not allow its use. It was also observed that there was a lack of knowledge about internalized translation by the participant students due to the commonly found prejudice against the use of translation in EFL learning contexts. The results of this research made us ponder upon the role of pedagogical translation as a way to facilitate the teaching and learning of a foreign language, considering its possible implementation in the emergency remote teaching context.