Translation in language teaching : an argument for reassessment

Machine generated contents note: How the book is organizedMatters arisingControversial terms1.The rejection: 'Reform' and Direct MethodThe outlawing of translationSelf-proclaimed heroes: the Reform MovementSelf-proclaimed heroes: the Direct MethodThe villain: Grammar TranslationSweet words2.The long silence: From Direct Method to meaning focusThe first revolution: form-focused Direct MethodThe second revolution: focus on meaningTask-based language teachingRelativity of outcomesDissenting voices3.A climate for revival: The recognition of bilingualismThe academic climateThe political climateGlobalizationExtent of multilingualismCode-switching and code-mixingIdentityOwn-language use in the classroomFrom own-language rehabilitation to translation4.What is translation?Rationale for the chapterDefinitions of translationThe quest for equivalenceContents note continued: Beyond equivalence: making the issues overtOvert versus covert translation, foreignization versus domesticationThe translator and the learner5.Evidence-based argumentsValues and technologiesSLA assumptionsEvidence outside SLANegative and positive views of influenceWord-for-wordism'Improvement'6.Educational argumentsCurriculum philosophiesTILT as technological educationTILT as social reformTILT as humanistic educationTILT as academic education7.Pedagogical argumentsGrasping the nettlesWhich teachers?Which learners?What types of activity?.