The Difference between Translation and

Interpreting

Interpreting and translation are two closely related

linguistic disciplines. Yet they are rarely performed by the
same people. The difference in skills, training, aptitude
and even language knowledge are so substantial that few
people can do both successfully on a professional level.
On the surface, the difference between interpreting and
translation is only the difference in the medium: the
interpreter translates orally, while a translator interprets
written text. Both interpreting and translation presuppose
a certain love of language and deep knowledge of more
than one language.
The Skill Profile of Technical Translators
The differences in skills are arguably greater than their
similarities. The key skills of the translator are the ability to
understand the source language and the culture of the country
where the text originated, then using a good library of
dictionaries and reference materials, to render that material
clearly and accurately into the target language. In other words,
while linguistic and cultural skills are still critical, the most
important mark of a good translator is the ability to write well
in the target language. Even bilingual individuals can rarely
express themselves in a given subject equally well in both
languages, and many excellent translators are not fully
bilingual to begin with. Knowing this limitation, a good
translator will only translate documents into his or her native
language.
The Skill Profile of Technical Translators
An interpreter, on the other hand, must be able to translate in
both directions on the spot, without using dictionaries or other
supplemental reference materials. Interpreters must have
extraordinary listening abilities, especially for simultaneous
interpreting. Simultaneous interpreters need to process and
memorize the words that the source-language speaker is saying
now, while simultaneously outputting in the target language the
translation of words the speaker said 5-10 seconds ago.
Interpreters must also posess excellent public speaking skills
and the intellectual capacity to instantly transform idioms,
colloquialisms and other culturally-specific references into
analogous statements the target audience will understand.
The Skill Profile of Technical Translators
Both interpreting and translating are fundamentally the
art of paraphrasingthe interpreter or translator reads or
listens to a speaker in one language, grasps the content of
what is being said, and then paraphrases his or her
understanding of the meaning using the tools of the target
language. However, just as you can not explain a thought
to someone if you did not fully understand that thought,
neither can you translate or interpret something without
mastery of the subject matter being relayed.
Discuss in small groups and then as a class:
What are the most important skills for a translator?

What different skills must interpreters have?

What is more difficult, in your opinion: translating or

interpreting?

In your opinion, what kinds of texts are difficult to

translate, and which ones are easier?
To Use or not to Use Translation in
Language Teaching
From the turn of the twentieth century onwards, it has been
generally assumed that L2 should be taught without reference
to the learners' L1. It has become a popular belief among
teachers that the translation of L1 gets in the way with the
acquisition of L2.
It is a widely held view that translation is not a suitable
exercise in the initial stages of learning. It is argued that,
before learners can tackle translation productively, they need
to have acquired a significant level of proficiency in the L2
language. They need to have moved beyond beginner's level.
The rationale against using translation is founded on obliging
learners to share their precious L2 use time with the L1; this is
not a productive use of the opportunities given by the class.
To Use or not to Use Translation in
Language Teaching
From an opposite perspective, translation, misconceived and
overused, could be seen as a victim of the grammar-translation
method, rather than the source of its evils. The problem was
not translation as such, but a teaching methodology that
separated language from its communicative function.
The consequence of the violent reaction against the grammar-
translation method in teaching languages was a complete
discredit of translation itself as a teaching tool. What was
wrong with this method was not that translation was made use
of, but that it was used badly.
Translation happens everywhere, all the time, so why not in the
classroom?
To Use or not to Use Translation in
Language Teaching
Learners of a foreign language do refer to their mother tongue
to aid the process of acquisition of L2 or, in other words they
"translate silently. In light of this, translation into L2 can help
them systematize and rationalize a learning mechanism that is
taking place anyway.
Many studies suggested a positive and facilitative role of
translation. Recent research in pragmatics also suggests that
greater awareness of L1 helps in the more effective
communicative use of L2. Translation is a means by which both
languages can be assessed. Rather than being seen as an
obstacle to real language use, translation might more
effectively be viewed as a way of fine-tuning the language to
be used in given situations and conditions.
Discuss in small groups and then as a class:
How do you view the use of translation in the foreign
language classroom? Is it a positive or negative practice?

According to the slides, why is translation historically seen

as a negative practice for the language classroom? What
are some of the ideas opposing this?

What is your opinion on the following statement?

The arguments for using translation in the language
classroom outweigh the arguments against it.
SOURCES:
The Difference between Translation and Interpreting
http://www.languagescientific.com/translation-
services/multilingual-interpreting-services/interpreting-
vs-translation-services.html

To Use or not to Use Translation in Language Teaching

http://translationjournal.net/journal/58education.htm