Pedagogical Translation in Foreign Language Teaching: A Systematic Review of Scientific Articles Published in the Last Five Years

Abstract

The use of translation in foreign language teaching, i.e., pedagogical translation, has changed throughout teaching approaches and methods. From being a key element in the grammar-translation method, it suffered a significant rejection after the birth of the direct method, which was opposed to the precepts of the former. As a result, translation in the foreign language classroom was relegated and practically forgotten. However, the rise of communicative approaches is rehabilitating its use, as it has been shown that it is not detrimental to foreign language teaching, but the contrary. This is demonstrated by the numerous empirical studies that are being carried out on this topic and which make up the ever-growing literature advocating the rehabilitation of pedagogical translation from current approaches. For this reason, the main aim of this study review is to carry out a systematic review of the literature on pedagogical translation in foreign language teaching, paying special attention to its evolution and its current situation. This review allows the reader to learn about the evolution and state of the art of pedagogical translation, as well as to obtain an overview of the terminological diversity that exists and the benefits of its use in foreign language teaching.