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Esta comunicación aborda cómo las estudiantes utilizan el método de traducción en el aula para aprender una lengua extranjera. Aquí se analiza el aprendizaje de las estudiantes, cuya lengua materna es el árabe, como aprendientes de una segunda lengua extranjera (español) a través de su primera lengua extranjera (inglés). El objetivo central es no sólo resaltar los problemas relacionados con la comprensión de ciertos aspectos del significado en sí sino en el proceso de doble traducción que se produce en la clase de ELE. En un aula donde el profesor no habla árabe, este perfil de estudiantes acude a la traducción como mecanismo de comunicación y aprendizaje. Se parte, pues, de una metodología basada en una sinergia de experiencias docentes en Qatar que, junto a previos estudios, analiza cómo la traducción, el contexto y la cultura juegan un papel de relevancia en el proceso de enseñanza-aprendizaje de lenguas extranjeras; del mismo modo, cómo el estudiantado utiliza la traducción con el fin de desarrollar la competencia lingüística, traductológica e intercultural. Con el fin de ejemplificar este trabajo, se utiliza la gramática y la literatura dado que se explica cómo las estudiantes traducen y establecen una comparación tanto entre tres sistemas gramaticales como tres culturas diferentes junto a los retos a los que se enfrentan. Se va a analizar el método de enseñanza de la literatura española a través del inglés como lengua vehicular para arabófonos. Los investigadores proponen ejemplos derivados de obras canónicas como El Lazarillo de Tormes o La Celestina de la mano de las dificultades que surgen cuando se traducen conceptos como la picaresca o el buen amor. En conclusión, en un aula donde la traducción es la única vía de comunicación, ¿hasta qué punto es válido el uso de la traducción como método de enseñanza de lenguas y sus literaturas?

This doctoral thesis is an investigation into the process of translation performed by “natural” translators in comparison to MA Translation Studies students, hereon after will be termed trainee translators. “natural” translators were defined following Harris and Sherwood understanding of “natural” translation as: “the translation done in everyday circumstances by people who have had no special training for it” (1978: 155). The research examines bilinguality and diglossia in the context of Kuwait and how these two factors influence the translation process. The research examines the participants’ working units as well as the most commonly used strategies in the translation of culture-specific items and in the translation of English passive voice into Arabic. The study also explores the cohorts’ perceptions of translation and of the role of the translator drawing from Tymoczko’s call to look beyond Western conceptualisations of translation. The study uses think-aloud protocols (TAPs) to monitor and understand the process of translation. Different levels of working translation units were identified among the cohorts which further highlights the importance of translator training. Trainee translators worked on larger segments, mixing different levels of translation units. On the other hand, natural translators worked primarily on smaller units, although some worked on larger units. In terms of strategies, the research explores how time restrictions and the observational method might influence the strategies applied in a translation task. In terms of strategies there were general similarities in the types used, trainee participants and “natural” participants used global and local strategies to complete the task within the time frame. The participants were observed to advocate for an active role of the translator in some instances, however, the authority of the text was also an important aspect that was taken into consideration during the task. This project aims to contribu

This doctoral thesis is an investigation into the process of translation performed by “natural” translators in comparison to MA Translation Studies students, hereon after will be termed trainee translators. “natural” translators were defined following Harris and Sherwood understanding of “natural” translation as: “the translation done in everyday circumstances by people who have had no special training for it” (1978: 155). The research examines bilinguality and diglossia in the context of Kuwait and how these two factors influence the translation process. The research examines the participants’ working units as well as the most commonly used strategies in the translation of culture-specific items and in the translation of English passive voice into Arabic. The study also explores the cohorts’ perceptions of translation and of the role of the translator drawing from Tymoczko’s call to look beyond Western conceptualisations of translation. The study uses think-aloud protocols (TAPs) to monitor and understand the process of translation. Different levels of working translation units were identified among the cohorts which further highlights the importance of translator training. Trainee translators worked on larger segments, mixing different levels of translation units. On the other hand, natural translators worked primarily on smaller units, although some worked on larger units. In terms of strategies, the research explores how time restrictions and the observational method might influence the strategies applied in a translation task. In terms of strategies there were general similarities in the types used, trainee participants and “natural” participants used global and local strategies to complete the task within the time frame. The participants were observed to advocate for an active role of the translator in some instances, however, the authority of the text was also an important aspect that was taken into consideration during the task. This project aims to contribu