Reading comprehension or test-taking strategies?

Abstract: The article seeks to explore the manner in which reading comprehension is taught and evaluated in translation and interpretation courses in college. It argues that syllabi are designed to foster a binary interpretation of texts based on the underlying belief of language as a transparent me...

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Autor principal: Sosa, Pablo
Formato: Artículo
Lenguaje:Inglés
Publicado: Universidad Católica Argentina. Facultad de Filosofía y Letras. Departamento de Lenguas 2019
Materias:
ENSEÑANZA SUPERIOR
COMPRENSION DE TEXTOS
TRADUCCION
INTERPRETACION
LENGUA
POSTESTRUCTURALISMO
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/5176
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139123456789-5176
record_format dspace
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic ENSEÑANZA SUPERIOR
COMPRENSION DE TEXTOS
TRADUCCION
INTERPRETACION
LENGUA
POSTESTRUCTURALISMO
spellingShingle ENSEÑANZA SUPERIOR
COMPRENSION DE TEXTOS
TRADUCCION
INTERPRETACION
LENGUA
POSTESTRUCTURALISMO
Sosa, Pablo
Reading comprehension or test-taking strategies?
topic_facet ENSEÑANZA SUPERIOR
COMPRENSION DE TEXTOS
TRADUCCION
INTERPRETACION
LENGUA
POSTESTRUCTURALISMO
description Abstract: The article seeks to explore the manner in which reading comprehension is taught and evaluated in translation and interpretation courses in college. It argues that syllabi are designed to foster a binary interpretation of texts based on the underlying belief of language as a transparent medium. This view not only contradicts post-structuralist theories which have been in effect for over 40 years, but, more importantly, it goes against the current concept of the translator/interpreter’s role as a linguistic mediator. The article exemplifies the incongruent interpretation of a paragraph which may be typical in international tests and in the language classroom in order to show how a closed reading fosters under-interpretation. Implicit in this view is also the idea that this form of reading is ultimately designed to maintain a power structure which is not meant to be challenged. The article proposes a more open approach to teaching reading activities.
format Artículo
author Sosa, Pablo
author_facet Sosa, Pablo
author_sort Sosa, Pablo
title Reading comprehension or test-taking strategies?
title_short Reading comprehension or test-taking strategies?
title_full Reading comprehension or test-taking strategies?
title_fullStr Reading comprehension or test-taking strategies?
title_full_unstemmed Reading comprehension or test-taking strategies?
title_sort reading comprehension or test-taking strategies?
publisher Universidad Católica Argentina. Facultad de Filosofía y Letras. Departamento de Lenguas
publishDate 2019
url https://repositorio.uca.edu.ar/handle/123456789/5176
work_keys_str_mv AT sosapablo readingcomprehensionortesttakingstrategies
bdutipo_str Repositorios
_version_ 1764820527144239105

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