Reading comprehension or test-taking strategies?

Authors

  • Pablo Sosa Universidad Católica Argentina. Universidad del Museo Social Argentino

Keywords:

Teaching reading, Translator, College, Post-structuralism

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.

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References

Barthes, R. (2000). The death of the author. In Lodge, D. (Ed.), Modern criticism and theory: A Reader (pp. 145-172). Harlow: Longman.

De Ortúzar, C. (2014, October). The role of translators and interpreters in Argentina. Presentation at Universidad del Museo Social Argentino, Ciudad Autónoma de Buenos Aires.

[CAE Mock Exam]. (2014). Retrieved from www.englishspeaker.com/ examinations/CAE/reading/CAE%20 read%2003-02.html

Iser, W. (2000). The reading process: a phenomenological approach. In Lodge, D. (Ed.), Modern criticism and theory: A Reader (pp. 188-205). Harlow: Longman, 2000.

Lodge, D. (2000). Modern criticism and theory: A Reader. Harlow: Longman.

McCarthy, C. (1993). All the Pretty Horses. New York: Vintage Books/Random House.

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Published

2017-06-28

How to Cite

Sosa, P. (2017). Reading comprehension or test-taking strategies?. Bridging Cultures, (1), 18–25. Retrieved from https://erevistas.uca.edu.ar/index.php/BRID/article/view/418

Issue

Section

Artículos