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 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.