Learning Creative Writing from the Translation Spectrum: Rewriting as a Practice of Creative Writing in the English Language (L2) Classroom
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| Title: | Learning Creative Writing from the Translation Spectrum: Rewriting as a Practice of Creative Writing in the English Language (L2) Classroom |
|---|---|
| Language: | English |
| Authors: | Hamda Hanan (ORCID |
| Source: | Changing English: Studies in Culture and Education. 2025 32(1):33-44. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing Instruction, Creative Writing, Translation, Revision (Written Composition), Second Language Instruction, Second Language Learning, English (Second Language), Undergraduate Students, Foreign Countries, Writing Assignments, Poetry |
| Geographic Terms: | India |
| DOI: | 10.1080/1358684X.2024.2444514 |
| ISSN: | 1358-684X 1469-3585 |
| Abstract: | Earlier research has shown that translation holds the potential to combine close reading and critical authorship practices. But despite that, translation has occupied a marginal position as a creative writing practice in classrooms. Through practice-based research involving the students, the translators and the authors of the translated poems, the paper demonstrates how mistranslation and open response activities on one end of the translation spectrum can be used as exercises of rewriting to incorporate creative writing practice in an English language learning classroom in a non-anglophone context. This paper demonstrates how translation can be used as an exercise to encourage creative writing in students through a play of the strategies of derivation, deviation and self-expression |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464186 |
| Database: | ERIC |
| Abstract: | Earlier research has shown that translation holds the potential to combine close reading and critical authorship practices. But despite that, translation has occupied a marginal position as a creative writing practice in classrooms. Through practice-based research involving the students, the translators and the authors of the translated poems, the paper demonstrates how mistranslation and open response activities on one end of the translation spectrum can be used as exercises of rewriting to incorporate creative writing practice in an English language learning classroom in a non-anglophone context. This paper demonstrates how translation can be used as an exercise to encourage creative writing in students through a play of the strategies of derivation, deviation and self-expression |
|---|---|
| ISSN: | 1358-684X 1469-3585 |
| DOI: | 10.1080/1358684X.2024.2444514 |
