Answer:
For centuries translation and language learning went hand in hand as the
grammar translation model used to teach Latin, principally for reading knowledge,
was applied to the teaching of modern languages. A growing recognition of the
disconnect between grammar translation models and theories of second language
acquisition led to the development of communicative approaches to language
learning and teaching during the last half of the 20th century. This recognition
does not mean that translation has disappeared from the classroom, however.
Wilkerson (2008) shows that even when teachers aim to use the target language,
English is often employed to translate classroom dialogue. While the place of the
first language in the language classroom is the subject of ongoing debate–see, for
instance, Rell (2005)–the activities and teaching strategies outlined here are intended to encourage student reflection on the translation process and on the
differences between languages and not to replace communicative teaching in the
target language.
Step-by-step explanation: