Cook begins by tracing the genealogy of the anti-translation consensus, exposing what he calls “disciplinary amnesia.” He reminds readers that for centuries, translation was the primary method of language teaching (e.g., learning Latin and Greek via constant cross-linguistic comparison). The 19th-century Grammar-Translation Method did indeed become mechanical, focused on decontextualized sentences and literary texts, leading to its justified critique.
However, Cook argues, the baby was thrown out with the bathwater. The rise of the Direct Method (late 19th c.) insisted on direct association between word and object, banishing the L1. Later, behaviorism (mid-20th c.) saw the L1 as a set of “bad habits” that interfered with L2 acquisition. Most influentially, CLT (from the 1970s onward) framed language as social action, not knowledge about language. Translation, being a metalinguistic skill, seemed inherently unnatural. Translation In Language Teaching Guy Cook Pdf
Cook systematically dismantles these assumptions: Cook begins by tracing the genealogy of the
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Pro-tip: If you cannot find the full PDF, search for Guy Cook’s 2010 article "Translation in the Language Classroom: The Fifth Skill" in Modern English Teacher magazine. It serves as a 6-page summary of the book’s core thesis.