Poetic Translation as Cross-Linguistic Mediation in Foreign Language Teaching: A Conceptual Pedagogical Model

Abstract

This article addresses a conceptual gap at the intersection of pedagogical translation, literature-based foreign language teaching, cross-linguistic mediation, and reflective writing. Although translation has been reconsidered as a useful resource in language teaching, poetic translation remains insufficiently modelled as a distinct classroom practice that links interpretation, mediation, and learner reflection. Similarly, poetry is often valued for cultural and literary engagement, while reflective writing is associated with metacognitive awareness; however, these areas are rarely integrated into a single pedagogical framework. Using an integrative conceptual review based on theory synthesis and model construction, this article proposes the Poetic Translation Mediation Cycle. The model consists of seven stages: contextual orientation, interpretive reading, lexical-semantic mapping, draft translation, mediation decision-making, reflective translation commentary, and revision through discussion. The article does not claim empirical effectiveness. Instead, it offers a theoretically grounded and classroom-oriented framework for future application and research in foreign language teaching.