Chapter 3
Foreign language teaching in translator and interpreter training
New linguistic concepts for changing times
This chapter explores language education in translation and interpreting (TI) programs through the lens of linguistic multi-competence. In doing so, language learning and teaching in the multilingual foreign language classroom are considered as a multisensory, multimodal, multidirectional, and multidimensional adaptation process and an acculturation process with emphasis on the students’ agency. The purpose of this chapter is to stress the importance of addressing and pedagogically adopting new linguistic concepts such as translanguaging or translinguistics in translator and interpreter training. New developments in the discipline of modern translation studies (TS) which reconfigure and redefine the field by adopting a cross-disciplinary perspective lend themselves well to blending with critical, empowering plurilingual pedagogies in higher education.
Article outline
- 1.Introduction
- 2.Contemporary language education and applied linguistics
- 3.Challenging concepts for an emerging field
- 3.1Against native-speakerism: A new terminology and a new concept
- 3.2Multicompetence and multimodality
- 3.3Translanguaging and translinguistics
- 3.4Positive psychology and positive language education
- 4.Conclusion
-
Notes
-
References
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Cited by (1)
Cited by one other publication
Seidl, Eva
2023.
Conceptualizing Language Teacher Identity in Translator and Interpreter Education. In
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