324028974 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code BTL 161 Hb 15 9789027213648 06 10.1075/btl.161 13 2022061156 00 BB 08 680 gr 10 01 JB code BTL 02 0929-7316 02 161.00 01 02 Benjamins Translation Library Benjamins Translation Library 01 01 Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training Methods, goals and perspectives Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training: Methods, goals and perspectives 1 B01 01 JB code 780450044 Olaf Immanuel Seel Seel, Olaf Immanuel Olaf Immanuel Seel Ionian University 07 https://benjamins.com/catalog/persons/780450044 2 B01 01 JB code 208450045 Silvia Roiss Roiss, Silvia Silvia Roiss University of Salamanca 07 https://benjamins.com/catalog/persons/208450045 3 B01 01 JB code 156450046 Petra Zimmermann-González Zimmermann-González, Petra Petra Zimmermann-González University of Salamanca 07 https://benjamins.com/catalog/persons/156450046 01 eng 11 301 03 03 x 03 00 291 03 01 23/eng/20230313 418/.02092 03 2023 P306.5 10 LAN023000 12 CFP 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code TRAN.TRANSL Translation Studies 01 06 02 00 This volume offers a wide array of cutting-edge original research on the implementation of Foreign Language Pedagogy in translator and interpreter training, a still rather unexplored field of research in Translation Studies. 03 00 This volume offers a wide array of cutting-edge original research on the implementation of Foreign Language Pedagogy in translator and interpreter training, a still rather unexplored field of research in Translation Studies. It is divided in two distinct sections. The first section focuses on theoretical approaches to this topic. The chapters of this section will offer the reader valuable new knowledge and thoughts on how to update and enrich academic curricula as well as how to make use of cognitive linguistics and to implement a multicultural approach in the demanding domain of translator and interpreter training. The second practical section comprises a series of diverse methods and didactical means of Foreign Language Pedagogy which are creatively adapted to fit in language and translation/interpreting teaching for translation/interpreting trainees, aiming at fostering their translational sub-competences. The volume’s overarching aim is to clearly emphasise that foreign language teaching for translation and interpreting trainees has to be approached and structured differently than conventional language teaching in other academic disciplines. It is useful for scholars and translation/interpreting teachers who want to enrich translator/interpreter training with new interdisciplinary ideas and knowledge which will significantly assist them in enhancing the translation/interpreting competence of their students. 01 00 03 01 01 D503 https://benjamins.com/covers/475/btl.161.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213648.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213648.tif 01 01 D503 https://benjamins.com/covers/1200_front/btl.161.hb.png 01 01 D503 https://benjamins.com/covers/125/btl.161.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/btl.161.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/btl.161.hb.png 01 01 JB code btl.161.loa 06 10.1075/btl.161.loa viii x 3 Miscellaneous 1 01 04 List of abbreviations List of abbreviations 01 eng 01 01 JB code btl.161.intro 06 10.1075/btl.161.intro 1 10 10 Chapter 2 01 04 Introduction Introduction 1 A01 01 JB code 781451656 Olaf Immanuel Seel Seel, Olaf Immanuel Olaf Immanuel Seel 07 https://benjamins.com/catalog/persons/781451656 2 A01 01 JB code 78451657 Silvia Roiss Roiss, Silvia Silvia Roiss 07 https://benjamins.com/catalog/persons/78451657 3 A01 01 JB code 250451658 Petra Zimmermann-González Zimmermann-González, Petra Petra Zimmermann-González 07 https://benjamins.com/catalog/persons/250451658 01 eng 01 01 JB code btl.161.p1 06 10.1075/btl.161.p1 Section header 3 01 04 Part I. Theory-oriented approaches Part I. Theory-oriented approaches 01 eng 01 01 JB code btl.161.01nor 06 10.1075/btl.161.01nor 12 22 11 Chapter 4 01 04 Chapter 1. Basic translation competence Chapter 1. Basic translation competence 01 04 Teaching languages for translation Teaching languages for translation 1 A01 01 JB code 872451659 Christiane Nord Nord, Christiane Christiane Nord University of the Free State 07 https://benjamins.com/catalog/persons/872451659 01 eng 30 00

Students often decide to take up translator training despite having little or no proficiency in the foreign language they wish to choose for translation. There are two ways to tackle this problem: either by offering integrated preparatory language courses (INT) as part of a “translation” or “translation studies (TS)” programme, which is basically intended to train students for the profession in four or five years, or by requiring a satisfactory degree of language proficiency (e.g., minimum B2 or C1 according to the Common European Framework, CEFR), which may be acquired anywhere outside the programme (EXT), possibly even in the country where the language is used. The latter choice would entail taking an exam to ensure that the level of competence was sufficient to act as an entrance qualification for translator training. The INT model can be organised in two possible forms: either as a separate preparatory language tuition phase before the start of the actual translation or TS programme (INT-SEP), or a mixture of language tuition and translation teaching (INT-MIX). In this chapter, I will discuss the pros and cons of these forms. I will try to show how language teaching in translator training programmes can be geared towards translation competence without using translation as a tool for language acquisition (translation-oriented language teaching, TOLT).

01 01 JB code btl.161.02rec 06 10.1075/btl.161.02rec 23 39 17 Chapter 5 01 04 Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes 1 A01 01 JB code 327451660 María Ángeles Recio Ariza Recio Ariza, María Ángeles María Ángeles Recio Ariza University of Salamanca 07 https://benjamins.com/catalog/persons/327451660 2 A01 01 JB code 503451661 Astrid Schmidhofer Schmidhofer, Astrid Astrid Schmidhofer University of Innsbruck 07 https://benjamins.com/catalog/persons/503451661 01 eng 30 00

In this chapter, we will explore the benefits of cognitive approaches to language teaching and learning in TI programmes. We will first explain the basic concepts of cognitivism, describe how cognitive approaches are used in translation and interpreting teaching and then draw conclusions on how these approaches can also be applied to language teaching and learning for prospective translators and interpreters and help them to become expert language users.

01 01 JB code btl.161.03sei 06 10.1075/btl.161.03sei 40 52 13 Chapter 6 01 04 Chapter 3. Foreign language teaching in translator and interpreter training Chapter 3. Foreign language teaching in translator and interpreter training 01 04 New linguistic concepts for changing times New linguistic concepts for changing times 1 A01 01 JB code 919451662 Eva Seidl Seidl, Eva Eva Seidl University of Graz 07 https://benjamins.com/catalog/persons/919451662 01 eng 30 00

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.

01 01 JB code btl.161.p2 06 10.1075/btl.161.p2 Section header 7 01 04 Part II. Practice-oriented approaches Part II. Practice-oriented approaches 01 eng 01 01 JB code btl.161.04fer 06 10.1075/btl.161.04fer 54 75 22 Chapter 8 01 04 Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students' self-perceived B language fluency Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency 1 A01 01 JB code 509451663 Elena Aguirre Fernández Bravo Aguirre Fernández Bravo, Elena Elena Aguirre Fernández Bravo University Pontificia Comillas 07 https://benjamins.com/catalog/persons/509451663 2 A01 01 JB code 430451664 María Dolores Guindal Pintado Guindal Pintado, María Dolores María Dolores Guindal Pintado University Pontificia Comillas 07 https://benjamins.com/catalog/persons/430451664 01 eng 30 00

The present proposal argues that it is relevant to design, implement and test more practical strategies to help Interpreting students enhance their second active working language to meet market requirements. Within the framework of a dialogue interpreting B.A. course, a free voluntary reading (FVR) experiment was conducted, based on the extensive literature proving that self-selected reading contributes to improving second language acquisition. The aim was to explore its potential as a Language and Knowledge Enhancement tool in improving native Spanish Interpreting students’ self-perceived fluency in English, and to analyze whether introducing FVR transversally as a horizontal activity in different B.A. in TI courses can help students build more robust active core competences in this foreign language.

01 01 JB code btl.161.05cer 06 10.1075/btl.161.05cer 76 96 21 Chapter 9 01 04 Chapter 5. Listening comprehension in translation and interpreting programs Chapter 5. Listening comprehension in translation and interpreting programs 01 04 A pedagogical proposal A pedagogical proposal 1 A01 01 JB code 93451665 Enrique Cerezo Herrero Cerezo Herrero, Enrique Enrique Cerezo Herrero Universitat de València 07 https://benjamins.com/catalog/persons/93451665 01 eng 30 00

This chapter seeks to show the specificity and uniqueness of listening comprehension in interpreter training. Although foreign language courses are aimed at enhancing students’ linguistic competence so that translation and interpreting tasks can be subsequently tackled, these courses often adhere to general foreign language principles, disregarding the specific linguistic needs of these students. In this chapter, listening comprehension is addressed with a view to elucidating the cognitive demands and nature of this linguistic skill for interpreting. A proposal of sample activities to enhance listening comprehension will also be presented to help language lecturers understand the essence of this skill and how it can best be approached when the goal is to train prospective interpreters.

01 01 JB code btl.161.06fay 06 10.1075/btl.161.06fay 97 111 15 Chapter 10 01 04 Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching 01 04 A means to foster translation competence and communication skills A means to foster translation competence and communication skills 1 A01 01 JB code 439451666 Goretti Faya Ornia Faya Ornia, Goretti Goretti Faya Ornia University of Valladolid 07 https://benjamins.com/catalog/persons/439451666 2 A01 01 JB code 758451667 Natalia Barranco Izquierdo Barranco Izquierdo, Natalia Natalia Barranco Izquierdo University of Valladolid 07 https://benjamins.com/catalog/persons/758451667 3 A01 01 JB code 811451668 M.Teresa Calderón Quindós Calderón Quindós, M.Teresa M.Teresa Calderón Quindós University of Valladolid 07 https://benjamins.com/catalog/persons/811451668 4 A01 01 JB code 701451669 Carmen Quijada Diez Quijada Diez, Carmen Carmen Quijada Diez University of Oviedo 07 https://benjamins.com/catalog/persons/701451669 01 eng 30 00

Subtitling and alignment can be used as didactic tools as they contribute to the development of the linguistic, intercultural and instrumental competences that constitute the translation competence. Thus, the aim of this work is to present a methodological framework for translator training using subtitling and alignment as two activities applicable in language teaching to foster students’ skills in a foreign language and their translation competence. Firstly, students are asked to transcribe the source subtitles of various video files and, afterwards, translate them into their mother tongue. Secondly, they are given the broadcasted source and target subtitles of several TV programs and nature documentaries to align them – these alignments will be later compiled into an electronic parallel corpus.

01 01 JB code btl.161.07foi 06 10.1075/btl.161.07foi 112 137 26 Chapter 11 01 04 Chapter 7. Redefining English language teaching in translator training through corpus-based tasks Chapter 7. Redefining English language teaching in translator training through corpus-based tasks 1 A01 01 JB code 190451670 Eleonora Fois Fois, Eleonora Eleonora Fois University of Cagliari 07 https://benjamins.com/catalog/persons/190451670 01 eng 30 00

Given that professional translators utilise English as a tool to attain a professional goal, English language teaching for translator training should be considered as a variety of English for specific purposes. This chapter discusses the bi/multicultural approach to language instruction, as well as the use of corpus-based activities, are discussed in this chapter as ways to improve English courses for translator training and to fulfil the growing need for translations into an L2. Bilingual sub-competence will be investigated within the framework of the specific needs of translation trainees and the application of current teaching methodologies. The potential of lexical and grammar aims specific to English for translator training will also be determined. Finally, as a means of achieving these goals, practical examples of corpus-based activities will be introduced.

01 01 JB code btl.161.08kir 06 10.1075/btl.161.08kir 138 155 18 Chapter 12 01 04 Chapter 8. The scaffolded language emergence approach in translation programs Chapter 8. The scaffolded language emergence approach in translation programs 01 04 A monolingual, nonlinear path towards additional language emergence A monolingual, nonlinear path towards additional language emergence 1 A01 01 JB code 676451671 Donald C. Kiraly Kiraly, Donald C. Donald C. Kiraly University of West Bohemia 07 https://benjamins.com/catalog/persons/676451671 2 A01 01 JB code 629451672 Norman Gómez Hernández Gómez Hernández, Norman Norman Gómez Hernández Johannes Gutenberg University 07 https://benjamins.com/catalog/persons/629451672 01 eng 30 00

This chapter introduces the epistemological foundations of the Scaffolded Language Emergence (SLE) approach to promoting the emergence of additional languages in adults and suggests some ideas and techniques for its implementation in the classroom at university level. Developed over a period of some 20 years by Don Kiraly at the School of Translation, Linguistics and Cultural Studies (FTSK) of the University of Mainz, Germany, the SLE approach has been used successfully to introduce hundreds of translation students at that institution to one or more of 15 additional languages.

The authors have found this approach to be an innovative way to foster additional language acquisition in the context of translator training. They believe that adopting such an approach at an early stage of one’s translation study program can provide a fertile environment for adults to establish a basis in a foreign language. Its early adoption can also help adult language learners develop and rediscover their natural skills for learning a language by means of personalized, embodied and authentic learning activities.

01 01 JB code btl.161.09kla 06 10.1075/btl.161.09kla 156 176 21 Chapter 13 01 04 Chapter 9. Teaching contrastive legal grammar for translators Chapter 9. Teaching contrastive legal grammar for translators 1 A01 01 JB code 213451673 Ondrej Klabal Klabal, Ondrej Ondrej Klabal Palacký University 07 https://benjamins.com/catalog/persons/213451673 01 eng 30 00

This chapter instrumentalises an area of foreign language teaching that is often neglected in translation programmes’ curricula, namely the contrastive grammar of specialised languages. More specifically, this chapter addresses the incorporation of the contrastive grammar of legal English and Czech into an English grammar classroom. First, the rationale behind such an approach is presented with reference to the existing legal translation competence models and curricular design. Second, a number of linguistic phenomena encountered in English legal texts, and possibly neglected in English language classes for translators, are discussed from a socio-constructivist training perspective, and a series of exercises is presented that may be used, or adapted for use, by the instructors of such courses to help them cover these specific aspects of English grammar.

01 01 JB code btl.161.10mar 06 10.1075/btl.161.10mar 177 195 19 Chapter 14 01 04 Chapter 10. Task-based L2 skill development for TI trainees Chapter 10. Task-based L2 skill development for TI trainees 01 04 From competences to expertise From competences to expertise 1 A01 01 JB code 721451674 Álvaro Marín García Marín García, Álvaro Álvaro Marín García University of Valladolid 07 https://benjamins.com/catalog/persons/721451674 2 A01 01 JB code 790451675 Tamara Pérez Fernández Pérez Fernández, Tamara Tamara Pérez Fernández University of Valladolid 07 https://benjamins.com/catalog/persons/790451675 01 eng 30 00

The present chapter reports on the design and implementation of a C2-level English course for TI trainees in an attempt to move away from the more traditional instruction based on linguistic competence. We intend to bring the classroom closer to industry demands by facilitating the students’ language skill development in context-relevant tasks. The course presents students with an expertise-oriented, task-based learning experience that is structured in a portfolio aiming at the development of skills identified as needs in the industry. This shift in focus – from competence to its subsumed skills – allows for more flexibility in addressing identified needs from an L2 training perspective (communication skills, general knowledge, information gathering and processing) in graduates entering the job market.

01 01 JB code btl.161.11sch 06 10.1075/btl.161.11sch 196 214 19 Chapter 15 01 04 Chapter 11. Do translators need a different knowledge of their target language? Chapter 11. Do translators need a different knowledge of their target language? 01 04 Extrapolations from an empirical study of linguistic interference in English translations by native Spanish speakers Extrapolations from an empirical study of linguistic interference in English translations by native Spanish speakers 1 A01 01 JB code 396451676 Kim Schulte Schulte, Kim Kim Schulte Jaume I University 07 https://benjamins.com/catalog/persons/396451676 01 eng 30 00

This chapter aims to identify areas in which students of translation can benefit from specific language teaching geared towards their needs as future translators who will normally be expected to translate from as well as into their second language. Drawing on data from translations by several hundred students at a Spanish university, it is shown that general English teaching as it is currently conceived is not sufficient to prepare these students for the job, mainly because they require specific knowledge and contrastive awareness to be able to produce linguistically, stylistically and formally correct translations of the written texts they will be confronted with as professional translators. The data allows us to distinguish several types of frequent mistakes caused by linguistic interference, providing insights into the specific language teaching needs of translation students and setting a starting point for establishing a cross-linguistically valid inventory of the most common types of interference-based errors in translation.

01 01 JB code btl.161.12see 06 10.1075/btl.161.12see 215 239 25 Chapter 16 01 04 Chapter 12. Foreign language acquisition writing exercises fostering translation trainees' language and translation competence Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence 1 A01 01 JB code 121451677 Olaf Immanuel Seel Seel, Olaf Immanuel Olaf Immanuel Seel Ionian University 07 https://benjamins.com/catalog/persons/121451677 01 eng 30 00

This chapter intends to bring into beneficial interaction two language-based disciplines, i.e., foreign language acquisition (FLA) and translation studies (TS) and to demonstrate that the latter greatly benefits from the former. Concretely, by using FLA writing exercises in language courses for translation trainees (TT), it will be shown that the advantages from this implementation are not to be underestimated if these exercises are tailored to the needs of TT. Furthermore, these exercises not only improve the foreign language competence of the TT but also enhance other aspects of their overall translation competence. In order to tailor FLA exercises for translation trainees’ language courses, a specific methodological, didactical and conceptual basis is proposed which consists of an interactive implementation of constructivism, creativity theory, text linguistics and functional Skopos theory.

01 01 JB code btl.161.13sie 06 10.1075/btl.161.13sie 240 262 23 Chapter 17 01 04 Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence 01 04 An empirical study An empirical study 1 A01 01 JB code 598451678 Holger Siever Siever, Holger Holger Siever Johannes Gutenberg University 07 https://benjamins.com/catalog/persons/598451678 2 A01 01 JB code 664451679 Anne Simone Wehberg Wehberg, Anne Simone Anne Simone Wehberg Johannes Gutenberg University 07 https://benjamins.com/catalog/persons/664451679 01 eng 30 00

This chapter presents an empirical study conducted in foreign language classes and in translator training classes (Spanish–German). The main aim of the study was twofold: (1) to show whether methods used in translation classes could be used in foreign language classes to enhance foreign language competence; and (2) to show whether, and if so how, translation competence could be enhanced by using action-oriented methods in translator training classes. So, instead of beginning class by analysing the source text’s features and then translating the source text right away, students first discussed the topics and culture-specific items mentioned in the source text. The resulting translations based on the respective action-oriented translator training classes were also better than those of students who attended “traditional” translation classes.

01 01 JB code btl.161.14sin 06 10.1075/btl.161.14sin 263 285 23 Chapter 18 01 04 Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL) Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL) 1 A01 01 JB code 253451680 Néstor Singer Singer, Néstor Néstor Singer Universidad de Santiago de Chile 07 https://benjamins.com/catalog/persons/253451680 2 A01 01 JB code 297451681 Carlos Velozo Velozo, Carlos Carlos Velozo I.P. EATRI/Universidad de Santiago de Chile 07 https://benjamins.com/catalog/persons/297451681 3 A01 01 JB code 604451682 José Luis Poblete Poblete, José Luis José Luis Poblete Universidad de Santiago de Chile 07 https://benjamins.com/catalog/persons/604451682 01 eng 30 00

Translator training in Chile faces the challenge of developing the students’ linguistic competence and translator competence (TC). This chapter explores the use of Content and Language Integrated Learning (CLIL) as a means to thematically articulate a language and a translation course in an undergraduate translation program. Three CLIL-based thematic units are delivered in an English language course. The academic results of the fifteen students suggest an academic improvement in the translation course in comparison to previous cohorts. Nine of those participants and the translation lecturer engage in semi-structured interviews to explore their perceptions of the approach. The findings indicate that CLIL performs an enabling function in fostering the development of TC in the translation course.

01 01 JB code btl.161.index 06 10.1075/btl.161.index 287 291 5 Miscellaneous 19 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/btl.161 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20230601 C 2023 John Benjamins D 2023 John Benjamins 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 44 20 01 00 Unqualified price 02 JB 1 02 99.00 EUR 02 00 Unqualified price 02 83.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 44 20 01 00 Unqualified price 02 JB 1 02 149.00 USD
370028975 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code BTL 161 Eb 15 9789027252906 06 10.1075/btl.161 13 2022061157 00 EA E107 10 01 JB code BTL 02 0929-7316 02 161.00 01 02 Benjamins Translation Library Benjamins Translation Library 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-eba-2023 01 02 Compact EBA Collection 2023 (ca. 775 titles, starting 2018) 11 01 JB code jbe-eba-2024 01 02 Compact EBA Collection 2024 (ca. 640 titles, starting 2019) 11 01 JB code jbe-2023 01 02 2023 collection (91 titles) 01 01 Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training Methods, goals and perspectives Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training: Methods, goals and perspectives 1 B01 01 JB code 780450044 Olaf Immanuel Seel Seel, Olaf Immanuel Olaf Immanuel Seel Ionian University 07 https://benjamins.com/catalog/persons/780450044 2 B01 01 JB code 208450045 Silvia Roiss Roiss, Silvia Silvia Roiss University of Salamanca 07 https://benjamins.com/catalog/persons/208450045 3 B01 01 JB code 156450046 Petra Zimmermann-González Zimmermann-González, Petra Petra Zimmermann-González University of Salamanca 07 https://benjamins.com/catalog/persons/156450046 01 eng 11 301 03 03 x 03 00 291 03 01 23/eng/20230313 418/.02092 03 2023 P306.5 10 LAN023000 12 CFP 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 24 JB code TRAN.TRANSL Translation Studies 01 06 02 00 This volume offers a wide array of cutting-edge original research on the implementation of Foreign Language Pedagogy in translator and interpreter training, a still rather unexplored field of research in Translation Studies. 03 00 This volume offers a wide array of cutting-edge original research on the implementation of Foreign Language Pedagogy in translator and interpreter training, a still rather unexplored field of research in Translation Studies. It is divided in two distinct sections. The first section focuses on theoretical approaches to this topic. The chapters of this section will offer the reader valuable new knowledge and thoughts on how to update and enrich academic curricula as well as how to make use of cognitive linguistics and to implement a multicultural approach in the demanding domain of translator and interpreter training. The second practical section comprises a series of diverse methods and didactical means of Foreign Language Pedagogy which are creatively adapted to fit in language and translation/interpreting teaching for translation/interpreting trainees, aiming at fostering their translational sub-competences. The volume’s overarching aim is to clearly emphasise that foreign language teaching for translation and interpreting trainees has to be approached and structured differently than conventional language teaching in other academic disciplines. It is useful for scholars and translation/interpreting teachers who want to enrich translator/interpreter training with new interdisciplinary ideas and knowledge which will significantly assist them in enhancing the translation/interpreting competence of their students. 01 00 03 01 01 D503 https://benjamins.com/covers/475/btl.161.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213648.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213648.tif 01 01 D503 https://benjamins.com/covers/1200_front/btl.161.hb.png 01 01 D503 https://benjamins.com/covers/125/btl.161.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/btl.161.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/btl.161.hb.png 01 01 JB code btl.161.loa 06 10.1075/btl.161.loa viii x 3 Miscellaneous 1 01 04 List of abbreviations List of abbreviations 01 eng 01 01 JB code btl.161.intro 06 10.1075/btl.161.intro 1 10 10 Chapter 2 01 04 Introduction Introduction 1 A01 01 JB code 781451656 Olaf Immanuel Seel Seel, Olaf Immanuel Olaf Immanuel Seel 07 https://benjamins.com/catalog/persons/781451656 2 A01 01 JB code 78451657 Silvia Roiss Roiss, Silvia Silvia Roiss 07 https://benjamins.com/catalog/persons/78451657 3 A01 01 JB code 250451658 Petra Zimmermann-González Zimmermann-González, Petra Petra Zimmermann-González 07 https://benjamins.com/catalog/persons/250451658 01 eng 01 01 JB code btl.161.p1 06 10.1075/btl.161.p1 Section header 3 01 04 Part I. Theory-oriented approaches Part I. Theory-oriented approaches 01 eng 01 01 JB code btl.161.01nor 06 10.1075/btl.161.01nor 12 22 11 Chapter 4 01 04 Chapter 1. Basic translation competence Chapter 1. Basic translation competence 01 04 Teaching languages for translation Teaching languages for translation 1 A01 01 JB code 872451659 Christiane Nord Nord, Christiane Christiane Nord University of the Free State 07 https://benjamins.com/catalog/persons/872451659 01 eng 30 00

Students often decide to take up translator training despite having little or no proficiency in the foreign language they wish to choose for translation. There are two ways to tackle this problem: either by offering integrated preparatory language courses (INT) as part of a “translation” or “translation studies (TS)” programme, which is basically intended to train students for the profession in four or five years, or by requiring a satisfactory degree of language proficiency (e.g., minimum B2 or C1 according to the Common European Framework, CEFR), which may be acquired anywhere outside the programme (EXT), possibly even in the country where the language is used. The latter choice would entail taking an exam to ensure that the level of competence was sufficient to act as an entrance qualification for translator training. The INT model can be organised in two possible forms: either as a separate preparatory language tuition phase before the start of the actual translation or TS programme (INT-SEP), or a mixture of language tuition and translation teaching (INT-MIX). In this chapter, I will discuss the pros and cons of these forms. I will try to show how language teaching in translator training programmes can be geared towards translation competence without using translation as a tool for language acquisition (translation-oriented language teaching, TOLT).

01 01 JB code btl.161.02rec 06 10.1075/btl.161.02rec 23 39 17 Chapter 5 01 04 Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes 1 A01 01 JB code 327451660 María Ángeles Recio Ariza Recio Ariza, María Ángeles María Ángeles Recio Ariza University of Salamanca 07 https://benjamins.com/catalog/persons/327451660 2 A01 01 JB code 503451661 Astrid Schmidhofer Schmidhofer, Astrid Astrid Schmidhofer University of Innsbruck 07 https://benjamins.com/catalog/persons/503451661 01 eng 30 00

In this chapter, we will explore the benefits of cognitive approaches to language teaching and learning in TI programmes. We will first explain the basic concepts of cognitivism, describe how cognitive approaches are used in translation and interpreting teaching and then draw conclusions on how these approaches can also be applied to language teaching and learning for prospective translators and interpreters and help them to become expert language users.

01 01 JB code btl.161.03sei 06 10.1075/btl.161.03sei 40 52 13 Chapter 6 01 04 Chapter 3. Foreign language teaching in translator and interpreter training Chapter 3. Foreign language teaching in translator and interpreter training 01 04 New linguistic concepts for changing times New linguistic concepts for changing times 1 A01 01 JB code 919451662 Eva Seidl Seidl, Eva Eva Seidl University of Graz 07 https://benjamins.com/catalog/persons/919451662 01 eng 30 00

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.

01 01 JB code btl.161.p2 06 10.1075/btl.161.p2 Section header 7 01 04 Part II. Practice-oriented approaches Part II. Practice-oriented approaches 01 eng 01 01 JB code btl.161.04fer 06 10.1075/btl.161.04fer 54 75 22 Chapter 8 01 04 Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students' self-perceived B language fluency Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency 1 A01 01 JB code 509451663 Elena Aguirre Fernández Bravo Aguirre Fernández Bravo, Elena Elena Aguirre Fernández Bravo University Pontificia Comillas 07 https://benjamins.com/catalog/persons/509451663 2 A01 01 JB code 430451664 María Dolores Guindal Pintado Guindal Pintado, María Dolores María Dolores Guindal Pintado University Pontificia Comillas 07 https://benjamins.com/catalog/persons/430451664 01 eng 30 00

The present proposal argues that it is relevant to design, implement and test more practical strategies to help Interpreting students enhance their second active working language to meet market requirements. Within the framework of a dialogue interpreting B.A. course, a free voluntary reading (FVR) experiment was conducted, based on the extensive literature proving that self-selected reading contributes to improving second language acquisition. The aim was to explore its potential as a Language and Knowledge Enhancement tool in improving native Spanish Interpreting students’ self-perceived fluency in English, and to analyze whether introducing FVR transversally as a horizontal activity in different B.A. in TI courses can help students build more robust active core competences in this foreign language.

01 01 JB code btl.161.05cer 06 10.1075/btl.161.05cer 76 96 21 Chapter 9 01 04 Chapter 5. Listening comprehension in translation and interpreting programs Chapter 5. Listening comprehension in translation and interpreting programs 01 04 A pedagogical proposal A pedagogical proposal 1 A01 01 JB code 93451665 Enrique Cerezo Herrero Cerezo Herrero, Enrique Enrique Cerezo Herrero Universitat de València 07 https://benjamins.com/catalog/persons/93451665 01 eng 30 00

This chapter seeks to show the specificity and uniqueness of listening comprehension in interpreter training. Although foreign language courses are aimed at enhancing students’ linguistic competence so that translation and interpreting tasks can be subsequently tackled, these courses often adhere to general foreign language principles, disregarding the specific linguistic needs of these students. In this chapter, listening comprehension is addressed with a view to elucidating the cognitive demands and nature of this linguistic skill for interpreting. A proposal of sample activities to enhance listening comprehension will also be presented to help language lecturers understand the essence of this skill and how it can best be approached when the goal is to train prospective interpreters.

01 01 JB code btl.161.06fay 06 10.1075/btl.161.06fay 97 111 15 Chapter 10 01 04 Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching 01 04 A means to foster translation competence and communication skills A means to foster translation competence and communication skills 1 A01 01 JB code 439451666 Goretti Faya Ornia Faya Ornia, Goretti Goretti Faya Ornia University of Valladolid 07 https://benjamins.com/catalog/persons/439451666 2 A01 01 JB code 758451667 Natalia Barranco Izquierdo Barranco Izquierdo, Natalia Natalia Barranco Izquierdo University of Valladolid 07 https://benjamins.com/catalog/persons/758451667 3 A01 01 JB code 811451668 M.Teresa Calderón Quindós Calderón Quindós, M.Teresa M.Teresa Calderón Quindós University of Valladolid 07 https://benjamins.com/catalog/persons/811451668 4 A01 01 JB code 701451669 Carmen Quijada Diez Quijada Diez, Carmen Carmen Quijada Diez University of Oviedo 07 https://benjamins.com/catalog/persons/701451669 01 eng 30 00

Subtitling and alignment can be used as didactic tools as they contribute to the development of the linguistic, intercultural and instrumental competences that constitute the translation competence. Thus, the aim of this work is to present a methodological framework for translator training using subtitling and alignment as two activities applicable in language teaching to foster students’ skills in a foreign language and their translation competence. Firstly, students are asked to transcribe the source subtitles of various video files and, afterwards, translate them into their mother tongue. Secondly, they are given the broadcasted source and target subtitles of several TV programs and nature documentaries to align them – these alignments will be later compiled into an electronic parallel corpus.

01 01 JB code btl.161.07foi 06 10.1075/btl.161.07foi 112 137 26 Chapter 11 01 04 Chapter 7. Redefining English language teaching in translator training through corpus-based tasks Chapter 7. Redefining English language teaching in translator training through corpus-based tasks 1 A01 01 JB code 190451670 Eleonora Fois Fois, Eleonora Eleonora Fois University of Cagliari 07 https://benjamins.com/catalog/persons/190451670 01 eng 30 00

Given that professional translators utilise English as a tool to attain a professional goal, English language teaching for translator training should be considered as a variety of English for specific purposes. This chapter discusses the bi/multicultural approach to language instruction, as well as the use of corpus-based activities, are discussed in this chapter as ways to improve English courses for translator training and to fulfil the growing need for translations into an L2. Bilingual sub-competence will be investigated within the framework of the specific needs of translation trainees and the application of current teaching methodologies. The potential of lexical and grammar aims specific to English for translator training will also be determined. Finally, as a means of achieving these goals, practical examples of corpus-based activities will be introduced.

01 01 JB code btl.161.08kir 06 10.1075/btl.161.08kir 138 155 18 Chapter 12 01 04 Chapter 8. The scaffolded language emergence approach in translation programs Chapter 8. The scaffolded language emergence approach in translation programs 01 04 A monolingual, nonlinear path towards additional language emergence A monolingual, nonlinear path towards additional language emergence 1 A01 01 JB code 676451671 Donald C. Kiraly Kiraly, Donald C. Donald C. Kiraly University of West Bohemia 07 https://benjamins.com/catalog/persons/676451671 2 A01 01 JB code 629451672 Norman Gómez Hernández Gómez Hernández, Norman Norman Gómez Hernández Johannes Gutenberg University 07 https://benjamins.com/catalog/persons/629451672 01 eng 30 00

This chapter introduces the epistemological foundations of the Scaffolded Language Emergence (SLE) approach to promoting the emergence of additional languages in adults and suggests some ideas and techniques for its implementation in the classroom at university level. Developed over a period of some 20 years by Don Kiraly at the School of Translation, Linguistics and Cultural Studies (FTSK) of the University of Mainz, Germany, the SLE approach has been used successfully to introduce hundreds of translation students at that institution to one or more of 15 additional languages.

The authors have found this approach to be an innovative way to foster additional language acquisition in the context of translator training. They believe that adopting such an approach at an early stage of one’s translation study program can provide a fertile environment for adults to establish a basis in a foreign language. Its early adoption can also help adult language learners develop and rediscover their natural skills for learning a language by means of personalized, embodied and authentic learning activities.

01 01 JB code btl.161.09kla 06 10.1075/btl.161.09kla 156 176 21 Chapter 13 01 04 Chapter 9. Teaching contrastive legal grammar for translators Chapter 9. Teaching contrastive legal grammar for translators 1 A01 01 JB code 213451673 Ondrej Klabal Klabal, Ondrej Ondrej Klabal Palacký University 07 https://benjamins.com/catalog/persons/213451673 01 eng 30 00

This chapter instrumentalises an area of foreign language teaching that is often neglected in translation programmes’ curricula, namely the contrastive grammar of specialised languages. More specifically, this chapter addresses the incorporation of the contrastive grammar of legal English and Czech into an English grammar classroom. First, the rationale behind such an approach is presented with reference to the existing legal translation competence models and curricular design. Second, a number of linguistic phenomena encountered in English legal texts, and possibly neglected in English language classes for translators, are discussed from a socio-constructivist training perspective, and a series of exercises is presented that may be used, or adapted for use, by the instructors of such courses to help them cover these specific aspects of English grammar.

01 01 JB code btl.161.10mar 06 10.1075/btl.161.10mar 177 195 19 Chapter 14 01 04 Chapter 10. Task-based L2 skill development for TI trainees Chapter 10. Task-based L2 skill development for TI trainees 01 04 From competences to expertise From competences to expertise 1 A01 01 JB code 721451674 Álvaro Marín García Marín García, Álvaro Álvaro Marín García University of Valladolid 07 https://benjamins.com/catalog/persons/721451674 2 A01 01 JB code 790451675 Tamara Pérez Fernández Pérez Fernández, Tamara Tamara Pérez Fernández University of Valladolid 07 https://benjamins.com/catalog/persons/790451675 01 eng 30 00

The present chapter reports on the design and implementation of a C2-level English course for TI trainees in an attempt to move away from the more traditional instruction based on linguistic competence. We intend to bring the classroom closer to industry demands by facilitating the students’ language skill development in context-relevant tasks. The course presents students with an expertise-oriented, task-based learning experience that is structured in a portfolio aiming at the development of skills identified as needs in the industry. This shift in focus – from competence to its subsumed skills – allows for more flexibility in addressing identified needs from an L2 training perspective (communication skills, general knowledge, information gathering and processing) in graduates entering the job market.

01 01 JB code btl.161.11sch 06 10.1075/btl.161.11sch 196 214 19 Chapter 15 01 04 Chapter 11. Do translators need a different knowledge of their target language? Chapter 11. Do translators need a different knowledge of their target language? 01 04 Extrapolations from an empirical study of linguistic interference in English translations by native Spanish speakers Extrapolations from an empirical study of linguistic interference in English translations by native Spanish speakers 1 A01 01 JB code 396451676 Kim Schulte Schulte, Kim Kim Schulte Jaume I University 07 https://benjamins.com/catalog/persons/396451676 01 eng 30 00

This chapter aims to identify areas in which students of translation can benefit from specific language teaching geared towards their needs as future translators who will normally be expected to translate from as well as into their second language. Drawing on data from translations by several hundred students at a Spanish university, it is shown that general English teaching as it is currently conceived is not sufficient to prepare these students for the job, mainly because they require specific knowledge and contrastive awareness to be able to produce linguistically, stylistically and formally correct translations of the written texts they will be confronted with as professional translators. The data allows us to distinguish several types of frequent mistakes caused by linguistic interference, providing insights into the specific language teaching needs of translation students and setting a starting point for establishing a cross-linguistically valid inventory of the most common types of interference-based errors in translation.

01 01 JB code btl.161.12see 06 10.1075/btl.161.12see 215 239 25 Chapter 16 01 04 Chapter 12. Foreign language acquisition writing exercises fostering translation trainees' language and translation competence Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence 1 A01 01 JB code 121451677 Olaf Immanuel Seel Seel, Olaf Immanuel Olaf Immanuel Seel Ionian University 07 https://benjamins.com/catalog/persons/121451677 01 eng 30 00

This chapter intends to bring into beneficial interaction two language-based disciplines, i.e., foreign language acquisition (FLA) and translation studies (TS) and to demonstrate that the latter greatly benefits from the former. Concretely, by using FLA writing exercises in language courses for translation trainees (TT), it will be shown that the advantages from this implementation are not to be underestimated if these exercises are tailored to the needs of TT. Furthermore, these exercises not only improve the foreign language competence of the TT but also enhance other aspects of their overall translation competence. In order to tailor FLA exercises for translation trainees’ language courses, a specific methodological, didactical and conceptual basis is proposed which consists of an interactive implementation of constructivism, creativity theory, text linguistics and functional Skopos theory.

01 01 JB code btl.161.13sie 06 10.1075/btl.161.13sie 240 262 23 Chapter 17 01 04 Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence 01 04 An empirical study An empirical study 1 A01 01 JB code 598451678 Holger Siever Siever, Holger Holger Siever Johannes Gutenberg University 07 https://benjamins.com/catalog/persons/598451678 2 A01 01 JB code 664451679 Anne Simone Wehberg Wehberg, Anne Simone Anne Simone Wehberg Johannes Gutenberg University 07 https://benjamins.com/catalog/persons/664451679 01 eng 30 00

This chapter presents an empirical study conducted in foreign language classes and in translator training classes (Spanish–German). The main aim of the study was twofold: (1) to show whether methods used in translation classes could be used in foreign language classes to enhance foreign language competence; and (2) to show whether, and if so how, translation competence could be enhanced by using action-oriented methods in translator training classes. So, instead of beginning class by analysing the source text’s features and then translating the source text right away, students first discussed the topics and culture-specific items mentioned in the source text. The resulting translations based on the respective action-oriented translator training classes were also better than those of students who attended “traditional” translation classes.

01 01 JB code btl.161.14sin 06 10.1075/btl.161.14sin 263 285 23 Chapter 18 01 04 Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL) Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL) 1 A01 01 JB code 253451680 Néstor Singer Singer, Néstor Néstor Singer Universidad de Santiago de Chile 07 https://benjamins.com/catalog/persons/253451680 2 A01 01 JB code 297451681 Carlos Velozo Velozo, Carlos Carlos Velozo I.P. EATRI/Universidad de Santiago de Chile 07 https://benjamins.com/catalog/persons/297451681 3 A01 01 JB code 604451682 José Luis Poblete Poblete, José Luis José Luis Poblete Universidad de Santiago de Chile 07 https://benjamins.com/catalog/persons/604451682 01 eng 30 00

Translator training in Chile faces the challenge of developing the students’ linguistic competence and translator competence (TC). This chapter explores the use of Content and Language Integrated Learning (CLIL) as a means to thematically articulate a language and a translation course in an undergraduate translation program. Three CLIL-based thematic units are delivered in an English language course. The academic results of the fifteen students suggest an academic improvement in the translation course in comparison to previous cohorts. Nine of those participants and the translation lecturer engage in semi-structured interviews to explore their perceptions of the approach. The findings indicate that CLIL performs an enabling function in fostering the development of TC in the translation course.

01 01 JB code btl.161.index 06 10.1075/btl.161.index 287 291 5 Miscellaneous 19 01 04 Index Index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/btl.161 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20230601 C 2023 John Benjamins D 2023 John Benjamins 02 WORLD 13 15 9789027213648 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027252906 21 01 00 Unqualified price 02 99.00 EUR 01 00 Unqualified price 02 83.00 GBP GB 01 00 Unqualified price 02 149.00 USD