Incorporating translation and interpreting into the business language classroom

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Mellinger, C. D. (C. D. ). (2023). Incorporating translation and interpreting into the business language classroom. Global Business Languages. https://doi.org/doi:10.4079/gbl.v23.5
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Description

Faculty, This article presents a research-based proposal on how to integrate translation and interpreting into the business language classroom, focusing on both text-based and interactional approaches to language pedagogy in specialized domains. As a point of departure, the article first reviews the pedagogical possibilities of integrating translation and interpreting into the language classroom more generally. Then, the article specifically advocates for their integration in business language classrooms to support language learning outcomes while also developing what has been termed translation and interpreting literacy. Text-based and interactional approaches to pedagogy are suggested as potential ways the practice of translation and interpreting naturally dovetail with business language education. The article concludes with a call for additional research on these interlingual practices in business language studies to support domain-specific language learning that aligns with the professional realities encountered by students upon graduation.

Details
Title

Incorporating translation and interpreting into the business language classroom

Author(s)

Mellinger, Christopher D. (Christopher Davey)

UNC Charlotte Affiliate Type

Faculty

Extent

1 online resource

Date Created

2023

Genre

articles

Resource Type

text

Abstract

This article presents a research-based proposal on how to integrate translation and interpreting into the business language classroom, focusing on both text-based and interactional approaches to language pedagogy in specialized domains. As a point of departure, the article first reviews the pedagogical possibilities of integrating translation and interpreting into the language classroom more generally. Then, the article specifically advocates for their integration in business language classrooms to support language learning outcomes while also developing what has been termed translation and interpreting literacy. Text-based and interactional approaches to pedagogy are suggested as potential ways the practice of translation and interpreting naturally dovetail with business language education. The article concludes with a call for additional research on these interlingual practices in business language studies to support domain-specific language learning that aligns with the professional realities encountered by students upon graduation.

Subjects--Topics

Translating and interpreting
Teaching

Is Part Of

Global business languages

Language

English

Published Version (Please cite this version)

doi:10.4079/gbl.v23.5

Publisher's Version

https://doi.org/10.4079/gbl.v23.5

Permalink

http://hdl.handle.net/20.500.13093/work:1077

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