ISSN: 1579-9794
Hikma 24(1) (2025), 1 - 5
SEEL, OLAF IMMANUEL; ROISS, SILVIA AND ZIMMERMAN
GONZÁLEZ, PETRA (EDS.). INSTRUMENTALISING FOREIGN
LANGUAGE PEDAGOGY IN INTERPRETER AND TRANSLATOR
TRAINING: METHODS, GOALS AND PERSPECTIVES. AMSTERDAM,
JOHN BENJAMINS, 2023, 291 PP., ISBN 978-90-272-1364-8
After decades of estrangement, foreign language pedagogy and
translator training have reached the mature stage where mutual distrust has
given way to mutual enrichment. For some time now there have been
increasingly frequent calls for dialogue between these two fields. Building on
this emerging consensus, a number of recent publications (notably
Schmidhofer & Cerezo Herrero, 2021) have documented the history of
Translation and Interpreting-Oriented Language Learning and Teaching
(TILLT) and set out the key parameters on which to base practice. However,
what was missing to date was a primarily practice-focused volume that
showed those involved in teaching translation how to apply these theoretical
principles. The present volume comes to fill this gap and thus represents a
significant contribution to the field.
None of the contributors to this volume question the premise that
translator trainees have specific language learning needs that are not met by
general FLT approaches (several authors have argued this from the late 90s).
However, they all recognise the many fruitful ways in which FLT
methodologies can be incorporated and utilised in translator training contexts.
The ever evolving linguistic realities in today’s world mean that ‘general’
language learners may be called upon to perform translation tasks as part of
their daily personal or professional lives, while translators may find that pre-
and post-editing tasks (rather than translation proper) make up an increasing
portion of their workflows. Without neglecting the core skills, adopting a multi-
functional, multi-skilled approach to language pedagogy makes every sense,
especially in TILLT but also elsewhere.
The volume comprises fifteen chapters, including an introduction by the
editors. Contributions are divided into two sections: Part I, Theory-oriented
approaches (three chapters), and Part II, Practice-oriented approaches (ten
chapters); the overwhelmingly practical focus is therefore evident. Aside from
the two contributors based in Chile and South Africa, all other authors are
based in European higher education institutions with a good geographic
spread. Contributors have a proven record in their area of expertise and
include a number of leading experts in the field.
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The editors’ introduction traces the history of TILLT from linguistic to
competence-based and combined approaches. Indeed, the notion of
translation competence – and its sub-competencies – runs through the volume
as a guiding principle around which authors articulate their proposals. The
emphasis with which the editors wish to demarcate ‘translation’ from
‘mediation’ (as defined in the CERF Companion Volume 2020) merits mention
and underscores their conviction that translation training cannot be subsumed
into general language learning, not even in the plurilingual, more inclusive
version promoted by the CERF.
The first chapter in Part I, by Nord, argues that general language
classes, due to their focus on the four basic skills, fall short of the needs of
trainee translators, as they neglect an essential element, namely, the culture-
specific nature of communication. She therefore argues for a model that
integrates linguistic and intercultural competence. While it is hard to argue
against this, one wonders whether Nord may be basing her criticism on a
somewhat outdated view of FLT. For some time now, the field of FLT has been
incorporating intercultural and contrastive awareness to a greater extent that
Nord’s critique would lead one to understand (notably in the CEFR and in an
increasing number of textbooks).
In Chapter 2, Recio Ariza and Schmidhofer explore the benefits that
insights from cognitive linguistics can bring to language learners in translation
and interpreting programmes. They argue that enhanced awareness of the
learning process and the culture-bound nature of communication can promote
translation competence and learner autonomy. Of particular interest is the
reference to metaphorical language as a way to draw learners’ attention to the
cultural specificity of the language.
Part I closes with a chapter by Seidl, in which the author makes an
impassioned argument for the need to adapt language pedagogy to changing
realities, embrace a multimodal and multilingual approach, and integrate
concepts such as translanguaging with an emphasis on student agency. She
takes issue, in particular, with what some have called the myth of the native
speaker, which she sees as outdated and not fit for purpose in today’s
classrooms. While the notion of the native speaker as the goal of all language
learning is indeed problematic, it must be acknowledged that there is still work
to be done to determine what should replace it. The reality is that most
language learners still aspire to imitate what they understand as native
speaker competence.
The first chapter in Part II (Chapter 4), by Aguirre Fernández Bravo and
Guindal Pintado, discusses the value of free voluntary reading in enhancing
both linguistic and cultural knowledge in trainee interpreters, reporting on a
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study on learners’ perceptions of fluency and confidence in their L2 language.
Interestingly, the study focuses on translation into the L2 (or retour language),
reminding us that market conditions mean that, for many interpreters in many
parts of the world, interpreting into their B language is a practical necessity.
In Chapter 5, Cerezo Herrero offers a highly stimulating and useful
catalogue of nine listening comprehension activities for interpreter training. In
my view, these activities would also be highly productive in a general language
class and would bring much welcome innovation as a replacement for the
traditional (and rather limiting) listening comprehension exercises.
The usefulness of various strands of audiovisual translation for
language learning has long been recognised; indeed, this has been one of the
most productive areas of exchange between FLT and translation training to
date. Chapter 6 presents an interesting proposal by Ornia et al., focusing on
subtitling creation and alignment in TILLT.
The language teacher, not just those working in translator training, will
find much inspiration in Fois’s rich catalogue of corpus-based reading
comprehension activities in Chapter 7, targeting relevant topics such as
modality, passive construction frequency, semantic prosody, and language
variation, among others. Fois takes issue with the monolingual dogma in FLT
– widely questioned now, but persistent in many quarters – that the student’s
L1 must be banned from the classroom, advocating a plurilingual/pluricultural
approach. As in Chapter 4, the author points to the need for translator training
to reflect the growing market demand for translation into the L2.
In contrast to Fois’s stance, in chapter 8 Kiraly and Gómez Hernández
espouse a decidedly monolingual, action-oriented approach to the teaching of
emergent additional languages, which they have been applying successfully
in their institution for many years. This methodology eschews explicit
metalinguistic instruction in favour of creating an immersive experience for the
student, with strict adherence to L2-only use in the classroom and an
emphasis on creativity and collaboration. As the authors point out, learners
who are not translator trainees could also benefit from this outside-the-box
approach.
In Chapter 9, Klabal focuses on the teaching of reading comprehension
and written production to develop legal translation competence from a socio-
constructivist approach. The chapter includes a catalogue of useful activities
that can be applied to elements that are often sidelined in general language
classes, namely contrastive awareness of the features of legal language in
English and Czech, such as the use of the subjective, the distinction between
restrictive and non-restrictive relative clauses, and the expression of modality.
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Martín García and Pérez Fernández (Chapter 10) apply the task-based
approach as formulated in FLT to the development of translation expertise.
Departing from a social-constructivist approach and always considering
industry needs, they outline a stimulating portfolio of task-based activities with
an emphasis on collaboration and peer-review and assessment, mirroring
real-world tasks such as proofreading and editing. Once again, language
teachers in any setting will find many productive ideas here.
In Chapter 11, Schulte reports on a long-term study examining linguistic
interference in English translations by L1 Spanish speakers; once again, the
market reality of L2 translation is stated here. Based on his conclusions, the
author argues that communicative teaching methods should be supplemented
with translation-specific activities, notably those enhancing contrastive
awareness. Again, language teachers everywhere would find Schulte’s
insights on the teaching of word order, punctuation, and text-genre
conventions highly relevant.
Chapter 12, by Seel, departs from the conviction that FLT has much to
offer TILLT, and discusses the development of written production for
translation trainees. The author combines constructivism, creativity theory,
text linguistics, and skopos theory to devise a range of stimulating activities to
help develop both language and translation competence.
In Chapter 13, Siever and Wehberg report on an empirical study which
again departs from an action-oriented, social-constructivist approach and
uses tasks aimed at enhancing both written and oral production as well as
audiovisual comprehension. This chapter stands out in that one of the authors’
declared objectives is to establish whether methods applied in translation
classes can prove productive in FLT (other chapters focus on applying FLT to
TILLT). The following statement is worth quoting, as it provides a rationale for
the whole volume: “While frequently treated as separate components in
education, foreign language competence (taught in language courses) and
translation competence (taught in translation courses) are today inseparable
elements in the professional activities of translators and other language-heavy
professions. Therefore, it seems only logical to also connect and integrate
these areas more strongly within higher education” (p. 241). This is consistent
with one of the departing premises of the study presented here, namely, that
language competence and translation competence develop more effectively
when taught in an integrated manner.
In the final chapter Singer, Velozo, and Poblete present research on the
use of Content and Language Integrated Learning (CLIL). The results of the
experiment they carried out in the undergraduate programme at their
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institution in Chile showed that CLIL boosted learners’ language competence
as it helped them develop their translation competence.
Overall, the chapters in this volume showcase a rich, inspiring, and
multifaceted array of approaches for the application of FLT practices and
methodologies to TILLT. Most of the examples of class activities offered in this
volume reflect a social-constructivist, student-centred pedagogy that
considers the needs of translation trainees and language learners in the 21st
century. While few contributors allude explicitly to exchange in the opposite
direction (namely, from TILLT to FLT), the vast majority of the pedagogical
proposals presented here would be highly relevant and productive in the FLT
classroom. In its recognition of the potential for mutual enhancement and its
theory-informed, yet decidedly practical approach, this volume represents a
highly valuable and innovative contribution to the field of both translator
training and language pedagogy. Professionals in both fields would do well to
familiarise themselves with and try out some of its proposals.
REFERENCES
Council of Europe (2020). Common European Framework of Reference for
Languages: Learning, Teaching, and Assessment – Companion
Volume. Strasbourg: Council of Europe Publishing.
Schmidhofer, A., and Cerezo Herrero, E. (eds.) (2021). Foreign Language
Training in Translation and Interpreting Programmes. Berlin: Peter
Lang.
[ÁNGELES CARRERES]
