Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context
| Autor: | Christopher D. Mellinger, Laura Gasca-Jiménez |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
non-professional interpreting and translation
Linguistics and Language Minority languages Literature and Literary Theory 05 social sciences 050801 communication & media studies computer.software_genre 050105 experimental psychology Language and Linguistics language brokers Cultural background language proficiency 0508 media and communications Second language interpreting pedagogy Heritage language Pedagogy 0501 psychology and cognitive sciences Language for specific purposes Language proficiency Field based Sociology Competence (human resources) computer Interpreter |
| Zdroj: | Revista signos v.52 n.101 2019 SciELO Chile CONICYT Chile instacron:CONICYT |
| ISSN: | 0718-0934 |
| DOI: | 10.4067/s0718-09342019000300950 |
| Popis: | Recent studies indicate that heritage language speakers have professional opportunities in translation and interpreting (e.g., Carreira, 2014a) because of their unique linguistic and cultural background. In addition, heritage language speakers’ unique background and previous experiences as language brokers or non-professional interpreters or translators have also been suggested as an advantage in the context of translation and interpreting pedagogy (e.g., Valdés, 2003). The field of interpreting pedagogy, initially modeled and taught by professionals in the field based on their experience, has favored a more research-based interpreting pedagogy that draws on empirically-grounded studies focusing on interpreting competence and instructional strategies (e.g., Colina & Angelelli, 2015a). Despite the recent growth in research-based pedagogy, there is limited reflection on the challenges and opportunities heritage language speakers face in interpreting courses. Research has shown that heritage language and second language speakers exhibit a number of differences that have a direct impact on heritage language education (e.g., Potowski & Lynch, 2014; Carreira, 2016b); however, these differences have not been fully explored in the context of interpreter education. The present article contributes to this gap and encourages further work in this area by investigating the underexplored relationships among language for specific purposes, heritage language education, and translation and interpreting. In doing so, this work aims to understand the role and profile of heritage language learners in interpreting courses and how existing skillsets may be better exploited to guide interpreter education. First, the literature on heritage language learners and education is reviewed in conjunction with interpreting pedagogy. Then, challenges and opportunities for this subpopulation of students are discussed while identifying potential avenues for additional investigation. |
| Databáze: | OpenAIRE |
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