Current Practices in Translation and L2 Learning in Higher Education: Lessons Learned
Abstract
This paper examines current practices that embrace the union between foreign language (L2) teaching and translation in higher education (HE). The rejection of monolingualism and prescriptive principles in favour of bi-, multi-, or plurilingualism; a diversified interdisciplinarity; new sociocultural realities characterised by greater international mobility; different needs and challenges in foreign language teaching; and an openness of translation studies, are only some of the reasons why the link between both areas remains pertinent. However, while the advocacy of integrating the use of translation in language teaching seems to be gaining steady ground in the last decade, specific ways of introducing translation into the L2 curriculum are not always clear. This paper discusses issues related to the design and implementation of a module that would tackle L2 learning while serving as an exploratory course on translation within a degree in languages in HE. The discussion aims to add to the debate on practical issues by explaining the rationale of the module, as well as any difficulties prior to designing the module, and those encountered in the implementation phase.