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Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context

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Mellinger, C. D. (C. D. ), & Gasca-Jiménez, L. (2019). Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context. Revista Signos : Estudios De Linguistica. https://doi.org/10.4067/S0718-9342019000300950
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Description

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.

Details
Title

Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context

Author(s)

Mellinger, Christopher D. (Christopher Davey)
Gasca-Jiménez, Laura

Publisher

Pontificia Universidad Católica de Valparaíso

Extent

1 online resource

Date Published

2019

Material Type

Journal article

Genre

articles

Resource Type

text

Abstract

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.

Subjects--Topics

Language and languages
Translating and interpreting
Heritage language speakers

Is Part Of

Revista signos : estudios de linguistica

Volume

52

Issue

101

ISSN

0718-0934

Beginning Page Number

950

Ending Page Number

974

Language

English

Published Version (Please cite this version)

10.4067/S0718-9342019000300950

Publisher's Version

http://www.revistasignos.cl/index.php/signos/article/view/396

Permalink

http://hdl.handle.net/20.500.13093/work:60

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