Chapter 8. The scaffolded language emergence approach in translation programs
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Donald C. Kiraly
Abstract
This chapter introduces the epistemological foundations of the Scaffolded Language Emergence (SLE) approach to promoting the emergence of additional languages in adults and suggests some ideas and techniques for its implementation in the classroom at university level. Developed over a period of some 20 years by Don Kiraly at the School of Translation, Linguistics and Cultural Studies (FTSK) of the University of Mainz, Germany, the SLE approach has been used successfully to introduce hundreds of translation students at that institution to one or more of 15 additional languages.
The authors have found this approach to be an innovative way to foster additional language acquisition in the context of translator training. They believe that adopting such an approach at an early stage of one’s translation study program can provide a fertile environment for adults to establish a basis in a foreign language. Its early adoption can also help adult language learners develop and rediscover their natural skills for learning a language by means of personalized, embodied and authentic learning activities.
Abstract
This chapter introduces the epistemological foundations of the Scaffolded Language Emergence (SLE) approach to promoting the emergence of additional languages in adults and suggests some ideas and techniques for its implementation in the classroom at university level. Developed over a period of some 20 years by Don Kiraly at the School of Translation, Linguistics and Cultural Studies (FTSK) of the University of Mainz, Germany, the SLE approach has been used successfully to introduce hundreds of translation students at that institution to one or more of 15 additional languages.
The authors have found this approach to be an innovative way to foster additional language acquisition in the context of translator training. They believe that adopting such an approach at an early stage of one’s translation study program can provide a fertile environment for adults to establish a basis in a foreign language. Its early adoption can also help adult language learners develop and rediscover their natural skills for learning a language by means of personalized, embodied and authentic learning activities.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of abbreviations viii
- Introduction 1
-
Part I. Theory-oriented approaches
- Chapter 1. Basic translation competence 12
- Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes 23
- Chapter 3. Foreign language teaching in translator and interpreter training 40
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Part II. Practice-oriented approaches
- Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency 54
- Chapter 5. Listening comprehension in translation and interpreting programs 76
- Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching 97
- Chapter 7. Redefining English language teaching in translator training through corpus-based tasks 112
- Chapter 8. The scaffolded language emergence approach in translation programs 138
- Chapter 9. Teaching contrastive legal grammar for translators 156
- Chapter 10. Task-based L2 skill development for TI trainees 177
- Chapter 11. Do translators need a different knowledge of their target language? 196
- Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence 215
- Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence 240
- Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL) 263
- Index 287
Chapters in this book
- Prelim pages i
- Table of contents v
- List of abbreviations viii
- Introduction 1
-
Part I. Theory-oriented approaches
- Chapter 1. Basic translation competence 12
- Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes 23
- Chapter 3. Foreign language teaching in translator and interpreter training 40
-
Part II. Practice-oriented approaches
- Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency 54
- Chapter 5. Listening comprehension in translation and interpreting programs 76
- Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching 97
- Chapter 7. Redefining English language teaching in translator training through corpus-based tasks 112
- Chapter 8. The scaffolded language emergence approach in translation programs 138
- Chapter 9. Teaching contrastive legal grammar for translators 156
- Chapter 10. Task-based L2 skill development for TI trainees 177
- Chapter 11. Do translators need a different knowledge of their target language? 196
- Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence 215
- Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence 240
- Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL) 263
- Index 287
