Home Linguistics & Semiotics Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL)
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL)

  • Néstor Singer , Carlos Velozo and José Luis Poblete
View more publications by John Benjamins Publishing Company
To Publisher Page
Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training
This chapter is in the book Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training

Abstract

Translator training in Chile faces the challenge of developing the students’ linguistic competence and translator competence (TC). This chapter explores the use of Content and Language Integrated Learning (CLIL) as a means to thematically articulate a language and a translation course in an undergraduate translation program. Three CLIL-based thematic units are delivered in an English language course. The academic results of the fifteen students suggest an academic improvement in the translation course in comparison to previous cohorts. Nine of those participants and the translation lecturer engage in semi-structured interviews to explore their perceptions of the approach. The findings indicate that CLIL performs an enabling function in fostering the development of TC in the translation course.

Abstract

Translator training in Chile faces the challenge of developing the students’ linguistic competence and translator competence (TC). This chapter explores the use of Content and Language Integrated Learning (CLIL) as a means to thematically articulate a language and a translation course in an undergraduate translation program. Three CLIL-based thematic units are delivered in an English language course. The academic results of the fifteen students suggest an academic improvement in the translation course in comparison to previous cohorts. Nine of those participants and the translation lecturer engage in semi-structured interviews to explore their perceptions of the approach. The findings indicate that CLIL performs an enabling function in fostering the development of TC in the translation course.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of abbreviations viii
  4. Introduction 1
  5. Part I. Theory-oriented approaches
  6. Chapter 1. Basic translation competence 12
  7. Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes 23
  8. Chapter 3. Foreign language teaching in translator and interpreter training 40
  9. Part II. Practice-oriented approaches
  10. Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency 54
  11. Chapter 5. Listening comprehension in translation and interpreting programs 76
  12. Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching 97
  13. Chapter 7. Redefining English language teaching in translator training through corpus-based tasks 112
  14. Chapter 8. The scaffolded language emergence approach in translation programs 138
  15. Chapter 9. Teaching contrastive legal grammar for translators 156
  16. Chapter 10. Task-based L2 skill development for TI trainees 177
  17. Chapter 11. Do translators need a different knowledge of their target language? 196
  18. Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence 215
  19. Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence 240
  20. Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL) 263
  21. Index 287
https://doi.org/10.1075/btl.161.14sin

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of abbreviations viii
  4. Introduction 1
  5. Part I. Theory-oriented approaches
  6. Chapter 1. Basic translation competence 12
  7. Chapter 2. Advantages of cognitive linguistics in the teaching and learning of foreign languages in TI programmes 23
  8. Chapter 3. Foreign language teaching in translator and interpreter training 40
  9. Part II. Practice-oriented approaches
  10. Chapter 4. Free voluntary reading as a language and knowledge enhancement tool and its impact on interpreting students’ self-perceived B language fluency 54
  11. Chapter 5. Listening comprehension in translation and interpreting programs 76
  12. Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching 97
  13. Chapter 7. Redefining English language teaching in translator training through corpus-based tasks 112
  14. Chapter 8. The scaffolded language emergence approach in translation programs 138
  15. Chapter 9. Teaching contrastive legal grammar for translators 156
  16. Chapter 10. Task-based L2 skill development for TI trainees 177
  17. Chapter 11. Do translators need a different knowledge of their target language? 196
  18. Chapter 12. Foreign language acquisition writing exercises fostering translation trainees’ language and translation competence 215
  19. Chapter 13. Using action-oriented methods in foreign language classes to enhance translation competence 240
  20. Chapter 14. Developing translation sub-competences by implementing Content and Language Integrated Learning (CLIL) 263
  21. Index 287
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2025 De Gruyter Brill
Downloaded on 25.10.2025 from https://www.degruyterbrill.com/document/doi/10.1075/btl.161.14sin/html
Scroll to top button