Translation and Interpreting Activities in ESL to Recharge Sociocultural Awareness in Students

Abstract

Teaching translation and interpreting techniques obviously contribute to the effective and efficient development of linguistic and communicative skills in students. At the same time, translation and interpreting exercises promote sociocultural critical thinking skills, since the language as a system of communication transfers and reflects cultural concepts and social realias. The ability to perceive and understand a text in a foreign language allows students to get internationalized, enrich and enlarge their mind and learn about diversity of the world. Any text either oral or written is culturally and socially affected, which makes the processes of translation and interpreting to be the mediation between cultures. Such a mediation demands situational immersion in “semiosphere” for unwrapping the meaning at different text levels. The one who translates and interprets becomes a mediator not only skilled to analyze a text semantically and pragmatically, but also able to de-/recontextualize it in contemporary conditions of constant sociocultural movements. To achieve the required competence in students we use the Communicative Act Model (CAM), which orients students within the translation and interpreting process while learning. The workshop focuses on developing CAM-based teaching materials for translation and interpreting activities and gives instructions for their wise and efficient usage in ESL classroom. The workshop traces and discusses the ways to increase students’ sociocultural awareness. The participants will be equipped with a set of techniques to empower cognitive flexibility, improve critical thinking skills and expand short-term memory in students.



Author Information
Iuliia Sazanovich, ITMO University, Russia
Inna Anokhina, ITMO University, Russia

Paper Information
Conference: ACL2020
Stream: Language and Culture

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