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The
Routledge Guide to Teaching Foreign Languages for Translation and Interpreting supports lecturers, course designers, and students. It links language teaching with translation studies, offering practical tools and methods tailored to the specific needs of translation and interpreting training.
List of contents
Introduction
I1. The need for a volume on translation-oriented language training
I2. Main objectives and themes
I3. Scope and aims
I4. Structure
I5. Copyright considerations
1. Framing Translation and Interpreting-oriented Language Learning and Teaching (TILLT)
1.1. Delineating TILLT
1.1.1. General languages vs. Languages for translation purposes 1.1.2. Customizing the training process 1.2. Principal teaching tenets
1.2.1. Contrastive approach 1.2.2. Teaching materials 1.2.3. Learning autonomy1.3. Concluding remarks
References
2. Building an effective TILLT module
2.1. Needs analysis
2.2. Type of curriculum and syllabus
2.3. Learning objectives
2.4. Language proficiency levels
2.5. Matching proficiency levels with cognitive skills
2.6. Scaffolding the learning process
2.7. Profiling the lecturer
2.8. Concluding remarks
References
3. Comprehension skills
3.1. Reading comprehension
3.1.1. Targeting the source text as a holistic unit of meaning3.1.2. A textual analysis framework for designing activities3.1.3. Types of texts to be used3.1.4. Organizing a reading session 3.1.5. Assessing reading 3.1.6. Sample reading lesson 3.2. Listening comprehension
3.2.1. Listening comprehension as an active skill 3.2.2. Listening comprehension as a complex cognitive activity 3.2.3. The problem with conventional listening activities 3.2.4. Designing listening comprehension activities 3.2.5. Organizing a listening session 3.2.6. Assessing listening 3.2.7. Sample listening lesson 3.3. Concluding remarks
References
4. Production skills
4.1. Written expression
4.1.1. Inverse translation as a goal 4.1.2. Mediation tasks as teaching resources4.1.3. The written expression process 4.1.4. A model for teaching writing 4.1.5. Organizing a writing session 4.1.6. Assessing writing 4.1.7. Sample writing lesson 4.2. Oral expression
4.2.1. Speaking in TILLT modules4.2.2. Types of speaking activities 4.2.3. How to organize a speaking session 4.2.4. Assessing speaking 4.2.5. Sample speaking lesson 4.3. Closing remarks
References
5. Grammar, vocabulary and sociocultural knowledge
5.1. Grammar
5.1.1. Grammar in TILLT5.1.2. Teaching grammar5.1.3. Sample grammar activities5.2. Vocabulary
5.2.1. Vocabulary in TILLT5.2.2. Teaching vocabulary5.2.3. Sample vocabulary activity5.3. Sociocultural knowledge
5.3.1. Sociocultural knowledge in TILLT5.3.2. Teaching sociocultural content5.3.3. Sample sociocultural activityReferences
Conclusions
C1. Main takeaways
C2. Future research
C3. Future practice
C4. Final remarks
About the author
Enrique Cerezo Herrero is an Associate Professor in the Department of English and German Philology at the Universitat de València, Spain.
