Proposal for a ‘translanguaging space’ in interpreting studies

Abstract

There is a growing body of academic research that suggests that we are living in an increasingly superdiverse society, where multi-ethnic, multicultural and multilingual peoples cohabit on a daily basis. Superdiversity challenges any nation state’s ideological claim of being representative of only one culture and one language, and indeed, in relation to the latter, highlights the increasing phenomenon of translanguaging, both in the wider world of social interactions and in the classroom. In this context, it is argued here that interpreter training needs to respond to superdiversity and translanguaging, as future interpreters are part of the same social world, and will undoubtedly encounter translanguaging in their future professional life. In superdiverse and translanguaging societies, source and target languages are no longer a one-to-one linguistic and cultural translation, but a far more fluid, dynamic and multiple interchange of repertoires and resources that people access in multi-varied and multi-functional ways. In this increasingly complex scenario, languages are not seen as bounded entities, but rather as fluid and interchangeable in the situated moment, and this, it is argued, needs to be reflected in pedagogy. Moreover, translanguaging (between bi/multilinguals) has been shown to promote greater cognitive development when tackling complex issues and rationalising processes. Also, translanguaging aids social and professional identity work, as interpreter students develop their understandings of the role their future interpreter life can and need to play in their career. Drawing on my own research and the observations made on the present and future needs of interpreting studies, a ‘translanguaging space’ (Li Wei 2011) is proposed for curriculum design in interpreter training.

The Perceptions of the Use of Translanguaging as a Form of Oral Feedback in Indonesian Tertiary English Language Teaching Context

“…Carstens (2016) also remarked that the most notable effect of translanguaging for students was their cognitive development. In accordance with this, translanguaging can aid in bridging the students' L1 and L2 languages, enabling more beneficial language learning experiences (Runcieman, 2021;Torpsten, 2018).…”

The challenges posed to Community/Public-service Interpreting by the introduction of ‘Plurilingual Mediation’ in the new Companion Volume to the Common European Framework for Languages

“…If translanguaging is so pervasive in post-modern societies, as the above research strongly implies, it would appear to pose a potentially significant challenge to professional interpreting (and/or informal mediation), as to date this has followed a monolingual, bridging approach, i.e. Language A to Language B (see Runcieman, 2021). Indeed, the impact of translanguaging on community/public-service interpreting is beginning to emerge, notably in the legal field (Angermeyer 2015;Baynham & Hanušová, 2018;Runcieman, 2022).…”

“…More recently moreover, the focus has begun to shift towards interpreting. Runcieman (2021), has proposed adapting González-Davies' research into interpreting curricula. Research into plurilingualism and translanguaging practices in the field of conference interpreting has also begun to emerge.…”

“…In an attempt to initiate a conversation about how the new CV might approach a more complicated scenario to a LA-LB divide, and a consequently more fluid and translanguaging approach to interpreting and/or mediating generally, we can turn to recent research. For example, Runcieman's (2021) proposal to introduce a 'translanguaging space' in interpreting studies' curriculum where trainee interpreters/mediators draw on more multiple plurilingual competencies based on their specific demographics, as well as their (super) diverse social and cultural worlds. Also, proposing situations where more complex socio-cultural and socio-economic dimensions might heavily impact the form that mediation takes.…”

Momentary engagement in simultaneous versus consecutive interpreting: through the lens of translanguaging and CDST

“…Meanwhile, in applied linguistics and language education, the past two decades have witnessed the emergence of the practical theory of translanguaging (Li, 2011(Li, , 2018(Li, , 2022, making its foray into a broad range of human cognition and communication domains that are characterized by superdiverse, multilingual, multicultural, and multisemiotic social contexts, including translation and interpreting practice (Baynham and Lee, 2019;Runcieman, 2021).…”