Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context

Abstract: Recent studies indicate that heritage language speakers have professional opportunities in translation and interpreting (e.g., Carreira, 2014a) because of their unique linguistic and cultural background. In addition, heritage language speakers’ unique background and previous expe...

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Autores principales:	Mellinger,Christopher D., Gasca-Jiménez,Laura
Lenguaje:	English
Publicado:	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje 2019
Materias:	Minority languages language brokers interpreting pedagogy language proficiency non-professional interpreting and translation
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342019000300950
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spelling	oai:scielo:S0718-093420190003009502019-11-15Challenges and opportunities for heritage language learners in interpreting courses in the U.S. contextMellinger,Christopher D.Gasca-Jiménez,Laura Minority languages language brokers interpreting pedagogy language proficiency non-professional interpreting and translation Abstract: Recent studies indicate that heritage language speakers have professional opportunities in translation and interpreting (e.g., Carreira, 2014a) because of their unique linguistic and cultural background. In addition, heritage language speakers’ unique background and previous experiences as language brokers or non-professional interpreters or translators have also been suggested as an advantage in the context of translation and interpreting pedagogy (e.g., Valdés, 2003). The field of interpreting pedagogy, initially modeled and taught by professionals in the field based on their experience, has favored a more research-based interpreting pedagogy that draws on empirically-grounded studies focusing on interpreting competence and instructional strategies (e.g., Colina & Angelelli, 2015a). Despite the recent growth in research-based pedagogy, there is limited reflection on the challenges and opportunities heritage language speakers face in interpreting courses. Research has shown that heritage language and second language speakers exhibit a number of differences that have a direct impact on heritage language education (e.g., Potowski & Lynch, 2014; Carreira, 2016b); however, these differences have not been fully explored in the context of interpreter education. The present article contributes to this gap and encourages further work in this area by investigating the underexplored relationships among language for specific purposes, heritage language education, and translation and interpreting. In doing so, this work aims to understand the role and profile of heritage language learners in interpreting courses and how existing skillsets may be better exploited to guide interpreter education. First, the literature on heritage language learners and education is reviewed in conjunction with interpreting pedagogy. Then, challenges and opportunities for this subpopulation of students are discussed while identifying potential avenues for additional investigation.info:eu-repo/semantics/openAccessPontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del LenguajeRevista signos v.52 n.101 20192019-12-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342019000300950en10.4067/S0718-09342019000300950
institution	Scielo Chile
collection	Scielo Chile
language	English
topic	Minority languages language brokers interpreting pedagogy language proficiency non-professional interpreting and translation
spellingShingle	Minority languages language brokers interpreting pedagogy language proficiency non-professional interpreting and translation Mellinger,Christopher D. Gasca-Jiménez,Laura Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context
description	Abstract: Recent studies indicate that heritage language speakers have professional opportunities in translation and interpreting (e.g., Carreira, 2014a) because of their unique linguistic and cultural background. In addition, heritage language speakers’ unique background and previous experiences as language brokers or non-professional interpreters or translators have also been suggested as an advantage in the context of translation and interpreting pedagogy (e.g., Valdés, 2003). The field of interpreting pedagogy, initially modeled and taught by professionals in the field based on their experience, has favored a more research-based interpreting pedagogy that draws on empirically-grounded studies focusing on interpreting competence and instructional strategies (e.g., Colina & Angelelli, 2015a). Despite the recent growth in research-based pedagogy, there is limited reflection on the challenges and opportunities heritage language speakers face in interpreting courses. Research has shown that heritage language and second language speakers exhibit a number of differences that have a direct impact on heritage language education (e.g., Potowski & Lynch, 2014; Carreira, 2016b); however, these differences have not been fully explored in the context of interpreter education. The present article contributes to this gap and encourages further work in this area by investigating the underexplored relationships among language for specific purposes, heritage language education, and translation and interpreting. In doing so, this work aims to understand the role and profile of heritage language learners in interpreting courses and how existing skillsets may be better exploited to guide interpreter education. First, the literature on heritage language learners and education is reviewed in conjunction with interpreting pedagogy. Then, challenges and opportunities for this subpopulation of students are discussed while identifying potential avenues for additional investigation.
author	Mellinger,Christopher D. Gasca-Jiménez,Laura
author_facet	Mellinger,Christopher D. Gasca-Jiménez,Laura
author_sort	Mellinger,Christopher D.
title	Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context
title_short	Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context
title_full	Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context
title_fullStr	Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context
title_full_unstemmed	Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context
title_sort	challenges and opportunities for heritage language learners in interpreting courses in the u.s. context
publisher	Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
publishDate	2019
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342019000300950
work_keys_str_mv	AT mellingerchristopherd challengesandopportunitiesforheritagelanguagelearnersininterpretingcoursesintheuscontext AT gascajimenezlaura challengesandopportunitiesforheritagelanguagelearnersininterpretingcoursesintheuscontext
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Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context

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