What is it about?
This article explores the use of liaison interpreting activities within an English as a Foreign Language (EFL) classroom, moving beyond old prejudices against translation in language teaching. The aim is to investigate how liaison interpreting works with a group of fourth-year English Philology students at the University of Oviedo. The results are positive, considering factors such as the importance of the student's first language, the range of translation-communication strategies produced, and the intercultural dimension present in every translation context. It concludes by advocating for the inclusion of these kinds of activities in the L2 classroom.
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Why is it important?
This research provides empirical evidence supporting the use of liaison interpreting in language education. By highlighting the benefits for EFL learners, it contributes to the growing recognition of translation as a valuable tool for developing communicative competence, intercultural awareness, and strategic language use.
Perspectives
This article offers compelling evidence and practical insights for integrating liaison interpreting into the classroom. It emphasises the potential of translation to enhance students' strategic communication skills and intercultural sensitivity, making it a valuable resource for educators seeking to create more engaging and effective language learning experiences.
Dr José Igor Prieto-Arranz
University of the Balearic Islands
Read the Original
This page is a summary of: Liaison interpreting in the ELF classroom: a case study, Revista Alicantina de Estudios Ingleses, November 2002, Publicaciones Universidad de Alicante,
DOI: 10.14198/raei.2002.15.14.
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