Overview

The Routledge Guide to Teaching Foreign Languages for Translation and Interpreting is an essential resource for lecturers and course designers looking to develop a foreign language module within a translation and interpreting program. It is also valuable for students and practicing translators and interpreters who wish to expand their linguistic repertoire by adding an additional language. This practical guide initiates a dialogue between translation studies and foreign language teaching, highlighting the distinctive nature of this training compared to other foreign language teaching contexts. It explores key pedagogical aspects that enable language lecturers and course designers to align their teaching practices with the specific training needs of students in translation and interpreting programs. With a clear, practical approach, this volume aims to bridge the gap between theory and practice, addressing the lack of research and ready-made materials that can support lecturers in their teaching endeavors. It integrates the theoretical foundations of TILLT (Translation and Interpreting-oriented Language Learning and Teaching) with practical teaching guidelines and resources designed to help language lecturers connect their instruction to the development of translation competence.

Full Product Details

Author:   Enrique Cerezo Herrero
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.410kg
ISBN:  

9781041037316

ISBN 10:   1041037317
Pages:   210
Publication Date:   29 October 2025
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Not yet available  
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Table 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 autonomy 1.3. 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 meaning 3.1.2. A textual analysis framework for designing activities 3.1.3. Types of texts to be used 3.1.4. 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 resources 4.1.3. 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 modules 4.2.2. 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 TILLT 5.1.2. Teaching grammar 5.1.3. Sample grammar activities 5.2. Vocabulary 5.2.1. Vocabulary in TILLT 5.2.2. Teaching vocabulary 5.2.3. Sample vocabulary activity 5.3. Sociocultural knowledge 5.3.1. Sociocultural knowledge in TILLT 5.3.2. Teaching sociocultural content 5.3.3. Sample sociocultural activity References Conclusions C1. Main takeaways C2. Future research C3. Future practice C4. Final remarks

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Author Information

Enrique Cerezo Herrero is an Associate Professor in the Department of English and German Philology at the Universitat de València, Spain.

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