Incorporating Translation and Interpreting into the Business Language Classroom

Abstract

This article presents a research-based proposal on how to integrate translation and interpreting into the business language classroom, focusing on both text-based and interactional approaches to language pedagogy in specialized domains. As a point of departure, the article first reviews the pedagogical possibilities of integrating translation and interpreting into the language classroom more generally. Then, the article specifically advocates for their integration in business language classrooms to support language learning outcomes while also developing what has been termed translation and interpreting literacy. Text-based and interactional approaches to pedagogy are suggested as potential ways the practice of translation and interpreting naturally dovetail with business language education. The article concludes with a call for additional research on these interlingual practices in business language studies to support domain-specific language learning that aligns with the professional realities encountered by students upon graduation.