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 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.

Gaze and eye movement in dialogue interpreting: An eye-tracking study

“…Dialogue interpreters are often late L2 learners of one of their working languages, without a background in language studies. In many countries they are so-called heritage language speakers, meaning they grew up speaking the allophone language at home (Mellinger & Gasca-Jimenéz, 2019). They are often part of the immigrant population of the country in question.…”

Analysis of speech rhythm and heart rate as indicators of stress on student interpreters

“…Results also point to the relevance of foreign language skills in liaison interpreting, suggesting that students may find greater difficulty to control stress effects when interpreting into their L2. Demands may be even greater for speakers with unique skillsets or profiles (see, for instance, Mellinger & Gasca Jiménez's (2019) work on heritage language speakers) or in health care contexts of the type used in this study, where emotion is likely to add to performance-related stress. Further studies should be carried out to determine the specific weight of language competence and other attitude and affective variables.…”

Heritage Module within Legal Translation and Interpreting Studies: Didactic Contribution to University Students’ Sustainable Education

“…The issues of translation and interpreting regarding the heritage language follow the above trends. Scholars explore bilingual youngsters' perceptions of their role as family interpreters [38], consider the special pedagogy for such non-professional interpreters [39], and analyze challenges and opportunities for heritage language learners in interpreting courses in different countries [40]. Special emphasis is laid on ethical heritage interpretation in Indigenous contexts where the interpreter often acts as a researcher [41].…”