1887
image of Language proficiency in translation and interpreting programs
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This article examines the relationship between language proficiency and translation and interpreting (T&I) education in U.S. programs, focusing on language preparedness and development. This mixed-methods study investigates course prerequisites, proficiency requirements, and perceptions of administrators and instructors regarding students’ expected versus observed proficiency levels. Findings reveal a mismatch between expected and average proficiency when entering a program, with both groups acknowledging that T&I courses contribute to students’ language development but noting that current program practices often fail to align students’ actual proficiency with their needs. At the graduate level, instructors criticize proficiency requirements, and some administrators continue to view translator training as distinct from language teaching, reflecting issues related to program identity and adherence to professional norms. The study highlights a lack of articulation between prerequisite courses and introductory T&I courses, with misaligned proficiency guidelines and unrealistic expectations. The article concludes with recommendations for improving T&I program design.

Loading

Article metrics loading...

/content/journals/10.1075/tis.24139.cil
2025-11-17
2025-12-04
Loading full text...

Full text loading...

References

  1. Adab, Beverly
    2000 “Evaluating translation competence.” InDeveloping Translation Competence, ed. byChristina Schäffner and Beverly Adab, –. Amsterdam: John Benjamins. 10.1075/btl.38.20ada
    https://doi.org/10.1075/btl.38.20ada [Google Scholar]
  2. Angelelli, Claudia V., and Christian Degueldre
    2002 “Bridging the gap between language for general purposes and language for work: An intensive superior-level language/skill course for teachers, translators, and interpreters.” InDeveloping Language Proficiency at the Professional Level, ed. byBetty Lou Leaver and Boris Shekhtman, –. Cambridge: Cambridge University Press. 10.1017/CBO9780511606465.005
    https://doi.org/10.1017/CBO9780511606465.005 [Google Scholar]
  3. Barrette, Catherine M., and Kate Paesani
    eds. 2005Language Program Articulation: Developing a Theoretical Foundation. Boston: Heinle and Heinle.
    [Google Scholar]
  4. Beaudrie, Sara M., and Cynthia Ducar
    2012 “Language placement and beyond: Guidelines for the design and implementation of a computerized Spanish heritage language exam.” Heritage Language Journal(): –. 10.46538/hlj.9.1.5
    https://doi.org/10.46538/hlj.9.1.5 [Google Scholar]
  5. Biggs, John
    2014 “Constructive alignment in university teaching.” HERDSA Review of Higher Education: –.
    [Google Scholar]
  6. Bowen, David
    1989 “Pendulum swings in language teaching and translation.” InTranslator and Interpreter Training and Foreign Language Pedagogy, ed. byPeter W. Krawutschke, –. Amsterdam: John Benjamins. 10.1075/ata.iii.04bow
    https://doi.org/10.1075/ata.iii.04bow [Google Scholar]
  7. Bowen, Margareta
    1989 “Language learning before translator/interpreter training.” InTranslator and Interpreter Training and Foreign Language Pedagogy, ed. byPeter W. Krawutschke, –. Amsterdam: John Benjamins. 10.1075/ata.iii.06bow
    https://doi.org/10.1075/ata.iii.06bow [Google Scholar]
  8. Campbell, Stuart
    1998Translation into the Second Language. London: Routledge.
    [Google Scholar]
  9. Cao, Deborah
    1996 “Towards a model of translation proficiency.” Target(): –. 10.1075/target.8.2.07cao
    https://doi.org/10.1075/target.8.2.07cao [Google Scholar]
  10. Carreira, María
    2014 “Professional opportunities for heritage language speakers.” InHandbook of Heritage, Community, and Native American Languages in the United States, ed. byTerrence G. Wiley, , –. London: Routledge. 10.4324/9780203122419.ch7
    https://doi.org/10.4324/9780203122419.ch7 [Google Scholar]
  11. Carreres, Ángeles
    2014 “Translation as a means and as an end: Reassessing the divide.” The Interpreter and Translator Trainer(): –. 10.1080/1750399X.2014.908561
    https://doi.org/10.1080/1750399X.2014.908561 [Google Scholar]
  12. CEA Standards for English Language Programs and Institutions
    CEA Standards for English Language Programs and Institutions 2019 Retrieved fromhttps://cea-accredit.org/about-cea/standards
  13. Cerezo Herrero, Enrique
    2025The Routledge Guide to Teaching Foreign Languages for Translation and Interpreting. London: Routledge. 10.4324/9781003625087
    https://doi.org/10.4324/9781003625087 [Google Scholar]
  14. Ciller, Julio, and Ramsés Ortín
    2020 “Evaluación de programas de lengua: Perspectivas profesionales e investigadoras.” Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages(): –. 10.17345/rile12.2759
    https://doi.org/10.17345/rile12.2759 [Google Scholar]
  15. Colina, Sonia
    2002 “Second language acquisition, language teaching and translation studies.” The Translator(): –. 10.1080/13556509.2002.10799114
    https://doi.org/10.1080/13556509.2002.10799114 [Google Scholar]
  16. 2003 “Towards an empirically-based translation pedagogy.” InBeyond the Ivory Tower: Rethinking Translation Pedagogy, ed. byBrian James Baer and Geoffrey S. Koby, –. Amsterdam: John Benjamins. 10.1075/ata.xii.04col
    https://doi.org/10.1075/ata.xii.04col [Google Scholar]
  17. 2006 “Spanish second language acquisition: Applications to the teaching of professional translation (and interpretation).” InThe Art of Teaching Spanish: Second Language Acquisition from Research to Praxis, ed. byRafael Salaberry and Barbara A. Lafford, –. Washington, DC: Georgetown University Press.
    [Google Scholar]
  18. 2015Fundamentals of Translation. Cambridge: Cambridge University Press. 10.1017/CBO9781139548854
    https://doi.org/10.1017/CBO9781139548854 [Google Scholar]
  19. 2024 “Incorporating translation in the language classroom: Roles, activities and curricular integration.” Lecture, Center for Translation and Global Literacy, University of Iowa, June 5–9.
    [Google Scholar]
  20. Colina, Sonia, and Claudia V. Angelelli
    2015a “T&I pedagogy in dialogue with other disciplines.” Translation and Interpreting Studies(): –. 10.1075/tis.10.1.01ang
    https://doi.org/10.1075/tis.10.1.01ang [Google Scholar]
  21. 2015b “Translation and interpreting pedagogy.” InResearching Translation and Interpreting, ed. byClaudia V. Angelelli and Brian James Baer, –. London: Routledge.
    [Google Scholar]
  22. Colina, Sonia, and Barbara A. Lafford
    2017 “Translation in Spanish language teaching: The integration of a “fifth skill” in the second language curriculum.” Journal of Spanish Language Teaching(): –. 10.1080/23247797.2017.1407127
    https://doi.org/10.1080/23247797.2017.1407127 [Google Scholar]
  23. Colina, Sonia, and Claudia V. Angelelli
    2024 “Historical perspectives on the learning and teaching of translation and interpreting.” InThe Routledge Handbook of the History of Translation Studies, ed. byAnne Lange, Daniele Monticelli and Christopher Rundle, –. London: Routledge. 10.4324/9781032690056‑23
    https://doi.org/10.4324/9781032690056-23 [Google Scholar]
  24. Corbin, Juliet, and Anselm Strauss
    2015Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: SAGE Publications.
    [Google Scholar]
  25. Davis, John McE., and Todd H. McKay
    2018A Guide to Useful Evaluation of Language Programs. Washington, DC: Georgetown University Press. 10.2307/j.ctvvngs5
    https://doi.org/10.2307/j.ctvvngs5 [Google Scholar]
  26. Díaz-Galaz, Stephanie, and Elizabeth A. Winston
    2025 “Interpreter, training, and education.” InThe Routledge Handbook of Interpreting and Cognition, ed. byChristopher D. Mellinger, –. London: Routledge. 10.4324/9780429297533‑30
    https://doi.org/10.4324/9780429297533-30 [Google Scholar]
  27. Dollerup, Cay
    1994 “Systematic feedback in teaching translation.” InTeaching Translation and Interpreting 2, ed. byCay Dollerup and Annette Lindegaard, –. Amsterdam: John Benjamins. 10.1075/btl.5.19dol
    https://doi.org/10.1075/btl.5.19dol [Google Scholar]
  28. Ecke, Peter, and Alexander Ganz
    2016 “Student analytics and the longitudinal evaluation of language programs.” InIssues in Language Program Direction: Innovation and Accountability in Language Program Evaluation, ed. byJohn Norris and Nicole Mills, –. Boston: Cengage Learning.
    [Google Scholar]
  29. Ferreira, Aline, and John W. Schwieter
    2025 “Interpreting and language comprehension.” InThe Routledge Handbook of Interpreting and Cognition, ed. byChristopher D. Mellinger, –. London: Routledge. 10.4324/9780429297533‑17
    https://doi.org/10.4324/9780429297533-17 [Google Scholar]
  30. Gasca Jiménez, Laura
    2021Traducción, Competencia Plurilingüe y Español como Lengua de Herencia. New York: Routledge. 10.4324/9781003081494
    https://doi.org/10.4324/9781003081494 [Google Scholar]
  31. Gironzetti, Elisa, and Flavia Belpoliti
    2018 “Investigación y pedagogía en la enseñanza del español como lengua de herencia (ELH): una metasíntesis cualitativa.” Journal of Spanish Language Teaching(): –. 10.1080/23247797.2018.1469854
    https://doi.org/10.1080/23247797.2018.1469854 [Google Scholar]
  32. Hagemann, Susanne
    2019 “Directionality in translation and revision teaching: A case study of an A–teacher working with B–A students.” The Interpreter and Translator Trainer(): –. 10.1080/1750399X.2018.1540742
    https://doi.org/10.1080/1750399X.2018.1540742 [Google Scholar]
  33. Hague, Daryl, Alan Melby, and Wang Zheng
    2011 “Surveying translation quality assessment: A specification approach.” The Interpreter and Translator Trainer(): –. 10.1080/13556509.2011.10798820
    https://doi.org/10.1080/13556509.2011.10798820 [Google Scholar]
  34. Hubert, Michael D.
    2017 “Teaching translation to foreign-language majors.” InTeaching Translation: Programs, Courses, Pedagogies, ed. byLawrence Venuti, –. New York: Routledge. 10.4324/9781315623139‑7
    https://doi.org/10.4324/9781315623139-7 [Google Scholar]
  35. Jourdenais, Renée
    2025 “Interpreting and second language acquisition.” InThe Routledge Handbook of Interpreting and Cognition, ed. byChristopher D. Mellinger, –. London: Routledge. 10.4324/9780429297533‑9
    https://doi.org/10.4324/9780429297533-9 [Google Scholar]
  36. Kern, Richard
    2000Literacy and Language Teaching. Oxford: Oxford University Press.
    [Google Scholar]
  37. Klee, Carol, Charlotte Melin, and Dan Soneson
    2014 “From frameworks to oversight: Components to improving foreign language program efficacy.” InIssues in Language Program Direction: Innovation and Accountability in Language Program Evaluation, ed. byJohn Norris and Nicole Mills, –. Boston: Cengage Learning.
    [Google Scholar]
  38. Kramsch, Claire, and Anne Whiteside
    2008 “Language ecology in multilingual settings: Towards a theory of symbolic competence.” Applied Linguistics(): –. 10.1093/applin/amn022
    https://doi.org/10.1093/applin/amn022 [Google Scholar]
  39. Labrum, Marian
    1991 “What everyone should know about translation.” ATA Chronicle(): –.
    [Google Scholar]
  40. Lacorte, Manel
    2017 “Spanish and Portuguese programs in higher education institutions in the United States: Perspectives and possibilities.” Hispania(): –. 10.1353/hpn.2018.0046
    https://doi.org/10.1353/hpn.2018.0046 [Google Scholar]
  41. Lacorte, Manel, and Jesús Suárez García
    2014 “La enseñanza del español en los Estados Unidos: Panorama actual y perspectivas de futuro.” Journal of Spanish Language Teaching(): –. 10.1080/23247797.2014.970358
    https://doi.org/10.1080/23247797.2014.970358 [Google Scholar]
  42. Lange, Dale L.
    1988 “Articulation: A resolvable problem?” InShaping the Future of Foreign Language Education: FLES, Articulation and Proficiency, ed. byJohn F. Lalande II, –. Lincolnwood, IL: National Textbook Co.
    [Google Scholar]
  43. Li, Defeng
    2001 “Language teaching in translator training.” Babel(): –. 10.1075/babel.47.4.05li
    https://doi.org/10.1075/babel.47.4.05li [Google Scholar]
  44. 2007 “Translation curriculum and pedagogy: Views of administrators of translation services.” Target(): –. 10.1075/target.19.1.07li
    https://doi.org/10.1075/target.19.1.07li [Google Scholar]
  45. Llamas, Carmen, and Dominic Watt
    2014 “Scottish, English, British? Innovations in attitude measurement.” Language and Linguistics Compass(): –. 10.1111/lnc3.12109
    https://doi.org/10.1111/lnc3.12109 [Google Scholar]
  46. Lord, Gillian
    2014Language Program Direction: Theory and Practice. Upper Saddle River, NJ: Pearson.
    [Google Scholar]
  47. Malmkjær, Kirsten
    1998Translation and Language Teaching: Language Teaching and Translation. Manchester: St. Jerome.
    [Google Scholar]
  48. Mellinger, Christopher D.
    2017 “Translation, interpreting, and language studies: Confluence and divergence.” Hispania(): –. 10.1353/hpn.2018.0059
    https://doi.org/10.1353/hpn.2018.0059 [Google Scholar]
  49. Mellinger, Christopher D. and Laura Gasca Jiménez
    2019 “Challenges and opportunities for heritage language learners in interpreting courses in the U.S. context.” Revista Signos(): –. 10.4067/S0718‑09342019000300950
    https://doi.org/10.4067/S0718-09342019000300950 [Google Scholar]
  50. Mraček, David
    2024 “Directionality in translation.” InThe Routledge Handbook of the History of Translation Studies, ed. byAnne Lange, Daniele Monticelli and Christopher Rundle, –. London: Routledge. 10.4324/9781032690056‑30
    https://doi.org/10.4324/9781032690056-30 [Google Scholar]
  51. Norris, John M.,
    eds. 2009Toward Useful Program Evaluation in College Foreign Language Education. Honolulu, HI: National Foreign Language Resource Center.
    [Google Scholar]
  52. Norris, John M., and John McE. Davis
    eds. 2015Student Learning Outcomes Assessment in College Foreign Language Programs. Honolulu, HI: National Foreign Language Resource Center.
    [Google Scholar]
  53. Özdemir, Osman, and Hümset Seçkin
    2025 “Exploring foreign language anxiety in higher education: Multifaceted insights into causes, impacts, and coping strategies.” Social Sciences & Humanities Open(): –. 10.1016/j.ssaho.2025.101364
    https://doi.org/10.1016/j.ssaho.2025.101364 [Google Scholar]
  54. Pavlović, Nataša and Bogusława Whyatt
    2025 “Training bilinguals to become translators.” InThe Routledge Handbook of Translation, Interpreting and Bilingualism, ed. byAline Ferreira and John W. Schwieter, –. New York: Routledge. 10.4324/9781003109020‑30
    https://doi.org/10.4324/9781003109020-30 [Google Scholar]
  55. Phipps, Alison
    2004 “Living in translated worlds.” InModern Languages: Learning and Teaching in an Intercultural Field, ed. byAlison Phipps and Mike Gonzalez, –. London: SAGE Publications. 10.4135/9781446221419.n9
    https://doi.org/10.4135/9781446221419.n9 [Google Scholar]
  56. Pokorn, Nike K.
    2005Challenging the Traditional Axioms. Amsterdam: John Benjamins. 10.1075/btl.62
    https://doi.org/10.1075/btl.62 [Google Scholar]
  57. 2009 “Natives or non-natives? That is the question… Teachers of translation into language B.” The Interpreter and Translator Trainer(): –. 10.1080/1750399X.2009.10798788
    https://doi.org/10.1080/1750399X.2009.10798788 [Google Scholar]
  58. Pokorn, Nike K., Jason Blake, Donald Reindl, and Agnes Pisanski Peterlin
    2020 “The influence of directionality on the quality of translation output in educational settings.” The Interpreter and Translator Trainer(): –. 10.1080/1750399X.2019.1594563
    https://doi.org/10.1080/1750399X.2019.1594563 [Google Scholar]
  59. Sasayama, Shoko
    2015 “Formulating effective student learning outcomes through utilization-focused evaluation: A case study of a university Japanese program.” InStudent Learning Outcomes in College Foreign Language Programs, ed. byJohn M. Norris and John McE. Davis, –. Honolulu: National Foreign Language Resource Center.
    [Google Scholar]
  60. Tiselius, Elisabet
    2025 “Interpreting and language proficiency.” InThe Routledge Handbook of Interpreting and Cognition, ed. byChristopher D. Mellinger, –. London: Routledge. 10.4324/9780429297533‑18
    https://doi.org/10.4324/9780429297533-18 [Google Scholar]
  61. Tiselius, Elisabet, and Rachel E. Herring
    2023 “What should be included in (public service) interpreter education?” Bridge: Trends and Traditions in Translation and Interpreting Studies(): –.
    [Google Scholar]
  62. Van Wyke, Ben
    2017 “An undergraduate certificate in translation studies.” InTeaching Translation: Programs, Courses and Pedagogies, ed. byLawrence Venuti, –. London: Routledge. 10.4324/9781315623139‑2
    https://doi.org/10.4324/9781315623139-2 [Google Scholar]
  63. Yan, Jackie X., and Honghua Wang
    2012 “Second language writing anxiety and translation: Performance in a Hong Kong tertiary translation class.” The Interpreter and Translator Trainer(): –. 10.1080/13556509.2012.10798835
    https://doi.org/10.1080/13556509.2012.10798835 [Google Scholar]
  64. Zhao, Ran, Matthew D. Coss, Henry Ruan, Bailu Li, and Jing Ma
    2023 “Examining secondary–postsecondary articulation of Chinese language programs: A survey of US college placement procedures.” Foreign Language Annals(): –. 10.1111/flan.12709
    https://doi.org/10.1111/flan.12709 [Google Scholar]
  65. Zlatnar Moe, Marija, Tamara Mikolič Južnič, and Tanja Žigon
    2015 “I know languages, therefore, I can translate?: A comparison between the translation competence of foreign language and interlingual mediation students.” Translation and Interpreting Studies(): –. 10.1075/tis.10.1.05moe
    https://doi.org/10.1075/tis.10.1.05moe [Google Scholar]
/content/journals/10.1075/tis.24139.cil
Loading
/content/journals/10.1075/tis.24139.cil
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error