Translation and Translanguaging in Multilingual Contexts - Current Issue

Abstract

This article examines how translated literature can foster intercultural competence in primary and secondary education. Viewing intercultural competence as a core educational objective, it draws on research from foreign language teaching and comparative literature. The study presents a school contest promoting translated Chinese literature in Barcelona, a city with a significant population of Chinese origin. Held in 2023, we received 411 student submissions across four educational levels from 12 schools. Using a multidimensional model of intercultural competence, the article analyzes the activities designed for the contest and the students’ creative outputs, such as short stories and book trailers. All submissions were manually coded by the four authors according to five intercultural dimensions (cognitive, affective, procedural, critical, and identity) and the analysis was triangulated through group discussion. Results indicate that while all dimensions were present, the critical dimension was least developed, underscoring the need for targeted activities and collaboration with educators.

Abstract

Translanguaging, the dynamic and flexible use of multilingual speakers’ full linguistic repertoires, is increasingly recognized as a powerful tool for fostering intercultural awareness and communication (Papadopoulos 2022; Zhu 2015). This study investigates its implementation in two contrasting educational settings, the Basque Country and Argentina. Using a comparative qualitative case study design, it examines how sociolinguistic, cultural, and institutional factors influence translanguaging practices in each context. While translanguaging facilitates deeper understanding, cross-cultural collaboration, and richer interaction, comparative research across diverse geopolitical and educational settings remains scarce. Addressing this gap, the paper analyzes not only the strategies employed but also their implications for learner identity and inclusive pedagogy (Otheguy, García and Reid 2015). Findings reveal that in the Basque Country, translanguaging is frequently embedded within formal policy frameworks, whereas in Argentina it emerges more informally through teacher-driven initiatives. These contrasts underscore the need to account for context-specific dynamics when designing and implementing translanguaging pedagogies.

Abstract

Transcreation has achieved a prominent place in professional practice and research. Nevertheless, there is still a debate surrounding its nature, definition, and characteristics. This study proposes a categorization of transcreation as a member within the category of “text production” based on a review of the theoretical background of research on transcreation (including its key features and its relationship with translation). This categorization is founded on the prototypes in linguistics theory by Taylor (1995). As such, a continuum of text production is proposed in which writing, transcreation and translation co-exist as members of the category with varying degrees of dependence on a source text. This theoretical contribution opens the door to new lines of empirical and theoretical research.

This article reviews Pragmatic Translation Studies: Principles, Strategies and Techniques978-1-032-93194-4US$ 152.00978-1-003-60517-1US$ 53.59

This article reviews Digital storytelling as translanguaging: A practical guide for language educators9781003295730