Why We Need TI-Oriented Language Learning and Teaching (TILLT)


  • Astrid Schmidhofer University of Innsbruck
  • Enrique Cerezo Herrero Universitat Politècnica de València
  • Melita Koletnik University of Maribor




future translators and interpreters, TI-oriented Language Learning and Teaching (TILLT), Language for Specific Purposes (LSP)


The teaching of foreign languages to students in Translation and Interpreting (TI) programmes should be framed within the field of Language for Specific Purposes (LSP). This would make it possible to pinpoint specific curricular content and methodological traits that contribute to the enhancement of the communicative competence and initial development of TI competences. This paper analyses the students’ perspectives on L2 teaching in a TI programme and how it should be undertaken to best comply with the linguistic demands imposed by translation and interpreting. A thematic analysis of 117 open questionnaires returned by students from Austria, Slovenia and Spain identified five areas to which the students attribute particular importance, and which should be considered when developing TI-oriented curricula.


Download data is not yet available.


Beeby, Allison. 2004. “Language learning for Translation: Designing a Syllabus.” In Translation in Undergraduate Degree Programmes, edited by Kirsten Malmkjaer, 39–65. Amsterdam: John Benjamins.

Berenguer, Laura. 1996. “Didáctica de segundas lenguas en los estudios de traducción.” In La enseñanza de la traducción, edited by Amparo Hurtado Albir, 9–29. Castellón: Publicacions de la Universitat Jaume I.

—. 1997. “L’ensenyament de llengües estrangeres per a traductors. Didàctica de l’alemany.” PhD diss., Universitat Autònoma de Barcelona.

Braun, Virginia, and Victoria Clarke. 2012. “Thematic analysis.” In APA Handbook of Research Methods in Psychology, Vol. 2: Research Designs: Quantitative, Qualitative, Neuropsychological, and Biological, edited by Harris Cooper, Paul M. Camic, Debra L. Long, A. T. Panter, David Rindskopf, and Kenneth J. Sher, 57–71. Washington, DC: American Psychological Association.

Brehm Cripps, Justine. 1997. “Developing Foreign Language Teaching Comprehension Skill in Translator Trainees.” PhD diss., Castellón, Universitat Jaume I.

Carrasco Flores, José Andrés. 2018. “English for Translation and Interpreting: A Cognitive and Methodological Framework of Reference for Materials Analysis and Development.” PhD diss., Universidad Complutense de Madrid. https://eprints.ucm.es/49366/.

Carreres, Ángeles. 2014. “Translation as a Means and as an End: Reassessing the Divide.” The Interpreter and Translator Trainer 8 (1): 123–35. https://doi.org/10.1080/1750399X.2014.908561.

Cerezo Herrero, Enrique. 2015a. “English Language Teaching for Translator and Interpreter Trainees: Syllabus Analysis and Design.” Quaderns. Revista de Traducció 22: 289–306.

—. 2015b. “Análisis curricular de la formación lingüística y sociocultural en las titulaciones de Traducción e Interpretación.” Prosopopeya 9: 283–315.

—. 2019a. “Systematization of Competences in Language B Teaching for Translation Studies in the EHEA from a Translation Competence Model.” MonTI 11: 77–107. https://doi.org/10.6035/MonTI.2019.11.3.

—. 2019b. “Lenguas extranjeras con fines traductológicos: en busca de una identidad propia.” Quaderns. Revista de Traducció 26: 239–54.

Clouet, Richard. 2010. Lengua inglesa aplicada a la traducción. Una propuesta curricular adaptada al espacio europeo de educación superior. Granada: Comares.

Cruz García, Laura, and Heather Adams. 2008. “The Role of Foreign Language Teaching in the Training of Translators and Interpreters.” In Estudios de traducción, cultura, lengua y literatura. In memoriam Virgilio Moya–Jiménez, edited by Isabel Pascua, Bernadette Rey-Jouvin, and Marcos Sarmiento, 301–9. Las Palmas de Gran Canaria: Servicio de Publicaciones y Difusión Científica de la Universidad de las Palmas de Gran Canaria.

Delisle, Jean. 1980. Translation. An Interpretative Approach. Ottawa: Ottawa University Press.

Dollerup, Cay. 1994. “Systematic Feedback in Translation.” In Teaching Translation and Interpreting 2: Insights, Aims and Visions. Papers from the Second Language International Conference Elsinore, 1993, edited by Cay Dollerup, and Annette Lindegaard, 121–32. Amsterdam: John Benjamins.

Dudley–Evans, Tony, and Maggie Jo St. John. 1998. Developments in English for Specific Purposes: A Multi-Disciplinary Approach. Cambridge: Cambridge University Press.

EMT, Expert Group. 2017. “Competence framework 2017.” https://ec.europa.eu/info/sites/info/files/emt_competence_fwk_2017_en_web.pdf.

Gabrovšek, Dušan 2020. “The Bilingual Usage Dictionary.” ELOPE: English Language Overseas Perspectives and Enquiries 17 (2): 47–59. https://doi.org/10.4312/elope.17.2.47–59.

Hernández Guerra, Concepción, and Laura Cruz García. 2009. “La enseñanza del inglés en los estudios de Filología y Traducción e Interpretación.” Revista Electrónica de Lingüística Aplicada 8: 16–29.

Holmes, James. 1988. Translated! Papers on Literary Translation and Translation Studies. Amsterdam: Rodopi.

Hurtado Albir, Amparo. 1999. “Objetivos de aprendizaje y metodología en la formación de traductores e intérpretes.” In Enseñar a traducir. Metodología en la formación de traductores e intérpretes, edited by Amparo Hurtado Albir, 8–58. Madrid: Edelsa.

—. 2011. Traducción y Traductología. Madrid: Cátedra.

Hyman, Michael. R., and Jeremy J. Sierra. 2016. “Open- Versus Close-Ended Survey Questions.” Business Outlook 14 (2): 1–5.

Koletnik, Melita. 2017. “Vpliv uporabe prevoda kot sredstva za pridobivanje jezikovne kompetence na razvoj prevodne competence.” [Translation as a Means of Acquisition of Linguistic Competence and its Influence on the Development of Translation Competence]. PhD diss., University of Ljubljana.

—. 2020a. “Language Instruction for Translators from the LSP Perspective.” Presentation at the 2nd International Conference of the Slovene Association of LSP Teachers, 15–16 October, 2020, Online.

—. 2020b. “Teaching Future Translators Language Through Translation – Does It Help Their Translating?” Current Trends in Translation Teaching and Learning E 7: 314–56.

Lavrakas, Paul J. 2008. Encyclopedia of Survey Research Methods. Sage. https://methods.sagepub.com/reference/encyclopedia–of–survey–research–methods.

Möller Runge, Julia. 2001. Necesidades lingüísticas de un traductor/intérprete. Salobreña: Alhulia

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 14 (1): 58–78. https://doi.org/10.1080/1750399X.2019.1594563.

Schmidhofer, Astrid. 2017. “Sprachausbildung im Übersetzungsstudium: Zielsetzungen übersetzungsrelevanten Sprachunterrichts.” In Translation Studies and Translation Practice: Proceedings of the 2nd International TRANSLATA Conference, 2014, Part 2, edited by Lew N. Zybatow, Andy Stauder, and Michael Ustaszewski, 329–35. Frankfurt: Peter Lang.

—. 2020. “Translationsorientierte Fremdsprachenkompetenz: Versuch einer Modellierung.” In Bausteine translationsorientierter Sprachkompetenz und translatorischer Basiskompetenzen, edited by Astrid Schmidhofer and Annette Wußler, 21–33. Innsbruck: University Press.

Washbourne, Kelly. 2014. “Beyond Error Marking: Written Corrective Feedback for a Dialogic Pedagogy in Translator Training.” The Interpreter and Translator Trainer 8 (2): 240–56. https://doi.org/10.1080/1750399X.2014.908554.




How to Cite

Schmidhofer, A., Cerezo Herrero, E., & Koletnik, M. (2021). Why We Need TI-Oriented Language Learning and Teaching (TILLT). ELOPE: English Language Overseas Perspectives and Enquiries, 18(1), 71–89. https://doi.org/10.4312/elope.18.1.71-89