Mediation in FL learning

From translation to translatoriality

Authors

  • Kaisa Koskinen Tampere University, Finland
  • Tuija Kinnunen University of Helsinki, Finland

DOI:

https://doi.org/10.4312/stridon.2.1.5-29

Keywords:

mediation, translation, translatoriality, translanguaging, intercultural competence, language learning, Common European Framework of Reference for Languages

Abstract

In this conceptual paper we look at the concept of mediation in foreign language learning from a translation studies perspective. Through an analysis of the most important European language teaching policy document, namely the Common European Framework of Reference for Languages (CEFR), we will study the conceptualizations of mediation and translation in the CEFR and identify elements that are important with respect to understanding translatoriality and its role in the framework. We argue that a narrow concept of translation goes against CEFR’s explicit aims of mediation. We therefore propose that the concept of translatoriality might be used instead to help teachers and learners orient to a wide variety of translatorial mediation practices while still also benefitting from well-established and widely studied strategies of professional translation and interpreting. Further collaboration between translation and interpreting trainers and foreign language teachers will be needed, as well as fieldwork research on best classroom practices, and a solid and shared conceptual basis will enhance the possibilities of combining the accumulating findings collected through fieldwork.

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Published

28. 06. 2022

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ARTICLES

How to Cite

Mediation in FL learning: From translation to translatoriality. (2022). STRIDON: Journal of Studies in Translation and Interpreting, 2(1), 5-29. https://doi.org/10.4312/stridon.2.1.5-29