Dialogue interpreting: The point of contact between Translation Studies, Foreign Language Teaching, and Translation for Other Learning Contexts





language learning, translation for other learning contexts, mediation, plurilingualism, dialogue interpreting


This paper proposes dialogue interpreting tasks as a tool for introducing the use of the first language in language classes, and argues for integrating translatorial activities into foreign language teaching curricula. In order to test this idea six role-plays were carried out in two Estonian high schools, with Estonian as the language of instruction in one and Russian as the language of instruction in the other. The results show that without prior instruction in interpreting, high-school students demonstrated the use of interpreting strategies during role-plays involving dialogue interpreting, which suggests they possess an innate capability to translate. The author argues that the introduction of dialogue interpreting in the foreign language classroom provides students and teachers with authentic examples allowing them to compare the languages used in the plurilingual societies in which they live and study.


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How to Cite

Maadla, J. (2023). Dialogue interpreting: The point of contact between Translation Studies, Foreign Language Teaching, and Translation for Other Learning Contexts. STRIDON: Studies in Translation and Interpreting, 3(1), 71–91. https://doi.org/10.4312/stridon.3.1.71-91