Translation and Translanguaging Pedagogies in Intercomprehension and Multilingual Teaching

  • Cedric Joseph Oliva Bryant University
  • Clorinda Donato California State University, Long Beach
  • Francesca Ricciardelli Universitat Pompeu Fabra

Abstract

Since 2007, California State University, Long Beach has developed and offered courses that highlight students’ pre-existing linguistic repertoires in English and in the Romance languages. These courses are unique in that they build upon a multilingual base for the acquisition of new languages through the method of intercomprehension. As an approach that moves among languages, Intercomprehension places learners in conditions that are conducive to translanguaging and translation. This paper discusses the role of translation and translanguaging in Intercomprehension as a pedagogical approach in these courses. Since our students are constantly moving between English and one ormore Romance language(s), they actively bring the other Romance languages they are learning into the translingual repertoire they already practice through the multilingual learning strategies deployed in intercomprehension.

Keywords: intercomprehension, plurilingualism, multilingualism, pedagogies, translanguaging, translingual practices

Author Biographies

Clorinda Donato, California State University, Long Beach

Professor of French and Italian
The George L. Graziadio Chair of Italian Studies
Director, The Clorinda Donato Center for Global Romance Languages and Translation Studies

Francesca Ricciardelli, Universitat Pompeu Fabra

Francesa holds an M.A. in Linguistics and is currently a PhD student in Translation and Language Sciences at Universitat Pompeu Fabra in Barcelona, Spain.

Published
2020-01-16