Modern and Classical Languages

This paper discusses recent trends in language pedagogy that emphasize movement from a psycholinguistic to a more sociocultural view of language teaching and learning. Nourished primarily by sociocultural theory and efforts to promote the stabilization of indigenous languages, the author presents Narrative Language Pedagogy, a model for teaching non-dominant languages that centers on authentic conversations as the focus of instruction.

Toward the end of his short life, Lev Vygotsky found himself teaching teachers in a remote part of the USSR. Though his influence as a developmental psychologist is well-established, little is known about his approach to teacher development. This article applies the researcher's core concept, the zone of proximal development to teacher education. The resulting model for educating teaching candidates within zones of proximal teacher development (ZPTD) integrates Vygotskyan theory into Western models of teacher education. Recommendations are offered with regard the four stages of the ZPTD and implications for the content and sequence of the teacher preparation curriculum.

The authors conducted a qualitative study in order to understand the preconceptions novice TESOL teachers might have about teaching English language. Long interviews were conducted with nine students (six native English Speakers and three non-native speakers (NNS)) enrolled in one of two courses offered in a TES-OL teacher education program. None of the participants had experience as an inservice teacher. Inductive analysis of tape transcripts suggested the presence of several conceptual themes discussed in the teacher thinking literature. Findings suggest that novice TESOL teachers, like their more experienced counterparts, have a system of metaphors to conceptualize teaching. The apprenticeship of observation, a notion in teacher thinking that suggests a powerful influence of previous experience in schooling on teachers, was reflected in NNS' sensitivity to the norms of teaching in their country of origin; native English speakers, however, exhibited a relative lack of reflection on their experiences in the language classroom. Both NNS and NS participants expressed a presentistic outlook, borne perhaps, of the socio-political complexities of English language teaching. Novice TES-OL teacher thinking also appears to exhibit evolving cognitive foundation that weaves folklinguistic adaptations of expert systems into their approach to teaching. Many participants spoke in the language of constructivism or made reference to terms discussed in SLA research literature. In conclusion, the researchers suggest that this preliminary evidence of metaphors, apprenticeship of observation, presentism, and adaptations of expert systems, constructs a preliminary framework for describing novice TESOL teacher thinking.

Resumen Este artículo trata sobre las recientes tendencias en la enseñanza-aprendizaje de segundas lenguas que acentúan el movimiento desde una perspectiva psicolingüística a un enfoque más sociocultural. Alimentado por la teoría sociocultural y los esfuerzos de Hinton (2002, 2003) de promover la estabilización de idiomas indígenas, el autor presenta la pedagogía de la lengua narrativa, un modelo para enseñar idiomas no-dominantes, que radica en la conversación auténtica como base de la instrucción.

Fictional texts focusing on translators and translation have proliferated in world literature during the last fifty years. Thanks to the recent and commonly named "fictional turn" in Translation Studies, fictional translators have been studied and analyzed much more and made ever more visible. This visibility serves to consider translators not as mere interlingual photocopiers but as social beings that operate in particular sociocultural contexts. Two stories from Latin America, "Notas al pie" (Footnotes) by Rodolfo Walsh (1967) and "Notas ao pé da página" (Footnotes) by Moacyr Scliar (1995), introduce translators who are uncomfortable with having to occupy a second-rate space. The fictional translators' footnotes utilize whole pages (effectively taking over in each of the stories) and usurp a space that is conventionally assigned only to writers/authors of a text. The translators in these stories have found a way to use these explanatory comments to their advantage. Since footnotes are often not well-received by many readers, who consider them temporary interruptions and/or a nuisance, they are usually kept to a minimum. Our fictional translators, however, increase the size and number of footnotes dramatically. The clear-cut hierarchical relationships between writer/author and translator are reversed in these stories to unveil the struggle for power that exists between the figures of author and translator. Both stories can also serve as pedagogical tools to discuss the exciting world of Translation Studies. Resumen: Durante los últimos cincuenta años los textos de ficción que se centran en el traductor y la traducción han proliferado en la literatura universal. Gracias al reciente y comúnmente denominado "giro ficcional" en los Estudios de Traducción, los traductores ficticios han sido objeto de mucho

Translation and interpreting courses lend themselves almost effortlessly to service-learning projects. Many of these courses follow a very practical approach that includes considerable amounts of practice. Translation courses practice by rendering written texts from one language to another. Interpreting courses often include role-plays created to simulate oral exchanges between two languages that commonly take place during interpreter-mediated events. This article examines a service-learning project conducted at the Agape Clinic in Dallas, Texas. The non-profit clinic provides community health services to medically underserved people, most of whom are Spanish speaking and have limited English proficiency. The participants in the service-learning project were undergraduate students in a Spanish-English Interpreting in Medical Settings course taught at the University of Texas at Arlington during the Fall 2015 semester. The article discusses a qualitative analysis of the project based on the following data: pre-and post-service questionnaires, student's written reflections, and an individual oral interview conducted with participants at the end of the project. The analysis reveals themes that emerged during the pre-service questionnaires and compares them to themes in the post-service questionnaire. It also examines the balance between service and learning during the project. In addition, the article examines students' comments regarding what they learned through the experience that was not covered during class lectures and discussions. Community Interpreting Healthcare interpreting falls under the umbrella of community interpreting, which refers to interpreting that takes place within a community. Students in interpreting courses often learn following a very practical approach. These types of courses usually utilize role-plays to perfect students' interpreting skills and develop the necessary terminology needed during interpreted-mediated events. Adding service-learning components to these types of courses, can provide students with tremendous opportunities to practice and improve their interpreting skills while increasing their social awareness. This article discusses a qualitative analysis of a service-learning project conducted at a non-profit clinic in Dallas, Texas. The participants were university students enrolled in a Spanish-English interpreting class who reflected on the experience through written questionnaires, guided reflections, and an oral interview. The article discusses themes that emerged using these analytical tools. It also examines the balance between service and learning during the project. In addition, the article examines what students learned through the experience that was not covered during class lectures and discussions. Abstract

Translation and interpreting courses lend themselves almost effortlessly to service-learning projects. Many of these courses follow a very practical approach that includes considerable amounts of practice. Translation courses practice by rendering written texts from one language to another. Interpreting courses often include role-plays created to simulate oral exchanges between two languages that commonly take place during interpreter-mediated events. This article examines a service-learning project conducted at the Agape Clinic in Dallas, Texas. The non-profit clinic provides community health services to medically underserved people, most of whom are Spanish speaking and have limited English proficiency. The participants in the service-learning project were undergraduate students in a Spanish-English Interpreting in Medical Settings course taught at the University of Texas at Arlington during the Fall 2015 semester. The article discusses a qualitative analysis of the project based on the following data: pre-and post-service questionnaires, written reflections, and an individual oral interview conducted with participants at the end of the project. The analysis reveals themes that emerged during the pre-service questionnaires and compares them to themes in the post-service questionnaire. It also examines the balance between service and learning during the project. In addition, the article examines regarding what they learned through the experience that was not covered during class lectures and discussions. Community Interpreting Healthcare interpreting falls under the umbrella of community interpreting, which refers to interpreting that takes place within a community. Students in interpreting courses often learn following a very practical approach. These types of courses usually utilize role-plays to perfect students' interpreting skills and develop the necessary terminology needed during interpreted-mediated events. Adding service-learning components to these types of courses, can provide students with tremendous opportunities to practice and improve their interpreting skills while increasing their social awareness. This article discusses a qualitative analysis of a service-learning project conducted at a non-profit clinic in Dallas, Texas. The participants were university students enrolled in a Spanish-English interpreting class who reflected on the experience through written questionnaires, guided reflections, and an oral interview. The article discusses themes that emerged using these analytical tools. It also examines the balance between service and learning during the project. In addition, the article examines what students learned through the experience that was not covered during class lectures and discussions. Abstract

Students in interpreting courses often learn following a very practical approach. These types of courses usually utilize role-plays to perfect students’ interpreting skills and develop the necessary terminology needed during interpreted-mediated events. Adding service-learning components to these types of courses, can provide students with tremendous opportunities to practice and improve their interpreting skills while increasing their social awareness. This article discusses a qualitative analysis of a service-learning project conducted at a non-profit clinic in Dallas, Texas. The participants were university students enrolled in a Spanish-English interpreting class who reflected on the experience through written questionnaires, guided reflections, and an oral interview. The article discusses themes that emerged using these analytical tools. It also examines the balance between service and learning during the project. In addition, the article examines what students learned through ...

Fictional texts focusing on translators and translation have proliferated in world literature during the last fifty years. Thanks to the recent and commonly named "fictional turn" in Translation Studies, fictional translators have been studied and analyzed much more and made ever more visible. This visibility serves to consider translators not as mere interlingual photocopiers but as social beings that operate in particular sociocultural contexts. Two stories from Latin America, "Notas al pie" (Footnotes) by Rodolfo Walsh (1967) and "Notas ao pé da página" (Footnotes) by Moacyr Scliar (1995), introduce translators who are uncomfortable with having to occupy a second-rate space. The fictional translators' footnotes utilize whole pages (effectively taking over in each of the stories) and usurp a space that is conventionally assigned only to writers/authors of a text. The translators in these stories have found a way to use these explanatory comments to their advantage. Since footnotes are often not well-received by many readers, who consider them temporary interruptions and/or a nuisance, they are usually kept to a minimum. Our fictional translators, however, increase the size and number of footnotes dramatically. The clear-cut hierarchical relationships between writer/author and translator are reversed in these stories to unveil the struggle for power that exists between the figures of author and translator. Both stories can also serve as pedagogical tools to discuss the exciting world of Translation Studies.

A devastating Sunday in the tumultuous life of a 60-year-old transvestite, co-owner of a brothel with her/his virgin daughter La Japonesita, sets up a bloody storyline that takes readers to the Chilean town of El Olivo through the pen of José Donoso and his seminal work El lugar sin límites (1966). The novella unravels the internal struggles of the fictional town dominated by the patriarchal prominent landowner, Alejandro Cruz. The story provides an account of situations that transpire as a result of the actions of La Manuela, as s/he moves across traditional constructed sex/gender boundaries while becoming involved with a hypermasculine character, Pancho, who wrestles with homoerotic desires. A gendered reading of this novel takes into consideration the way in which sexual difference is inscribed discursively in the text, and how the translation into English by Suzanne Jill Levine's (Hell Has No Limits, 1995) exposes the interplay of gender and social control. The analysis conducted in this article is of a descriptive nature, and it intends to point out decisions taken by the translator in order to represent the multilayered and flexible gender identities shown in the Spanish text and how they are rendered into English in order to portray the fictional characters. A careful analysis of the renditions of key passages will bring to light the translator's perceptions of the gendered ideology within the novel. English is pushed to the limits in order to represent the sexual identities of this gender-laden Spanish text.

Durante los últimos cincuenta años los textos de ficción que se centran en el traductor y la traducción han proliferado en la literatura universal. Gracias al reciente y comúnmente denominado “giro ficcional” en los Estudios de Traducción, los traductores ficticios han sido objeto de mucho más estudio y análisis, haciéndose cada vez más visibles. Esta visibilidad sirve para que los traductores no se consideren simples fotocopiadores interlinguales, sino seres sociales que operan en contextos socioculturales concretos. Dos cuentos latinoamericanos “Notas al pie” de Rodolfo Walsh (1967) y “Notas ao pé da página” (Footnotes) de Moacyr Scliar (1995), presentan traductores que se encuentran incómodos al tener que ocupar un espacio de segunda categoría. Las notas al pie de página de los traductores ficticios utilizan páginas enteras (eficazmente reemplazando el texto en cada cuento) y usurpan un espacio que convencionalmente se asigna sólo a escritores/autores de un texto. Los traductores...

A devastating Sunday in the tumultuous life of a 60-year-old transvestite, co-owner of a brothel with her/his virgin daughter La Japonesita, sets up a bloody storyline that takes readers to the Chilean town of El Olivo through the pen of José Donoso and his seminal work El lugar sin límites (1966). The novella unravels the internal struggles of the fictional town dominated by the patriarchal prominent landowner, Alejandro Cruz. The story provides an account of situations that transpire as a result of the actions of La Manuela, as s/he moves across traditional constructed sex/gender boundaries while becoming involved with a hypermasculine character, Pancho, who wrestles with homoerotic desires. A gendered reading of this novel takes into consideration the way in which sexual difference is inscribed discursively in the text, and how the translation into English by Suzanne Jill Levine’s (Hell Has No Limits, 1995) exposes the interplay of gender and social control. The analysis conducte...