Scholarly research (articles and books) on translation in higher education in the United States 

Empirical Studies 

Gutierrez (2020). Inverse translation and the language student: A case study

This article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills.

Teaching Guidance & Examples

Maria González-Davies (2004). Multiple voices in the Translation Classroom: Activities, tasks and projects

Abstract: Here are a selection of procedures that have been carried out successfully with five kinds of audiences over a period of ten years: advanced foreign language learners interested in translation, EFL teachers who wished to include translation activities in their classroom, English Philology students following an M.A. in Translation, Translation students at a Faculty of Translation, and Postgraduate and Doctoral students with a Translation degree. In each case, the activities and tasks were designed according to the needs, interests and level of the audience.
Keywords: Translation Studies, Classroom Activities

Emmerich (2017). Coda: Toward a pedagogy of iterability

Abstract: Dismissive attitude to translation: translations are poor substitutes for “originals”?
Frustration can be generative. (textual instability) => original we hope to destabilize
Derridean sense that resist fixity or closure (…) both “within” and “across” languages
The texts we study and teacher never come to us unmediated, but are always the product of individuals and social forces.
Keywords: Literary Translation, Translation Ethics

Ducar & Schocket (2018). Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google translate

Abstract: Recognizing the omnipresence of GT in L2 student work, this article examines current research on the use of MT, highlights the strengths and limitations of this technology, explores 21st-century pedagogical solutions designed to harness the capabilities of both MT and alternative technologies, and suggests venues for future research with the goal of ensuring learners’ academic growth in line with ACTFL's Can-Do Statements for Intercultural Communication.
Keywords: L2 learning, Machine Translation

Aji (2022). Covalent effect

Abstract: Translingual practice (Liu, 1995) -> the condition of global writing
Multiple subjectivities & negotiated agencies (e.g. multilingual author, author-translator collaboration, second-language translators)
Something more than, or different from, equivalence => covalent effect aiming to privilege the source language at least as much as the target language => a third text “with its complete and startling otherness”
Keywords: Literary Translation, Multilingual Workshop

Bilingual Youth

Guan, Greenfield & Orellana (2014). Translating into Understanding: Language brokering and prosocial development in emerging adults from immigrant families 

Abstract: This mixed-method study assessed the nature of language brokering and the relationship between language brokering and prosocial capacities in a sample of 139 college students from ethnically diverse immigrant families. The prosocial capacities of interest were empathic concern and two forms of perspective-taking: general perspective-taking (understanding the perspectives of others) and transcultural perspective-taking (understanding of divergent cultural values). As predicted, structural equation modeling identified a significant pathway from language brokering for parents to skill in transcultural perspective-taking…We also identified a significant bidirectional relationship between language brokering for others (e.g., other relatives, friends) and empathic concern.
Keywords: Immigrant Youth, Transcultural Competence 

Review Articles/Books

Berman, Antoine (1985). Translation and the trials of the foreign

Abstract: The article begins with the introduction of the notion of translation as the trial of the foreign in the context of literary translations, which is separated from non-literary translations and differences between these two are pointed. Berman claims that the former are much more liable to the so called “naturalization” which causes the loss of essence of the work, “the foreign.” Then, the author examines the system of textual deformation in translated literature and discloses to the reader the reasons why the translator is never free of deforming forces: the ethnocentric structure of every culture and language as well as long tradition of such an approach has made them inherent to every translation. Next, the twelve deforming forces or tendencies are analysed in separate subchapters and illustrated with examples taken from translations of great novels.
Keywords: Literary Translation, Translation Ethics

Venuti (1996). Translation and the pedagogy of literature

Abstract: When the issue of translation is repressed in the teaching of translated texts, the translating language and culture are volorized, seen as expressed expressing the truth of the foreign, … (p.331)
With the knowledge of limitation comes the awareness of possibilities, different ways of understanding the foreign text, different ways of understanding their own cultural moments. (p.332)
Teaching the remainder (Lecercle) e.g. several translations of a single foreign text are juxtaposed. => new grounds of choosing one translation over another: cultural significance and social functioning of a particular translation both in its own historical moment and now.
Keywords: Translation in World/Foreign Literature 

Cook (2007). A thing of the future: translation in language learning

Abstract: Where translation is mentioned, it is often only to be rejected out of hand as self-evidently retrograde and useless. … as though all uses of translation were inevitably connected to authoritarian teaching, dull lessons, form rather than function, writing rather than speech, accuracy…
Translation could be related to various concepts dear to the SLA heart: lowering the affective filter (Krashen 1985), authentic focus on form (Doughty and Williams 1988), negotiation of meaning (Long 1985), noticing (Schmidt 1995) and so forth.
Keywords: TILT(Translation in Language Teaching)

Gnutzmann (2009). Translation as language awareness: Overburdening or Enriching the FL classroom?

Abstract: The cognitive turn in learning psychology & learner-centeredness & Multilingualism, intercultural communication, devaluation of native-speaker principle => revaluation of translation in LE
Definition of Language Awareness: -> p.59
“explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use”
Keywords: TILT, FL classroom

Bermann and Porter (2014). A Companion to Translation Studies, introduction

Abstract: Throughout these forty-five essays, with their examples and case studies from across the globe, a number of threads reappear with some regularity – and help to limn the complex weave of translation studies today. Let us mention, in closing, six of them:
-Translation as a productive, rather than reproductive, practice.
-Translation, empire, and multilingualism.
-Identity, migration, sexuality. -Translation as collaboration.
-Rethinking literary and cultural history.
-Rethinking the ethics of translation.
Keywords: Translation Studies, overview

Baker (2014). The changing landscape of Translation and Interpreting Studies (from A Companion to Translation Studies)

Abstract: The definition of “translation” itself has been extended to encompass a wide range of activities and products that do not necessarily involve an identifiable relationship with a discrete source text. Against this background, and given the ready availability of historical overviews and syntheses of theoretical trends, this essay will focus on a number of interrelated themes that have strong resonance in contemporary society and have received growing attention in translation studies and neighboring disciplines since the 1990s: Representation, minority-majority relations, and Globalization.
Keywords: Translation Studies, overview

Flores & Rosa (2015). Undoing appropriateness: Raciolinguistic Ideologies and language diversity in Education

Abstract: Drawing on theories of language ideologies and racialization, the authors illustrate how appropriateness-based approaches to language education are implicated in the reproduction of racial normativity by expecting language-minoritized students to model their linguistic practices after the white speaking subject despite the fact that the white listening subject continues to perceive their language use in racialized ways. They examine the raciolinguistic ideologies that connect additive educational approaches to teaching long-term English learners, heritage language learn-ers, and Standard English learners.
*Delpit(2006)’s work is criticized harshly.
Keywords: Language Diversity, Social Justice

Piller (2016). Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics

Abstract: Piller asserts that linguistic domination is manifested through the creation of an imagined standardized norm, which results in a denigration of linguistic repertoires that deviate from a standard language. … Piller illustrates how diversity discourses end up being divisive in nature as it marks one group as ‘diverse’ and another as ‘normal’, simply by virtue of their language use.
One way to offset social inequalities, is to produce counter-discourses of hope.
Keywords: Language Diversity, Social Justice

Pym (2016). Where translation studies lost the plot: relations with language teaching

Abstract: Translation scholars left the education field open for unopposed implantation of immersion and communicative teaching methods that ideologically shunned translation… Translation scholars themselves all but abandoned the non-binary pedagogical models that once included many types of translation solutions… They should instead adopt a view where everyone can translate, not just professionals, and everyone can be trained to translate better.
Keywords: TILT, Translation Studies

Rosa (2016). Standardization, Racialization, Languagelessness: Raciolinguistic ideologies across Communicative contexts

Abstract: I focus specifically on dimensions of the racialized relationship between ideologies of languagestandardization and languagelessness in contemporary framings of U.S. Latinas/os and their linguistic practices. I draw on a range of evidence, including ethnographic data collected within a predominantly Latina/o U.S. high school, institutional policies, and scholarly conceptions of language. When analyzed collectively, these sources highlight the racialized ways that ideologies of language standardization and languagelessness become linked in theory, policy, and everyday interactions.
Keywords: Language ideology, Social Justice

Balboni (2017). Translation in language learning: a ‘what for’ approach

Abstract: Literature about translation in language learning and teaching shows the prominence of the ‘for and against’ approach, while a ‘what for’ approach would be more profitable. …this essay suggests the use of a formal model of communicative competence, to see which of its components can profit of translation activities. The result is a map of the effects of translation in the wide range of competences and abilities which constitute language learning.
Keywords: TILT, Communicative Competence

MacSwan (2017). A Multilingual Perspective on Translanguaging

Abstract: Some translanguaging scholars have questioned the existence of discrete languages, further concluding that multilingualism does not exist. I argue that the political use of language names can and should be distinguished from the social and structural idealizations used to study linguistic diversity, favoring what I call an integrated multilingual model of individual bilingualism, contrasted with the unitary model and dual competence model. I further distinguish grammars from linguistic repertoires, arguing that bilinguals, like monolinguals, have a single linguistic repertoire but a richly diverse mental grammar. I call the viewpoint developed here a multilingual perspective on translanguaging.
Keywords: Translanguaging, Linguistic Studies

Choi (2020). Translation is a mode = Translation is an anti-neocolonial mode

Abstract: Benjamin's "Translation is a mode" must be jointed with "Translation is an anti-neocolonial mode." I must speak as a twin. (…) I want to make impossible connections between the Korean and the English, for they are misaligned by neocolonial war, militarism, and neoliberal economy. The two languages have very little in common linguistically, yet they are of one tongue, almost. Because in a neocolonial zone, as Deleuze and Guattari have already noted, "there is no mother tongue, only a power takeover by a dominant language." 
Keywords: Literary Translation, Social Justice

Maria González-Davies (2020). Translation as a natural practice in the IPA to language learning

Abstract: Until recently, language teachers were told that these languages and cultures were stored in separate compartments in the brain. This contradicts recent research and observation of everyday practices, where we clearly connect our linguistic repertoire to overcome linguistic and cultural challenges.
Keywords: Plurilingual Approach, TILT

Gutierrez (2021). Translation in language teaching, pedagogical translation, and code-switching: restructuring the boundaries

Abstract: Conceptual and terminological inconsistencies persist that blur the boundaries between the general idea of using translation in the language classroom and more specific practices that involve translation tasks (also known as ‘pedagogical translation’) or code-switching. The article addresses these terminological incongruities by exploring the impact of conceptualisations of translation in language education and, specifically, its use in pedagogical translation
Keywords: FL pedagogy, TILT, pedagogical translation, code-switching

Dranenko (2021). The Other in Translation: To Welcome or Not to Welcome

Abstract: The study shows the principles of translation theories centered on the welcoming of the Other and it analyses the relationship between the notions of “proper” and “foreign”. Then the drifting that can be borne out of “non-ethical” translation which undervalue and/or ignore the asymmetrical links between dominant and dominated languages.
(…)
The article undertakes the examination of the problem of the Other in translation while referring to Ricoeur’s idea that the foreigner is neither the same (identical to us) nor the other (different from us) but the similar, that is to say the conjunction of the identical and the different.
Keywords: Translation Studies, Social Justice

Chun (2023). “English Language Teaching and Resurgent Nationalism: What is to be Done?”

Abstract: Many instructors around the world have also wished to engage with their students’ sociopolitical-induced anger and anxieties but felt inhibited and indeed threatened by the policies, discourses, and actions of neo-nationalist politicians as well as their students’ parents.
Keywords: ELT, Social Justice