The Significance of Translation Literacy in the Higher Education Classroom
Tamara de Ines Anton
Previous research within academic literacies has established that “disciplinary discourses are historically situated and contested(able)” (Lillis and Tuck 2016, 33), thus challenging unitary notions of academic writing, and opening the door to new pedagogical approaches to support higher education students through this challenge. In this context, this paper suggests the significance of translation literacy, which is understood here as an academic skill, a language and culture awareness learning process, and a discourse practice essential to the international higher education context as a whole, and the multilingual Caribbean region in particular. This paper argues that translation literacy allows the student to better recognise the specificities of different textual genres, and to understand disciplinary discourses as historically, culturally and linguistically situated, raising the students’ intercultural awareness in a multilingual world at large.
Issue: Number 24