An Empirical Study of Translanguaging Practice in Interpreters' Note-Taking

Abstract

This paper discusses potential application of translanguaging in an interpreting course, specifically for the note-taking part. A Likert scale questionnaire is used to collect information from the participants about their relevant experiences and knowledge as well as their attitude toward application of translanguaging in future note-taking activities. Furthermore, a small-scale experiment was carried out to discover how the participants’ choice of language in notes would change after gaining the awareness of potential translanguaging benefits. The findings are that most of the participants are quite agreeable to the concept of translanguaging and its application, and with a built awareness, their notes demonstrate a much more balanced usage of both their L1 and L2, although other languages in their linguistic repertoire still hardly showed any presence. This could shed light on how teachers of an interpreting course could integrate translanguaging into their pedagogy to help students fully utilize their linguistic repertoire for the optimum interpreting performance.

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