ABSTRACT

From watching a subtitled TV series to learning the lyrics of a popular song in a foreign language, media act as a mirror reflecting global multilingual realities. And yet, it is not always clear how teachers can exploit these multilingual experiences of learners in the foreign language classroom. Introducing a multilingual approach into the teaching of translation can show students how a given translation problem can be resolved in multiple ways in different languages. This contributes to promoting awareness of language diversity and fosters plurilingual competence, as students embark on the task of identifying similarities and differences among languages and recognising the link between languages and cultures. In this article, I present a unit of learning comprised of self-reflective and Multilingual Audiovisual Translation (MAVT) activities that can be used to integrate multilingualism into the foreign language curriculum as well as for teacher training purposes. Such a programme offers teachers several ways to develop both multilingual and plurilingual awareness while encouraging both teachers and students to go beyond their comfort zone as they tackle multilingual translations of texts.

摘要

从观看字幕电视连续剧到学习外语流行歌曲的歌词，媒体充当了反映全球多语言现实的镜子。然而，并非总是很清楚，教师如何在外语课堂中利用学习者的这些多语言体验。在翻译教学中引入多语言方法可以向学生展示如何以多种方式用不同的语言解决给定的翻译问题。当学生着手确定语言之间的异同和认识语言与文化之间的联系时，这有助于提高对语言多样性的认识并培养多语言能力。在这篇文章中，我介绍了一个学习单元，其中包括自我反思和多语种视听翻译（MAVT）活动，这些活动可用于将多语种整合到外语课程中以及用于教师培训。这样的计划为教师提供了多种方法来发展多语言和多元语言的意识，同时鼓励教师和学生在处理文本的多语言翻译时超越自己的舒适区。