Embodied learning of the German language: teaching methodology for translators and interpreters

Abstract

Experimental Cognitive Sciences show important
progress in terms of the functioning of the knowledge
acquisition and memory mechanisms. These advances
must be considered in the Translation and Interpreting
career, since the profession of translator or interpreter
not only requires good linguistic fluency, but also highly
developed specific cognitive skills. Thus, numerous
neuro and psycholinguistic studies show that the skills
of working memory and interlinguistic executive control,
so essential for the work of translation/interpretation
that includes balancing between two languages, are
susceptible to their training through early practices.
Likewise, there are significant advances in knowledge
about other skills necessary for this task, such as
conceptual fluency, metaphorical competence or the
practice of public speaking, among others. The present
work describes the German teaching experience for
future translators or interpreters that integrates the
last experimental Cognitive Sciences advances. The
present study is about the translation skills training
from the initial phase of learning German, which turns
Translation and Interpretation studies into an empirical
and embodied experience that is motivating for both
students and teachers.