Spanish as a mother tongue: what is the best equation for developing formal and functional aspects of linguistic competence in translation students?
Spanish as a mother tongue: what is the best equation for developing formal and functional aspects of linguistic competence in translation students?
Authors
Weinberg, Jimena
Caamano, Raul
Caamano, Raul
Authors
Date
Datos de publicaciĆ³n:
10.7764/onomazein.ne10.02
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Abstract
Translator training has traditionally been based on competences, where the linguistic com-petence in the work languages is declared as essential. The practical emphasis of this com-petence has been on the foreign language or languages and has not considered the mother tongue as a particular area of development. In the case of Spanish as a mother tongue, it has been evident for some time now that translation students have difficulties in the use of formal and functional aspects of the language when writing texts in formal contexts, which reveals difficulties in the acquisition of the linguistic competence in the mother tongue. The origin of this problem could be found mainly in two areas: communication, with the digita-lization of communication practices, the use of social networks, the use of multimodal re - sources, among others, and education, with the decrease in the practice of writing, the lack of reading, and the low exposure to formal textual genres, mainly. In view of this situation, we seek to make a rigorous analysis of the emerging literature to address the problem based on specific cases identified in translation apprentices, with the aim of proposing methodological approaches for the training of translators whose mother tongue is Spanish. In an effort to find the best equation, the results of this first review have allowed us to address the micro-and macrocurricular aspects of mother tongue teaching for translators.