Pluriliteracies in Higher Education:

Developing English competence for interpreters and translators through a deeper learning episode

Abstract

CLIL practices were widely introduced in Spanish education over twenty years ago (Jover et al., 2024; Otto et al., 2024). Nevertheless, the transition of this methodological innovation to university contexts in Spain seems challenging due to the lack of resources. In this paper, our main aim is to evaluate the potential of applying the principles of CLIL in a university setting, within the framework of a language module through the implementation of a pluriliteracies approach. For that purpose, we present an exploratory didactic proposal in the form of a deeper learning episode for the Language B English 4 (C1) course in a bachelor's degree in Translation and Interpreting at a Spanish online university. While respecting the fundamentals of CLIL, we aim to steer towards pluriliteracies, a more global approach in which learners develop a series of competencies that are key for interpreters and translators. Thus, this project offers a pragmatic example of how a language module can be transformed from a traditional language-led course to a content-based one which is more comprehensive and meaningful. In the learning episode, a series of values, attitudes and key skills such as knowledge and critical understanding begin to emerge (Council of Europe, 2016) through the topic of art and its cultural implications. This, in turn, translates into long-term sustainable curricula aligned with Sustainable Development Goal 4: Quality Education, target 4.7 (United Nations, 2015). Ultimately, this approach could provide language teachers with new opportunities to redefine their role.