Translation and power at the European union
Abstract The present article discusses the topic of ‘power and translation’ at European Union institutions. The article starts by warning against over‐generalising any one particular translation situation, and advocates the need for taking into account some of the major differences between countries, between various epochs in history, as well as the translators’ foreign‐language abilities. The article then addresses very specific ‘language and power’ issues. At the European Union, language domination is tied to political power, with English and French being the ‘core languages’ for daily work; however, this domination is eroded when documents are discussed in expert and political fora. Nevertheless, the differences in foreign language acquisition — in the various EU member states — mean that some states have more influence, and more ‘power’, than they would normally be entitled to, according to the number of their inhabitants.
Complexities of EU language work
Abstract The article discusses some of the numerous parameters that must be taken into account in studies of language work at European Union institutions, let alone the European Union. Initially listing the central EU institutions, which in their totality constitute the international organisation with the largest language staff, the article proceeds to discuss diachronic and synchronic views of the language scene. Then it deals with the translation procedures employed, including simultaneous conference interpreting. It attempts to set up a distinction between two extremes, viz. simple and complex translational situations and concludes that even such a distinction is often inadequate. The use of core languages in much EU work, notably in daily work at the EU institutions is discussed in terms of their usefulness as repositories and records of a collective negotiation process as well as the fear that they may imply political domination, a view analysed from synchronic and diachronic angles. The article concludes with a general caution against generalising too much from individual studies.
The Common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education
Abstract This article explains the relevance of the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) to language learning in higher education, especially as regards the definition of aims and learning outcomes and the promotion of students' capacity to manage their own learning. After providing some historical background, the article expounds the CEFR's action-oriented approach, explores it conceptualisation of progression in language learning and its implications for language teaching, and suggests how it can be applied to the design, implementation and assessment of language learning programmes in higher education. It then introduces the ELP, explains how it can be used in conjunction with the CEFR to support coherent programme delivery while promoting reflective learning and student autonomy, and concludes by considering the role of self-assessment in the university's assessment framework. The article ends with a cautionary tale.