Abstract
This chapter focuses on the topic of language teacher identity within a specific field of language learning and teaching. TILLT is the acronym of this field and it stands for Translation and Interpreting-oriented Language Learning and Teaching. In order to give an overview of this particular higher education context the chapter starts with a discussion of TILLT, followed by recent developments and major contributions. The main focus of this chapter, however, is to offer a conceptualization of TILLT teacher identity, while, at the same time, acknowledging the students' identity issues as future translators and interpreters. The chapter concludes with some recommendations for future research directions in this promising emerging academic field.
TopBackground
This section will provide an overview of what language learning and teaching in translator and interpreter (T&I) education means. It discusses recent developments in the field of TILLT, such as the increased attention as to who the (language) teachers of future translation and interpreting professionals should be (Massey, 2019; Orlando, 2019). In order to confront deficit perspectives on the skills and abilities of language teachers in T&I programs, a strengths-based approach will be adopted in the discussion of TILLT teacher identity.
Key Terms in this Chapter
TILLT: It represents Translation and Interpreting oriented Language Learning and Teaching and is an approach to translator and interpreter education in terms of linguistic skills.
T&I: It stands for translation/translating and interpreting and is used in this chapter for students as well as for professionals.
TILLT teacher identity: It refers to a model, composed of 4 parts, as proposed in this chapter, to conceptualize the identity of teachers in a TILLT context.