Content-Based Instruction and Interdisciplinary Translation into Spanish: Experiences of chinese students

Abstract

In the context of increasing globalization and intensified intercultural exchanges, Spanish has acquired strategic importance in Chinese higher education. However, the development of interdisciplinary translation skills poses complex challenges for Chinese-speaking learners. This study aims to examine, from a theoretical perspective, the potential of Content-Based Instruction as a methodological approach for improving interdisciplinary translation competence in the learning of Spanish as a foreign language. The research is based on a critical and systematic review of the conceptual frameworks that underpin both this type of pedagogy and studies on translation competence and interdisciplinary training. Through a comparative analysis of theoretical models and curricular proposals, points of convergence are identified that allow for the conceptualization of an effective integration between disciplinary knowledge and translation processes. The theoretical results suggest that this approach offers a flexible and coherent framework for articulating language learning with the development of higher cognitive skills necessary for translation in complex academic and professional contexts. This work aims to contribute to theoretical reflection on the training of translators in multilingual environments, as well as to offer conceptual bases for future teaching proposals.