Towards a decolonisation of applied languages: a pending task in translation and interpreting training

Resumo

This article critically examines the teaching of languages applied to translation and interpreting from a decolonial perspective, arguing that Eurocentric-Western approaches continue to predominate in academic curricula, limiting cultural diversity and restricting the development of critical intercultural skills in future professionals. The study focuses on the case of English language teaching at the University of Las Palmas de Gran Canaria, Spain, where a questionnaire was administered to 65 second-year Translation and Interpreting students to assess their perceptions of decolonial approaches in their curriculum. The research reveals that current teaching practices often privilege standardized varieties of dominant languages – particularly British and American English – while marginalizing non-Western linguistic varieties and cultural perspectives. Through mixed-methods analysis combining quantitative Likert-scale responses and qualitative thematic analysis, the study confirms the persistence of Eurocentric paradigms and Anglocentric material in English language education. The findings demonstrate that students recognise the need for more inclusive approaches that incorporate diverse English varieties from African, Asian, Caribbean, and Latin American contexts. The article proposes concrete pedagogical strategies including the integration of non-Western texts, perspectives and assessment methods that value critical reflection on cultural implications of translation decisions. These recommendations aim to transform translator and interpreter training from a technical exercise into a space for intercultural dialogue and social justice, preparing trainee translators to become better prepared professionals who can actively foster more equitable intercultural relations in an increasingly globalised world.