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Article published In: Babel
Vol. 71:3 (2025) ► pp.412–427

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Aprendizaje horizontal en las relaciones entre militares de las Fuerzas Armadas Españolas e intérpretes en situaciones de conflicto

Estudio de caso

ORCiD logo with link | Universidad de AlcaláMadrid

Article language: Spanish

Published online: 22 November 2024
DOI logo with link
https://doi.org/10.1075/babel.24045.val
Resumen
La comunicación multilingüe y la necesidad de intérpretes y traductores profesionales que sirvan de enlace entre las distintas partes es una realidad en los conflictos armados internacionales. Este artículo explora las relaciones de aprendizaje que surgen entre intérpretes y militares en dichas situaciones. El enfoque metodológico se basa en la teoría del aprendizaje situado de Lave, Jean y Etienne Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar y en la obra de Engeström (Engeström, Yrjö. 1987. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit Oy.Google Scholar logo with link to Google Scholar, . 1991. “Developmental Work Research: Reconstructing Expertise through Expansive Learning.” En Human Jobs and Computer Interfaces, eds por Markku I. Nurminen y George Weir, 265–290. Amsterdam: Elsevier Science Publishers.Google Scholar logo with link to Google Scholar, . 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133–156. Google Scholar logo with link to Google Scholar, . 2005. Developmental Work Research: Expanding Activity Theory in Practice, ed. Por Georg Rückriem. Berlin: Lehmanns Media.Google Scholar logo with link to Google Scholar) sobre comunidades de práctica, con énfasis en las nociones de aprendizaje horizontal y pedagogías duales, aplicado al caso concreto de las Fuerzas Armadas españolas (FF.AA) que actúan en operaciones nacionales o internacionales de pacificación o en conflictos armados. Los datos proceden de entrevistas con militares (españoles) responsables de misiones militares internacionales o que han trabajado con intérpretes. Las conclusiones del estudio indican el gran potencial que estas misiones tienen para el desarrollo de comunidades de práctica inter e intraprofesionales entre intérpretes y personal militar como forma para mejorar la calidad y eficacia de la comunicación en entornos multilingües y multiculturales cada vez más frecuentes en esta sociedad globalizada.
Abstract
Multilingual communication and the need for professional interpreters and translators to link between different parties is a reality in international armed conflicts. This article explores the learning relationships that emerge between interpreters and military personnel in such situations. The methodological approach is based on Lave, Jean y Etienne Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar theory of situated learning and Engeström’s (Engeström, Yrjö. 1987. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit Oy.Google Scholar logo with link to Google Scholar, . 1991. “Developmental Work Research: Reconstructing Expertise through Expansive Learning.” En Human Jobs and Computer Interfaces, eds por Markku I. Nurminen y George Weir, 265–290. Amsterdam: Elsevier Science Publishers.Google Scholar logo with link to Google Scholar, . 2001. “Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization.” Journal of Education and Work 14 (1): 133–156. Google Scholar logo with link to Google Scholar, . 2005. Developmental Work Research: Expanding Activity Theory in Practice, ed. Por Georg Rückriem. Berlin: Lehmanns Media.Google Scholar logo with link to Google Scholar) work on communities of practice, with emphasis on the notions of horizontal learning and dual pedagogies, applied to the specific case of the Spanish Armed Forces acting in national or international peacekeeping operations or armed conflicts. The data come from interviews with (Spanish) military personnel responsible for international military missions or who have worked with interpreters. The conclusions of the study indicate the great potential that these missions have for the development of inter — and intra-professional communities of practice between interpreters and military personnel as a way to improve the quality and effectiveness of communication in increasingly multilingual and multicultural environments in this globalized society.
Article outline
  • 1.Introducción. La interpretación en zonas de conflicto
  • 2.Contextualización. Las misiones militares españolas y los intérpretes
  • 3.Comunidades de aprendizaje de personal militar e intérpretes
  • 4.Estudio de caso. Intérpretes locales en zonas de conflicto
    • 4.1Objetivos, corpus
    • 4.2Metodología
    • 4.3Análisis y discusión
  • 5.Principales conclusiones e implicaciones para el futuro
  • Biblography
References (39)
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