A Classroom without Borders: Why World Languages and Literatures Need Translation and Interpreting Studies and Cross-Divisional Partners

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IT IS time to reflect on the ethics of translation and interpreting studies in our increasingly globalized local communities and to rethink world languages. We have a unique department in which English and world languages are grouped together. What is not unique about us is that we face the same national downward trend in some of our enrollments. Translation and interpreting studies, in contrast, are in demand. We would like to share how in our experience as teacher-scholars at the University of South Carolina Upstate we use Spanish and French to involve our students with intent and purpose in community engagement that results in high-impact learning. High-impact learning, in our case, involves engaging our students in activities related to active learning classrooms (a new frontier in higher education) and engaging in service learning through cross-divisional partners.