Integrating Translation and Interpreting Into Qualitative Methods Teaching: Didactic Insights From an Interdisciplinary Collaboration

Multilingualism raises specific methodological, ethical, and practical challenges forqualitative researchers, yet its implications for teaching remain underexplored. In this article, weexamine how engaging with multilingualism, translation, and interpreting can foster methodologicalcompetencies in sociology students. After outlining the significance of multilingualism for qualitativeinquiry, we identify core areas of knowledge that students should acquire, including theories oftranslation and interpretation, the dynamics of interpreter-mediated interviews, and the potentials ofmultilingual research designs. We then present an interdisciplinary course concept jointlydeveloped by instructors from sociology and translation studies, centered on interpreter-mediatedqualitative interviews. Drawing on the course design, implementation experiences and studentfeedback, we discuss what students learn about the interpretative nature of research, theconstructedness of knowledge, and the importance of reflexivity. We further discuss frameworkconditions such as practice-based learning, personal involvement, and peer exchange, beforereflecting on limitations of the course design. We conclude that systematically addressingmultilingualism in methods teaching promotes reflexivity, openness, and interdisciplinarycollaboration as fundamental competencies in qualitative research.