ABSTRACT
This chapter discusses how the Futuro Infantil Hoy (FIH) participants' critiques of concept translation served as an important control over the teaching and learning of concepts facilitated and mediated by translation and interpreting. It also analyses their critiques of the transnational knowledge hierarchy. The transnational knowledge hierarchy refers to the manifestations of the global knowledge hierarchy in teaching and learning activities in transnational education (TNE) programs. The chapter presents a four-step process of translating an educational concept, in which target language students proceed through a terraced learning process consisting of initial comprehension, targeting conceptual equivalence, strengthening cultural relevance and practical relevance. It argues that the pedagogical threats posed by the mediation of translation and interpreting are accompanied by pedagogical opportunities for critique-based multilingual knowledge co-construction in TNE. Translation of concepts may cease to be the exclusive domain of translators, and become a more shared responsibility in TNE.
