Challenge to Traditional Role

To offer a new disciplinary study course，the priority is to gauge students’demand and interests as well as career prospectives and educational resources such as staffing and teaching materials.The Chinese Studies Program has seen drastic increase in students interests in advanced-level study since 2000 when students with high bilingual language competence enrolled in large numbers.Through a number of surveys，students’feedback have clearly indicated that more diversified advanced level courses were in demand.It is worth noting that Australia provides a favorable social and cultural environment which attracts international students.To overseas Chinese-background students in particular，under the incentives of multiculturalism in Australia，translation studies with a national accreditation prospect has become a hot spot in their pursuit of employment and migration.In the survey feedback，most students have shown strong interests at the suggestion of translation and interpreting units.It was on the basis of information from the surveys that in 2005，with the approval by Monash University，the Chinese Studies Program started to offer the first two translation units.After several years of curriculum development，in 2009，an undergraduate Chinese-English translation major had been established and it is one of the earliest undergraduate translation majors offered in an Australian university.

However，since the early stage development，these undergraduate translation courses have been the centre of discussion and debate.One major concern expressed by some colleagues was that the name “translation”or“interpreting”^[3]was misleading since such subject names solely suggested professional-training.This view represents a very narrow understanding of the role of translation without realization that as a cross-cultural communication means，translation can also function as an effective tool for both language enhancement and building intercultural competence.In an age of globalization，internationalized education has brought changes in student composition and career prospects.Universities like Monash University are confronted with such changes that demand new understanding and approaches in language teaching.

The role that translanguaging plays is solely in language enhancement.It is a process of knowledge construction that makes use of but goes beyond individual languages(Li，2016).Translanguaging empowers both the learner and the teacher，transforms the power relations，and focuses the process of teaching and learning on making meaning，enhancing experience，and developing identity(Garcia，2009;Creese and Blackledge，2015).