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A project-based methodology in translator training

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Abstract

The project-based methodology in this paper takes its examples and data from a case-study in the translation and technology module of a post-graduate degree course in Translation Studies at Durham University (UK). The paper argues that a project-based methodology with its student-centered and reflective approach not only leads to an enhanced awareness of learning, but also develops professional skills and competences. The students’ selection, evaluation and problem-solving skills are developed in a framework of ‘tasks’ and interrelated comprehensive learning units. In addition, it is demonstrated how group work, action research, group discussions, and blogs encourage reflection, and thus move the learning process forward towards a critical mind that is essential in the professional translation world of today.

References

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