Collaborative Student Translation Projects: Sharing Best Practices From the EMT Network

Collaborative Student Translation Projects: Sharing Best Practices From the EMT Network

Dragoș Ciobanu
DOI: 10.4018/978-1-5225-4154-7.ch009
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This chapter describes how Project-based learning (PBL) is a training method proven to make learning experiences memorable, motivating and meaningful. This article summarises the responses given between 2015 and 2016 by members of the European Masters in Translation (EMT) Network to a detailed questionnaire on the way in which collaborative translation projects are conducted throughout the network. These responses have also been enriched with the outcomes of follow-up discussions led by the EMT Working Group on Collaborative Learning and e-Learning, as well as 1.5 million words' worth of collaborative localisation projects organised in the University of Leeds Centre for Translation Studies between 2012 and 2017. The result is an inventory of approaches and best-practice tips organised into five major sections covering the main aspects associated with designing, implementing and promoting collaborative student projects in translation and localisation.
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Pbl Best Practices From The Emt Network

Project-based learning approaches emerged in response to teaching practices which emphasised passive, individualistic and competitive knowledge acquisition instead of promoting a more meaningful focus on “purposeful learning” (Dewey, 1938) and applied, cooperative skills acquisition. Subsequently, PBL gained in popularity in all subjects because of its proven benefits with regard to student achievement, student attitude to learning, as well as student soft skills acquisition and relationship-building (Slavin, 1991). As opposed to other cooperative learning approaches, PBL is flexible enough to allow individual group members to explore learning points individually as long as at the end of the task there is an actual project result delivered by the team.

Because of these benefits, the importance of PBL cannot be overstated in translation studies training, especially in light of relevant language services industry surveys, such as ELIA et al. (2017) and Carnegie-Brown (2013). The former study highlights that, in addition to native language competence, foreign language competence, and translation competence, language service providers currently also need their recruits to have—in reverse order of importance—computer-assisted translation (CAT) tools skills, generic ICT skills (e.g. office, file management), interpersonal skills, organisational skills, localisation competence, machine translation (MT) post-editing skills, and MT system management skills.

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