TRANSLATION TRAINING: THE USE OF AUTHENTIC PROJECTS

Abstract

This paper aspires to shed light on the pedagogical aspects of translation and, more specifically, the training of novice translators. The aim of the paper consists of testing how translation is best taught via empirical channels and in conjunction with retrospective comments. The project under investigation was conducted in the Department of English Language and Literature of the National and Kapodistrian University of Athens (November 2021) and involved postgraduate students pursuing their master’s degrees. The project, in which the students were involved, was authentic in that it was situated in realistic circumstances since they were requested to perform a real translation task for a volume to be published, reaching out to readers other than the course instructor. Students were initially asked to translate a text collaboratively. After the completion of the translation task, they were asked to critically reflect upon their translation practice by writing an essay and explicitly exploring the benefits of such a procedure. According to their comments, the use of an authentic project, in an otherwise theoretical class, paid off since they found that their perspective was broadened, and their practice became conscious throughout the different stages. More specifically, among others, they highlighted that their critical thinking was sharpened, their collaboration skills improved, and their self-reflection proved to be a powerful tool guiding their decision-making. The case study could be further enhanced if another type of text was chosen [literary extracts], another setting was selected [undergraduate courses] or more stakeholders would be involved. Keywords: translation teaching, translation methodology, authentic project, new paradigm