Pub Date : 2023-05-01DOI: 10.1515/cercles-2023-2014
M. Morgado, Tanja Vesala-Varttala
Abstract English for Specific Purposes (ESP) teachers in Higher Education struggle with introducing variation and meaning into courses, while addressing 21st century skills development for global employment markets. Digital storytelling in its many forms constitutes fertile ground for engaging students while learning the specific academic and professional languages for their fields of knowledge, through using English as a lingua franca (ELF). The article presents and discusses a pedagogical framework for digital storytelling (DST) that promotes purposeful learning through EFL in two different contexts, in Portugal and Finland. The framework consists of five storytelling steps: (1) research and audience insight; (2) concept design; (3) scripting and storyboarding; (4) digital production; and (5) publication and engagement. The framework was piloted during the 2021–22 academic year with two first-year Business English classes in Office Management and one second-year ESP class in Tourism Management in a Portuguese Polytechnic as well as with an advanced-level ELF class in International Marketing and Communication in a Finnish University of Applied Sciences. Learning through DST provided students with rich opportunities for engagement and interaction, while also developing their skills in language and communication, storytelling, teamwork, digital literacy, and critical thinking. The DST framework has the potential to promote purposeful learning and empower students as active participants in media culture.
{"title":"Digital storytelling as practice-based participatory pedagogy for English for specific purposes","authors":"M. Morgado, Tanja Vesala-Varttala","doi":"10.1515/cercles-2023-2014","DOIUrl":"https://doi.org/10.1515/cercles-2023-2014","url":null,"abstract":"Abstract English for Specific Purposes (ESP) teachers in Higher Education struggle with introducing variation and meaning into courses, while addressing 21st century skills development for global employment markets. Digital storytelling in its many forms constitutes fertile ground for engaging students while learning the specific academic and professional languages for their fields of knowledge, through using English as a lingua franca (ELF). The article presents and discusses a pedagogical framework for digital storytelling (DST) that promotes purposeful learning through EFL in two different contexts, in Portugal and Finland. The framework consists of five storytelling steps: (1) research and audience insight; (2) concept design; (3) scripting and storyboarding; (4) digital production; and (5) publication and engagement. The framework was piloted during the 2021–22 academic year with two first-year Business English classes in Office Management and one second-year ESP class in Tourism Management in a Portuguese Polytechnic as well as with an advanced-level ELF class in International Marketing and Communication in a Finnish University of Applied Sciences. Learning through DST provided students with rich opportunities for engagement and interaction, while also developing their skills in language and communication, storytelling, teamwork, digital literacy, and critical thinking. The DST framework has the potential to promote purposeful learning and empower students as active participants in media culture.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"175 - 200"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1515/cercles-2023-2015
Sara Cotelli Kureth, Elana Summers
Abstract University students, especially language learners, have increasingly been using machine translation (MT) systems in the last decade and for all kinds of texts, including homework, assignments and exams. This ubiquity does not translate into visibility as few teachers address the subject in class. Several researchers have shown that MT systems, while technically very easy to access and use, are not always employed in a critical manner. They have therefore suggested that users should develop MT literacy skills. As part of a larger Swiss project on digital literacy in university contexts (DigLit), an action research project at the University of Neuchâtel Language Centre (UniNE LC) seeks to investigate whether delivering a 20-min presentation about machine translation in all L2 classes (French, German, English) at the beginning of the semester was sufficient to foster minimal MT literacy in language learners. All LC students were surveyed at the end of the semester. These survey results were compared with those from a survey of Swiss university students carried out in spring 2021 as part of the DigLit project. These results have allowed us to monitor and enhance the teaching of MT literacy skills in our LC.
{"title":"Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre","authors":"Sara Cotelli Kureth, Elana Summers","doi":"10.1515/cercles-2023-2015","DOIUrl":"https://doi.org/10.1515/cercles-2023-2015","url":null,"abstract":"Abstract University students, especially language learners, have increasingly been using machine translation (MT) systems in the last decade and for all kinds of texts, including homework, assignments and exams. This ubiquity does not translate into visibility as few teachers address the subject in class. Several researchers have shown that MT systems, while technically very easy to access and use, are not always employed in a critical manner. They have therefore suggested that users should develop MT literacy skills. As part of a larger Swiss project on digital literacy in university contexts (DigLit), an action research project at the University of Neuchâtel Language Centre (UniNE LC) seeks to investigate whether delivering a 20-min presentation about machine translation in all L2 classes (French, German, English) at the beginning of the semester was sufficient to foster minimal MT literacy in language learners. All LC students were surveyed at the end of the semester. These survey results were compared with those from a survey of Swiss university students carried out in spring 2021 as part of the DigLit project. These results have allowed us to monitor and enhance the teaching of MT literacy skills in our LC.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"213 - 230"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45516390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1515/cercles-2023-2013
Anne Chateau, Nicolas Molle
Abstract The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.
UFR Lansad(向其他学科的专家教授语言的语言中心)于2014年在洛林大学成立。导致其创建的过程是由少数教师和研究人员领导的，他们来自以前洛林大学的现有团队(Molle et al. 2019)。这是教学反思和专业知识的结果，这说服了大学董事会建立一个专门的外语教学结构。经过几次演变，新成立的机构将自己定位为语言教学的政策制定者。最后，大学董事会要求UFR建立一个可以在整个学校实施的语言培训模式。这种培训模式涉及混合学习系统，强调自主学习和自主的概念，并赋予EDOlang平台和自主学习中心核心作用，因为“学习者自主的部分研究和实践位于自主语言学习环境中”(Chateau和Tassinari 2021: 53)。在简要介绍了UFR的创建历史之后，本文将重点关注该模型，其灵感来自于CRAPEL团队进行的研究(gu等人，2021;Holec 2000)。它还描述了该模型是如何在过去十年中通过行动研究实施的创新培训课程传播的结果(Chateau和Zumbihl 2010, 2012;Chateau and Bailly 2021)。此外，本文还解释了机构对培训框架的认可如何说明需要促进研究与培训之间的紧密联系。
{"title":"Institutionalised autonomisation of language learning in a French language centre","authors":"Anne Chateau, Nicolas Molle","doi":"10.1515/cercles-2023-2013","DOIUrl":"https://doi.org/10.1515/cercles-2023-2013","url":null,"abstract":"Abstract The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"231 - 245"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43720561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1515/cercles-2023-2016
Jaume Batlle Rodríguez, María Vicenta González Argüello
Abstract Gamification is a methodological strategy that has been applied for several years in the field of modern language learning. It is employed primarily to increase students’ motivation by incorporating game elements into an otherwise didactic context. Research into the use of gamification in language teaching has focused largely on characterizing the specific practices involved and on determining the degree of motivation elicited in students. There has been little examination of students’ perceptions of gamification or their assessment of its effectiveness for learning a modern language. This study analyses learner perception and motivation among a group of sixteen university students of Spanish as a modern foreign language following participation in a gamified learning experience. Analysis of the information gathered from student perception questionnaires and non-participant observation indicates that the students perceive progress in vocabulary learning but not in grammatical knowledge. The students also report a high level of motivation for the proposed learning activities due to the possibility of working collaboratively with their classmates. The article concludes with reflections on the relevance and didactic implications of gamification as a methodological strategy in modern foreign language teaching at higher education level.
{"title":"Gamification and learning Spanish as a modern language: student perceptions in the university context","authors":"Jaume Batlle Rodríguez, María Vicenta González Argüello","doi":"10.1515/cercles-2023-2016","DOIUrl":"https://doi.org/10.1515/cercles-2023-2016","url":null,"abstract":"Abstract Gamification is a methodological strategy that has been applied for several years in the field of modern language learning. It is employed primarily to increase students’ motivation by incorporating game elements into an otherwise didactic context. Research into the use of gamification in language teaching has focused largely on characterizing the specific practices involved and on determining the degree of motivation elicited in students. There has been little examination of students’ perceptions of gamification or their assessment of its effectiveness for learning a modern language. This study analyses learner perception and motivation among a group of sixteen university students of Spanish as a modern foreign language following participation in a gamified learning experience. Analysis of the information gathered from student perception questionnaires and non-participant observation indicates that the students perceive progress in vocabulary learning but not in grammatical knowledge. The students also report a high level of motivation for the proposed learning activities due to the possibility of working collaboratively with their classmates. The article concludes with reflections on the relevance and didactic implications of gamification as a methodological strategy in modern foreign language teaching at higher education level.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"89 - 103"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48905405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1515/cercles-2023-2019
C. Argondizzo, Gillian Mansfield
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Pub Date : 2023-05-01DOI: 10.1515/cercles-2023-2011
Katarzyna Matuszak, Liliana Szczuka-Dorna
Abstract This activity report describes a sample unit (Effective Data Presentation) from a communication course prepared as part of an Intellectual Output within the BADGE Project, which was carried out by 12 partner universities from 10 countries during 3 academic years (2019–2022). The article first describes the results of a survey which show that language and communication classes need to integrate more LSP competences so that students become better acquainted with both general and specific language. Moreover, the report analyses and explains the existing practical difficulties for language and subject teachers alike in maintaining a distinction between “knowledge of a subject” and “knowledge of the language of a subject.” Secondly, the report presents a sample from a communication course prepared for engineers encompassing effective data presentation and its interpretation during LSP courses. Finally, the article reflects on the future challenges for LSP teachers and the reasons why academics should integrate professional knowledge and specialist language within the same course.
{"title":"Communication course for future engineers – effective data presentation and its interpretation during LSP courses","authors":"Katarzyna Matuszak, Liliana Szczuka-Dorna","doi":"10.1515/cercles-2023-2011","DOIUrl":"https://doi.org/10.1515/cercles-2023-2011","url":null,"abstract":"Abstract This activity report describes a sample unit (Effective Data Presentation) from a communication course prepared as part of an Intellectual Output within the BADGE Project, which was carried out by 12 partner universities from 10 countries during 3 academic years (2019–2022). The article first describes the results of a survey which show that language and communication classes need to integrate more LSP competences so that students become better acquainted with both general and specific language. Moreover, the report analyses and explains the existing practical difficulties for language and subject teachers alike in maintaining a distinction between “knowledge of a subject” and “knowledge of the language of a subject.” Secondly, the report presents a sample from a communication course prepared for engineers encompassing effective data presentation and its interpretation during LSP courses. Finally, the article reflects on the future challenges for LSP teachers and the reasons why academics should integrate professional knowledge and specialist language within the same course.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"325 - 340"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44197011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1515/cercles-2023-2012
S. Schaffner
Abstract This activity report This Activity Report is a follow up of reflections and ideas based on a paper by Sabina Schaffner. 2022. Lehre am Sprachenzentrum der UZH und ETH Zurich: Positionspapier. In Anna Maria De Bartolo & Jean M. Jimenez (eds.), Approccio Umanistico e Creativo nella Didattica Universitaria: Riflessioni e Best Practice. Studi in onore di Carmen Argondizzo. Quaderni del Dipartimento di Linguistica Università della Calabria 30, 491-508. Armadillo Editore. is based on teachers’ experiences during the COVID-19 pandemic and the resulting reflection on teaching that the Language Center of University of Zurich (UZH) and ETH Zurich initiated. Framed in the context of Higher Education, the report takes into account both the discussion on the future of teaching at UZH, which was launched by the Vice President of Education and Student Affairs for Teaching and Learning, as well as the Language Center’s teaching strategy. In addition, course evaluations at the Language Center in the 2020 Spring and Autumn Semesters, research on digital (language) teaching, recommendations on university didactics, and results of additional international surveys on language teaching in Higher Education during the pandemic are examined. The aim of the report is to strategically define the future of language teaching at the Language Center of UZH and ETH Zurich and to identify the fields of action associated therewith. With this detailed report of the activities that we implemented at the UZH Language Center throughout the years, we would like to make a contribution to the (inter)national positioning of university language centers. At a panel organized at the Language Center’s Twentieth Anniversary Conference on 10 June 2022, stakeholders shared their thoughts on the services the Center currently provides and ideas for further developing these services. The stakeholders’ feedback features prominently in this activity report, thereby adding to the impact that the report can have on potential readers.
本活动报告是基于Sabina Schaffner的一篇论文的思考和想法的后续。苏黎世联邦理工大学和苏黎世联邦理工学院:位置文件。见Anna Maria De Bartolo和Jean M. Jimenez(编)，《人文主义与创新方法》，《大学教育:最佳实践》。Carmen Argondizzo工作室。卡拉布里亚大学语言学院学报30,491-508。犰狳Editore。基于教师在2019冠状病毒病大流行期间的经验，以及苏黎世大学(UZH)语言中心和苏黎世联邦理工学院发起的对教学的反思。在高等教育的背景下，该报告考虑了由负责教学和学习的教育和学生事务副校长发起的关于乌兹别克斯坦国立大学教学未来的讨论，以及语言中心的教学战略。此外，还审查了2020年春季和秋季学期语言中心的课程评估、数字(语言)教学研究、大学教学建议以及大流行期间高等教育语言教学的其他国际调查结果。该报告的目的是战略性地定义苏黎世大学和苏黎世联邦理工学院语言中心语言教学的未来，并确定与之相关的行动领域。通过这份详细的报告，我们多年来在乌兹别克大学语言中心实施的活动，我们希望为大学语言中心的(国际)国家定位做出贡献。在2022年6月10日举行的语言中心二十周年纪念会议上，各利益相关方分享了他们对语言中心目前提供的服务的看法和进一步发展这些服务的想法。利益相关者的反馈在本活动报告中占有突出地位，从而增加了报告对潜在读者的影响。
{"title":"Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier","authors":"S. Schaffner","doi":"10.1515/cercles-2023-2012","DOIUrl":"https://doi.org/10.1515/cercles-2023-2012","url":null,"abstract":"Abstract This activity report This Activity Report is a follow up of reflections and ideas based on a paper by Sabina Schaffner. 2022. Lehre am Sprachenzentrum der UZH und ETH Zurich: Positionspapier. In Anna Maria De Bartolo & Jean M. Jimenez (eds.), Approccio Umanistico e Creativo nella Didattica Universitaria: Riflessioni e Best Practice. Studi in onore di Carmen Argondizzo. Quaderni del Dipartimento di Linguistica Università della Calabria 30, 491-508. Armadillo Editore. is based on teachers’ experiences during the COVID-19 pandemic and the resulting reflection on teaching that the Language Center of University of Zurich (UZH) and ETH Zurich initiated. Framed in the context of Higher Education, the report takes into account both the discussion on the future of teaching at UZH, which was launched by the Vice President of Education and Student Affairs for Teaching and Learning, as well as the Language Center’s teaching strategy. In addition, course evaluations at the Language Center in the 2020 Spring and Autumn Semesters, research on digital (language) teaching, recommendations on university didactics, and results of additional international surveys on language teaching in Higher Education during the pandemic are examined. The aim of the report is to strategically define the future of language teaching at the Language Center of UZH and ETH Zurich and to identify the fields of action associated therewith. With this detailed report of the activities that we implemented at the UZH Language Center throughout the years, we would like to make a contribution to the (inter)national positioning of university language centers. At a panel organized at the Language Center’s Twentieth Anniversary Conference on 10 June 2022, stakeholders shared their thoughts on the services the Center currently provides and ideas for further developing these services. The stakeholders’ feedback features prominently in this activity report, thereby adding to the impact that the report can have on potential readers.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"309 - 323"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66802839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1515/cercles-2023-2003
Renata Asali-van der Wal
Abstract Digitale Lernplattformen haben durch die Coronapandemie deutlich an Relevanz gewonnen. Die Hochschulen mussten in kurzer Zeit ihr Angebot komplett auf digitales Lernen umstellen. Dies galt auch für Hochschulen in Jordanien. Einsatzmöglichkeiten für LMOOCs (Language Massive Open Online Courses) für den universitären Unterricht „Deutsch als Fremdsprache“ (DaF) sowie Vorschläge zur Erstellung von Lernvideos und Beispiele für LMOOCs DaF werden präsentiert. Potentiale und Grenzen von LMOOCs für das universitäre Deutschlernen werden erläutert, um eine Entscheidung zur Etablierung eines LMOOCs DaF zu erleichtern.
{"title":"Lernen mit LMOOCs im universitären Deutschunterricht: Entscheidungshilfen für Deutschlehrende","authors":"Renata Asali-van der Wal","doi":"10.1515/cercles-2023-2003","DOIUrl":"https://doi.org/10.1515/cercles-2023-2003","url":null,"abstract":"Abstract Digitale Lernplattformen haben durch die Coronapandemie deutlich an Relevanz gewonnen. Die Hochschulen mussten in kurzer Zeit ihr Angebot komplett auf digitales Lernen umstellen. Dies galt auch für Hochschulen in Jordanien. Einsatzmöglichkeiten für LMOOCs (Language Massive Open Online Courses) für den universitären Unterricht „Deutsch als Fremdsprache“ (DaF) sowie Vorschläge zur Erstellung von Lernvideos und Beispiele für LMOOCs DaF werden präsentiert. Potentiale und Grenzen von LMOOCs für das universitäre Deutschlernen werden erläutert, um eine Entscheidung zur Etablierung eines LMOOCs DaF zu erleichtern.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"13 1","pages":"51 - 63"},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44471215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1515/cercles-2023-2017
Laura Tallone, Sandra Ribeiro, Alexandra Albuquerque
Abstract In past years, translation education has shifted from a “transmissionist approach” to the unchallenged use of collaborative learning, with extensive recourse to teamwork and Project-based Learning. Students are encouraged to develop their translation and interpersonal skills in collaborative environments, focusing on translation as a process. Throughout this process, mistakes are valued as learning opportunities, and no translated text is seen as an authoritative version to which all others are unfavourably compared. This approach is somewhat at odds with an increasingly competitive job market, in which translators must be capable of autonomous and individual work, and translation is mainly viewed and evaluated as a final product. Although translation workflows involve a growing amount of group effort, translators still need to work alone and take responsibility for their own versions and translation choices. In order to prepare students to become professional translators, the annual Technical and Scientific Translation Award aims not only to give winners visibility before potential employers but also to work as an opportunity for young translation students and graduates to put their skills to the test. This paper focuses on the translation competences activated by the contest, as defined by the Competence Framework produced by the European Masters in Translation Network. It also discusses the potential of this initiative as a motivational tool for translation students and graduates, concluding that individual contests counterbalance the predominance of collaborative activities in the classroom and are therefore a relevant complement to academic training.
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