Project-Based Learning: A Case for Situated Translation
DOI:
https://doi.org/10.26512/belasinfieis.v14.n1.2025.59659Keywords:
translator educator; cognitive processes; project-based learning; translator trainingAbstract
The author proposes replacing the folk theoretical ‘conduit’ view of learning that still predominates in Translator Education with a principled understanding of cognitive and learning processes for the design of learning events in Translator Education. A collaborative, project-based educational experience is presented by way of illustration. In conclusion, an argument is made for studying collaborative learning events to gain insight into the multi-facetted nature of the learning process as well as of the translation process itself.
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