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Situated Learning in Translator and Interpreter Training: Bridging Research and Good Practice


Special Issue of The Interpreter and Translator Trainer, Volume 10, Number 1, March 2016

Guest editors: María GONZÁLEZ DAVIES (Universitat Ramon Llull, Spain) & Vanessa ENRÍQUEZ RAÍDO (University of Auckland, New Zealand)

Contributions are invited for a special issue of ITT dedicated to Situated Learning in Translator and Interpreter Training: Bridging Research and Good Practice. Situated learning is generally understood as a context-dependent approach to translator and interpreter training under which learners are exposed to real-life and/or highly simulated work environments and tasks, both inside and outside the classroom. Under this approach, it is the tasks and real life professional demands, as well as other contextual factors such as institutional, social, geographical, or community beliefs and customs, rather than a predetermined closed syllabus, that drive curricular design. Ultimately, situated learning seeks to enhance learners’ capacity to think and act like professionals.

Our understanding of situated learning goes beyond previous interpretations of this notion, traditionally dominated by the discussion of pedagogical practices in authentic, real-world professional settings. This wider remit of situated learning encompasses previously underrepresented contextual factors, pertaining to translation traditions, historical trends, socio-economic constraints, market conditions, institutional practices, budgetary issues, or resource availability. This issue sets out to gauge the extent to which different embedding systems influence the implementation of situated learning models.

Themes that may be addressed by contributors include but are not restricted to the following:

·         The emergence of translator competence(s) through situated learning.
·         Optimal pedagogical procedures in situated learning: from project-work to (simulated) professional practice.
·         The influence of student and teacher backgrounds and expectations on syllabus design in different institutional and cultural settings worldwide.
·         The impact of learning environments, levels of study (UG, PG and others), and fields of specialization on situated learning practices.
·         The role of ICT, translation technology tools and other electronic resources in the situated learning classroom: constraints, challenges and outcomes.
·         Reconciling academic and professional perspectives: syllabus design, authentic (or semi-authentic) practices and assessment indicators.

We are seeking original, well-informed, research-based contributions that appeal to an international audience. Although reports on work in progress are also welcome, priority will be given to contributions that report on completed research. Contributions should be between 6,000 and 10,000 words. Papers will be refereed.

500-word abstracts should be sent to both editors: mariagd@blanquerna.url.edu and v.enriquez@auckland.ac.nz

Schedule for Publication

30 December 2013:    Deadline for submission of abstracts (500 words)
1 February 2014:         Selected contributors notified of acceptance of abstracts
1 September 2014:      Deadline for submission of accepted papers
Sep 2014-Jan 2015:    Review of first submission by board
1 February 2015:          Notification of provisional acceptance of papers
February-April 2015:    Finalization of article by authors
1 May 2015:                   Deadline for submission of final versions of papers to Guest Editor(s)
March 2016:                   Publication

Contact Details

Maria González Davies
Facultat de Psicologia, Ciències de l’Educació i l’Esport Blanquerna
Universitat Ramon Llull
C. Císter 34
08022 Barcelona, Spain

Vanessa Enríquez Raído
School of European Languages and Literatures
Centre for Translation and Interpreting Studies
The University of Auckland
Private Bag 92019, Auckland 1142, New Zealand

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