Embedding reflection throughout the postgraduate translation curriculum: using Communities of Practice to enhance training

Sarah Berthaud, Sarah Griffin-Mason

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Abstract

The translation industry, as well as Higher Education Institutions (HEIs) and translator training, have undergone numerous changes in the last two decades. These changes might explain why there is often a gap between translator training and professional translation practice. In this paper, we argue that situated learning through the development of a community of practice (CoP) ensures cohesion in individual, group and larger professional contexts. We further argue that reflection elements integrated within the CoP provide a way to narrow the gap between translator training and professional translation practice. Unlike previous studies, in this paper we explore how reflection can be embedded during participation and learning throughout the translation postgraduate curriculum to create a CoP. We detail a case-study of the MA in Translation Studies (MATS) at the University of Portsmouth, UK. On the MATS, reflection – for all participants involved – influences all aspects of the course, thereby developing an adaptable CoP that sets both learners and trainers up with the tools for successful adaptation for their professional life.
Original languageEnglish
Pages (from-to)388-405
JournalThe Interpreter and Translator Trainer
Volume12
Issue number4
Early online date3 Nov 2018
DOIs
Publication statusPublished - Dec 2018

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