Situated learning in translator and interpreter training: bridging research and good practice

ABSTRACT

This issue sets out to gauge the extent to which different embedding systems influence the implementation of Situated Learning models. 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. Ultimately, Situated Learning seeks to enhance learners’ capacity to think and act like professionals. All our contributors address considerations pertaining to the impact of different learning environments, levels of study, fields of specialisation, the role of information, communication and translation/interpreting technologies, as well as optimal pedagogical procedures. Of these considerations, the latter stand out as one of the most prominent aspects of Situated Learning theories described in this issue, thus rendering it particularly useful for both novice and seasoned teachers of translation and interpreting (T&I) with an interest in informed practical advice on how to implement the principles of Situated Learning in teaching and learning environments that seek to promote translators’ and/or interpreters’ professional competence.

KEYWORDS:

• authentic learning
• community of practice
• experiential learning
• learning environments
• professional competence
• situated learning
• technologies

Acknowledgements

We are grateful to all the contributors and referees of this issue, who have worked collaboratively and conscientiously in a true community of practice.

Disclosure statement

No potential conflict of interest was reported by the authors.