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

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.

KEYWORDS:

• Translation
• translator training
• metacognitive skills
• reflection
• community of practice

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. See https://ec.europa.eu/info/european-masters-translation-emt_en

2. This is a quote from the European Union of Associations of Translation Companies, retrieved from https://www.euatc.org/news/item/162-european-masters-in-translation-emt-project

3. See http://www.hefce.ac.uk/reg/charityreg/charinfo/#letterP