A model for using the reflective learning journal in the postgraduate translation practice classroom

Abstract

This paper discusses the role of the reflective learning journal in a South Korean postgraduate translation practice classroom for translation from Korean to English. The requirements of today's professional translator are also discussed, highlighting the competences ideally required by students of translation studies in order to be equipped and ready for the competitive working world of translation. While postgraduate interpreting and translating courses in South Korea may often be practice-focused, the author was interested in exploring the use of a reflective learning journal in the translation practice classroom with the intention of allowing students to record their thoughts and look back on their learning process. Excerpts from students' journals are presented and discussed with reference to Moon's map of the reflection process to offer student perspectives and identify how the learning journal helped in the areas of weaknesses identified, strategies used to deal with the obstacles encountered as well as observations on the students' self-development. The overall role of the learning journal is finally discussed and a model for using a reflective learning journal in the translation practice classroom is proposed.

Keywords:

• Korean and English translation
• translator training
• reflective learning journal
• postgraduate translation
• student perspectives

Biographical note

Vivian Lee taught postgraduate-level translating practice, interpreting practice and community interpreting classes for Macquarie University's postgraduate translating and interpreting course at its South Korean offshore campus, Korea University, Seoul from February 2011–June 2013. She was also employed as an assistant professor at the Department of English Interpretation and Translation, Hankuk University of Foreign Studies, Seoul, South Korea before commencing her PhD studies in Linguistics at SOAS, University of London, in England. Her research interests include translation studies, interpreting and translation pedagogy and language pedagogy.