A case of situated learning and its implications for the development of translator competence

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Yıldız M.

RumeliDE, vol.2020, pp.1000-1015, 2020 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 2020
  • Publication Date: 2020
  • Doi Number: 10.29000/rumelide.827642
  • Journal Name: RumeliDE
  • Journal Indexes: TR DİZİN (ULAKBİM)
  • Page Numbers: pp.1000-1015
  • Çanakkale Onsekiz Mart University Affiliated: Yes


The task of translation schools should not be reduced to that of vocational schools, which can be

claimed to favor ‘practice-intensive training’ over ‘theory-bound education’. However, this

proposition does not annul the fact that practice is an integral component of translation education.

Therefore, translation students should be offered real-world/authentic activities. In this sense, the

present paper presents a situated-learning project conducted by the author and 62 first-year

undergraduate students to investigate how a project-based situated learning approach can help

translation students develop translator competence with particular focus on social competences.

The students were asked to visit the restaurants in the City of Çanakkale, Turkey, and to identify

translated menus in need of editing. They worked in 14 groups of three to six members. At the end

of this two-week project, they were requested to provide the commissioner with an edited version of

the menu and to submit the author a report. The contents of the reports were phenomenologically

analyzed in view of Kiraly’s (2013) three social competences – professional etiquette, negotiation,

and teamwork – and Eser’s (2015) interpersonal skills. The obtained results suggest that the project

helped the participating students raise an awareness that translation is not only the production of a

target text based on an assumed source text but also a process that entails acquisition and

possession of efficacious interpersonal skills for the satisfactory completion of a translation task and

observance of professional codes of behavior as a member of a professional community.