Performance-based instruction and assessment in translation pedagogy
DOI:
https://doi.org/10.5007/2175-7968.2025.e102764Palabras clave:
social constructivismResumen
The quest for an optimum method has for some time now landed translation pedagogy in social constructivism and task-based instruction. For all the agreement that exists on the need to make changes and adapt task-based instruction to translation teaching, there are still theoretical limitations, practical implementation barriers, and contextual mismatches between the tenets of task-based instruction and translation training needs, and research on the procedural details of a translation lesson or the dynamics of a task-based translation classroom remains sporadic, if scarce. In this article, we have drawn on the extant literature on translation competence, translation teaching best practices, a limited-scale study on an earlier version, expert feedback, and our own experience as translation trainers to develop an instructional cycle that may potentially address the foregoing shortcomings. We have proposed a tailor-made performance-based instruction and assessment task cycle that could complement the current proposed task-based instruction designs for translation teaching. We have then borrowed from the concept of the post-method era in language teaching and concluded that the search for a single best method of translation teaching ought to give way to an alternative approach that develops trainees’ translation competence within their unique translation ecology.
Citas
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