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Article published In:
Translation and Interpreting Studies
Vol. 14:3 (2019) ► pp.416–436

Scaffolding student self-reflection in translator training

ORCID logo | University of Łódź, Poland

This article advocates for structured self-reflection as a means to scaffold learning in translator training. Metacognitive activity in translator training requires students to actively regulate their own process of both translating and learning to become a translator. Therefore, the nature and typology of (self-)reflection is examined as are tools that offer students structured opportunities to analyze and evaluate their own learning. Given that additional (self-)reflection in the translation classroom requires trainers to alter their teaching methods, this article also examines how their role in training changes as a result of its inclusion. An exploratory study on translation students’ prospective and retrospective self-reflection is described with student perspectives on the same translation task compared. Student expectations prior to translation are examined both pre- and post-task, emphasizing what students and teachers learn from reflective practice.

Keywords: translator training, self-reflection, metacognition, reflective practice, translation classroom
Article outline
  • Introduction
  • Learning as based on reflection
  • The role of the reflective translator trainer
  • Types of reflection in the translation classroom
  • Exploratory study: Prospective and retrospective self-reflection
  • Results and discussion
    • Example I
    • Example II
    • Example III
    • Example IV
  • Conclusion
  • References
Published online: 10 July 2019
DOI logo
https://doi.org/10.1075/tis.18029.pie
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