Multiple Voices in the Translation Classroom: Activities, tasks and projects

Why this book?

To build the competence we want in our students we have to design precise
pedagogical tools – tools for particular purposes that will yield specific desired
effects. Shreve 1995: xiv

Compared to the literature on translation theory, on the best way to translate a text or on how to become a professional translator, publications on translation training per se are scarce. Most of these follow a teacher-centred approach to classroom dynamics with a bias towards teaching translation starting off with professional standards.




Approved by Englishcology