Abstract
ABSTRACT In 2000, Kiraly published his monograph A Social Constructive Approach to Translator Education, which catapulted project-based translator training into prominence. Since then, many empirical studies have been conducted, all focusing on a single project. Despite cumulative evidence of the efficacy of this student-centred approach, we perceive the lack of a holistic view. Specifically, we wish to understand how authentic translation projects are researched and implemented across different scenarios. To this end, we pooled together 11 representative studies for a meta reflection. We first form a comprehensive base, by cross-examining the studies’ assignments, commissions, temporal and spatial features, workflow, terminology management, technology, scaffoldings, and research design. This is then utilized to scrutinize the critical features of authentic translation projects and to pinpoint some convergence and gaps.
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