Abstract
This article aims to demonstrate that the notion of multiple voices (polyphony) is a powerful educational idea that can bring value to translator education programmes. Based on a class dedicated to entrepreneurial functioning of MA students in translation, the article strives to show how polyphony can be entrenched in class content and classroom dynamics. It is argued that polyphony can empower students’ polyphonic approach to career choices. The empirical part discusses the responses from the class participants in 2023 concerning their perception of the modes of work they find most attractive. Conclusions outline areas for enhancements in class content and classroom dynamics.
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