Scaffolding translation skills through situated training approaches: progressive and reflective methods

Abstract

Contemporary translation studies (TS) have long embraced context-based professional frameworks. Situated learning perspectives relate to vocational, functionalist notions of translation practice. Situated translation learning introduces different training practices designed to prepare students for professional activity. These include a plethora of different practice-based proposals, such as tasks and projects, portfolios, professional emulations, and apprenticeships. This article analyses the main debates regarding scaffolding in learning processes and presents practical situated learning and assessment experiences at the Universidad Pablo de Olavide (Spain) to illustrate the importance of reflective strategies in situated learning contexts. Particular emphasis is laid on the role of translation portfolios as comprehensive learning tools.