Abstract
“The Theory and Practice of Literary Translation,” a team-taught upper-level seminar for undergraduates at a liberal arts college, serves a strategic purpose within the context of an institutional curriculum. Since it demands that faculty and students cross traditional disciplinary lines for a common intellectual and creative aim, this course draws participants with expertise in different source languages and from different departments and programs. As such, the authors consider it among their most unifying and cooperative pedagogical experiences. This chapter discusses the rationale for the course, the possibility of—and merit in—teaching without fluency in every language represented, some logistics of course design and management, and the rich and often unforeseen professional development that the enterprise has availed its faculty.
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