Abstract
This article investigates Service Learning (SL) as pedagogy for educating translator students in higher education. Situating translator education within new theories of knowledge, this article provides a description of a first-year module presented in translation practice. It makes use of Bringle and Hatcher’s conceptualisation of SL, with a focus on the application thereof at the UFS. The aim of the article is to argue for more attention to the curriculum in translator education, rather than mere pedagogy, as well as for attention to philosophical and ideological issues in designing the curriculum of translator education. It also focuses on the transforming role that SL could play in translator education in particular and higher education in general by exposing students to various cultural and ideological spaces.Keywords: service learning, translator education, teaching, learning, philosophical and ideological issues
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
