Abstract
Kiraly (2013: 215) argues that the instructor in translator education should be or ideally is “…more of a scaffolder and facilitator of socially constructed learning than a manipulator and controller of contrived didactic practices…”. Ideally, the class provides the scaffolding which students are encouraged to hold on to, while translation competence emerges in the context of social interactions within project work. Implicit and/or explicit feedback from peers and instructors in the kind of projects Kiraly (e.g. 2013) advocates together with fictional role play provides the kind of scaffolding which allows the emergence of translation competence as envisaged by Kiraly.
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Vargas, S., Schaeffer, M. (2022). Learning by viewing. In: Abels, K., Hansen-Schirra, S., Oster, K., Schaeffer, M., Signer, S., Wiedmann, M. (eds) Re-Thinking Translator Education. Sprachen lehren – Sprachen lernen. Frank & Timme, Berlin. https://doi.org/10.57088/978-3-7329-9133-4_9
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