Investigating The Presence Of Reflective Practice In Translator And Interpreter Training

Résumé: The study sought to investigate the presence of reflective practice in the translation and interpreting classroom. Reflective Practice is regarded as a highly effective metacognitive strategy which improves the learning experience significantly. A survey research was conducted with 72 participants from the Translation Institute of Oran (Algeria), with the aim of researching the extent to which reflective practice is used in the translation and interpreting classroom. The results revealed that reflection and self-examination are not prompted by teachers sufficiently, while simultaneously showing signs of surface-level use of reflective practice on students’ part, calling for it to be looked further into and subsequently enhanced. The findings of the study highlight the importance of fostering a learning environment where metacognition is implemented and encouraged, all while pointing towards the need to present teachers with training opportunities in relevant didactic approaches which make use of metacognitive strategies such as reflective practice.

Publié dans la revue: في الترجمة