Abstracts
Abstract
The author proposes replacing the folk theoretical ‘conduit’ view of learning that still predominates in Translator Education with a principled understanding of cognitive and learning processes for the design of learning events in Translator Education. A collaborative, project-based educational experience is presented by way of illustration. In conclusion, an argument is made for studying collaborative learning events to gain insight into the multi-facetted nature of the learning process as well as of the translation process itself.
Keywords/Mots-clés:
- translator educator,
- cognitive processes,
- project-based learning,
- translator training
Résumé
Dans cet article, l’auteur propose de remplacer la théorie populaire, d’après laquelle le processus d’apprentissage est considéré comme un simple transfert d’informations, par une perspective cognitive multi-dimensionnelle. Un scénario basé sur des projets de traduction authentique est présenté pour illustrer des implications potentielles d’une telle approche. Ensuite, l’auteur propose d’observer des situations d’apprentissage collaboratifs dans le but de mieux comprendre les processus cognitifs impliqués dans la traduction et son apprentissage.
Appendices
References
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10.7202/008533ar