Exploring Effective Translation Teaching in the Classroom: A Case Study

Abstract

This study follows on from previous research to explore effective teaching process in a translation classroom in two Australian universities. The data analysis draws on Kiraly’s (2000) social constructivist theory in translation teaching and focuses on the teaching process aiming to discover how effective translation teachers conduct teaching in the classroom. The results suggest that effective translation teachers are able to control the whole learning process, facilitate independent learning, guide students to be more critical about translation, give feedback for students to reflect on, and be supportive, patient and encouraging to students for better classroom communication and learning outcomes.