Applying curriculum mapping and constructive alignment to a translator study programme
In translator education, the longstanding divide between theory and practice continues to shape pedagogical discourse. Translation study programmes are generally highly practice-oriented, with theoretical components occupying marginal positions, despite translation scholars advocating for the benefi...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
University of Ljubljana Press (Založba Univerze v Ljubljani)
2025-06-01
|
| Series: | Stridon |
| Subjects: | |
| Online Access: | https://journals.uni-lj.si/stridon/article/view/20677 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1849710622071062528 |
|---|---|
| author | Giada Brighi |
| author_facet | Giada Brighi |
| author_sort | Giada Brighi |
| collection | DOAJ |
| description | In translator education, the longstanding divide between theory and practice continues to shape pedagogical discourse. Translation study programmes are generally highly practice-oriented, with theoretical components occupying marginal positions, despite translation scholars advocating for the benefits of learning translation theory. Empirical studies have shown that theoretical modules often become less appreciated after attending such programmes, suggesting that universities have yet to find effective ways of teaching them. Teachers’ perception of student disengagement within the context of translation theory courses at Stockholm University prompted the present investigation. This study examines undergraduate translation theory modules at the Institute for Interpreting and Translation Studies, employing curriculum mapping to analyse the programme at a macro level and constructive alignment to assess the internal coherence of individual modules. The aim is to identify potential misalignments and areas in need of pedagogical revision. Despite the apparently aligned structure on the macro level, the micro level analysis shows that there is a lack of alignment in how the intended learning outcomes, teaching and learning activities, and assessment tasks are formulated. Based on the findings, the paper offers suggestions for improvement and proposes avenues for further research.
|
| format | Article |
| id | doaj-art-8a044f8b85bf4b39b71c3056c270fa05 |
| institution | DOAJ |
| issn | 2784-5826 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | University of Ljubljana Press (Založba Univerze v Ljubljani) |
| record_format | Article |
| series | Stridon |
| spelling | doaj-art-8a044f8b85bf4b39b71c3056c270fa052025-08-20T03:14:51ZengUniversity of Ljubljana Press (Založba Univerze v Ljubljani)Stridon2784-58262025-06-015110.4312/stridon.5.1.69-91Applying curriculum mapping and constructive alignment to a translator study programmeGiada Brighi0Stockholm University, SwedenIn translator education, the longstanding divide between theory and practice continues to shape pedagogical discourse. Translation study programmes are generally highly practice-oriented, with theoretical components occupying marginal positions, despite translation scholars advocating for the benefits of learning translation theory. Empirical studies have shown that theoretical modules often become less appreciated after attending such programmes, suggesting that universities have yet to find effective ways of teaching them. Teachers’ perception of student disengagement within the context of translation theory courses at Stockholm University prompted the present investigation. This study examines undergraduate translation theory modules at the Institute for Interpreting and Translation Studies, employing curriculum mapping to analyse the programme at a macro level and constructive alignment to assess the internal coherence of individual modules. The aim is to identify potential misalignments and areas in need of pedagogical revision. Despite the apparently aligned structure on the macro level, the micro level analysis shows that there is a lack of alignment in how the intended learning outcomes, teaching and learning activities, and assessment tasks are formulated. Based on the findings, the paper offers suggestions for improvement and proposes avenues for further research. https://journals.uni-lj.si/stridon/article/view/20677translation theory teaching translator trainingtranslator educationcurriculum mappingconstructive alignment |
| spellingShingle | Giada Brighi Applying curriculum mapping and constructive alignment to a translator study programme Stridon translation theory teaching translator training translator education curriculum mapping constructive alignment |
| title | Applying curriculum mapping and constructive alignment to a translator study programme |
| title_full | Applying curriculum mapping and constructive alignment to a translator study programme |
| title_fullStr | Applying curriculum mapping and constructive alignment to a translator study programme |
| title_full_unstemmed | Applying curriculum mapping and constructive alignment to a translator study programme |
| title_short | Applying curriculum mapping and constructive alignment to a translator study programme |
| title_sort | applying curriculum mapping and constructive alignment to a translator study programme |
| topic | translation theory teaching translator training translator education curriculum mapping constructive alignment |
| url | https://journals.uni-lj.si/stridon/article/view/20677 |
| work_keys_str_mv | AT giadabrighi applyingcurriculummappingandconstructivealignmenttoatranslatorstudyprogramme |