Is it realistic to expect translator training in higher education to deliver translators, custom-made for the profession? Increasingly, the industry is being compartmentalized and the practitioner is required to carry out isolated tasks within the entire translation process. This paper discusses how project-based learning within a translation and technology module, covers translation jobs such as project management’, ‘workflow’, ‘revision’, ‘translation memory’ ‘PEMT’ (post-edit machine translation) with a special focus on revision. The objectives of the learner-centred methodology are not only to prepare students adequately for entry into the profession, but also to support changes in syllabus design in esablishments of higher education.
Rosemary E.H. Mitchell-Schuitevoerder