This paper presents a sworn translation project designed to enhance the development of professional skills associated with a prototypical freelance sworn translation job.
However, unlike traditional translation classroom activities, which tend to centre around the translation itself, the focus here is on the ancillary but essential
administrative tasks related to professional translation such as analysing a job’s viability, setting fees at market rates, drawing up quotations and invoices and, above ...
This paper presents a sworn translation project designed to enhance the development of professional skills associated with a prototypical freelance sworn translation job.
However, unlike traditional translation classroom activities, which tend to centre around the translation itself, the focus here is on the ancillary but essential
administrative tasks related to professional translation such as analysing a job’s viability, setting fees at market rates, drawing up quotations and invoices and, above all,
communicating effectively with clients. Designed from a situated learning perspective, the project takes the form of a teaching-learning sequence in which pairs of
students adopt the roles of client and translator and then exchange written communications in the form of queries, quotations and invoices connected to the sworn
translation of an academic administrative document. To guide the students in their acquisition of the professional skills they need for these tasks, a broad vision of
assessment is applied, which goes beyond its mere certifying function and promotes its formative component through self-assessment, peer-assessment, and teacherassessment. Integrating labour market-oriented projects focused on skills relating to the implementation of translation in a professional context in the specialized
translation classroom, as we have done here, is a valuable tool to facilitate the student’s transition from the translation classroom community to the professional
community of translators.
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