Using Wikipedia as a classroom tool — a translation experience

Martínez-Carrasco, Robert

doi:10.4995/head18.2018.8112

Cited by 3 publications

(4 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Instead, such projects have been a part of translation study programs and involved students who are preparing for a career in translating and interpreting (e.g. Al-Shehari, 2017;Brunette & Gagnon, 2013;Martínez Carrasco, 2018). Projects conducted in the two contexts (the tertiary ESP context and translator training context) belong to the same social constructivist paradigm, share some common aims (such as empowering students, putting them in charge of their own learning, encouraging collaboration and teamwork, etc.…”

Section: Discussionmentioning

confidence: 99%

“…Projects conducted in the two contexts (the tertiary ESP context and translator training context) belong to the same social constructivist paradigm, share some common aims (such as empowering students, putting them in charge of their own learning, encouraging collaboration and teamwork, etc. ), and are similarly conceptualized and executed (see, for example, Martínez Carrasco, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…However, the fact that the context of the project execution and its participants differ, also leads to the difference in motivation and perceived benefits of project participation. Namely, while the participants of the project presented here are 2 nd year undergraduates of non-linguistic orientation, with uneven English language skills (reflected in the grade awarded for ESP courses) with no or very little translation experience, the participants of other similar projects (presented in Al-Shehari, 2017;Brunette & Gagnon, 2013;Martínez Carrasco, 2018) are at least 3 rd and 4 th year undergraduate or postgraduate translation students who are already familiar with relevant translation strategies and resources (Martínez Carrasco, 2018: 913) and aim at developing even more comprehensive degree-specific translation and other transferable competencies (Galán-Mañas, 2011;Kiraly, 2005Kiraly, , 2012. The two groups of participants are not expected to be motivated in the same way, nor to share a common set of project expectations.…”

Section: Discussionmentioning

confidence: 99%

“…Brunette and Gagnon (2013), for example, report on using already translated Wikipedia articles at the University of Quebec in Outaouais (UQO), Canada, as a tool for their students to practice English-French translation revision and review. A project similar to the one described in this paper and placed in the same constructivist framework is presented by Martínez Carrasco (2018), who reported on the use of Wikipedia articles in teaching translation to bachelor degree students in Translation and Interpreting at Jaume I University, in cooperation with Wikipedia Spain, with the purpose of developing their comprehensive translation competencies (Martínez Carrasco, 2018: 913). The project was part of a larger international network called "Teaching Translation via Wikipedia" that focused on "authentic project-based methodology and collaborative work in the translation classroom" (Martínez Carrasco, 2018: 912) and included participants from Spain, Argentina, Jordan, Turkey, and other countries.…”

Section: Wikipedia As a Teaching Toolmentioning

confidence: 99%

See 3 more Smart Citations

Project-Based Translation of Wikipedia Articles in a Tertiary ESP Context: Planning, Execution and Lessons Learnt

Anđelković¹,

Meršnik²,

Jovic³

2022

ESP Today

View full text Add to dashboard Cite

Contemporary ESP instruction tends to avoid traditional teaching methods such as translation, since these were seen as obsolete and believed to discourage communication skills. Attitude towards translation of specialized authentic texts, however, has been changing, mostly because of its potential as an activity that contributes to students' content and language knowledge and transferable skills, such as problem-solving, collaboration, decision-making, etc. Following the constructivism-based learning theories, this article presents the implementation of Project-Based Learning (PBL) in a tertiary ESP context on a collaborative English-Serbian translation and peer review project of selected Wikipedia articles. It outlines the project execution phases and reports on the results of a questionnaire investigating students' evaluation of the project. The results indicate the respondents' overall satisfaction, especially regarding the acquired content knowledge, technical and teamwork skills, and a better grade gained in the course. The results also indicate room for improvement in both the organizational aspects of the project, and collaboration between ESP teachers and project participants, as this may lead to more proficient language competencies.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%