‘Blended learning’ in the training of professional translators

Leah Gerber, Marc Orlando, Shani Tobias

Research output: Contribution to journalArticlepeer-review


The translation and interpreting (T&I) profession worldwide is undergoing fundamental changes as a result of globalization and rapid technological developments. It is essential that university training programmes prepare T&I graduates for this new environment through an approach to curricula and pedagogy that combines vocational, academic and transferable skills, responding to the diversity of both the students themselves and their potential future employment contexts. The ‘blended learning’ methodology, which integrates online and face-to-face teaching and learning activities, has been gaining prominence as an effective driver of student-centred, active learning.Using the example of an MA programme in Australia, this article will show how the application of blended learning in T&I training can facilitate the development of skillsets necessary for 21st century translators. In particular, the case studies demonstrate, with reference to student satisfaction surveys, that the structuring of pre-class, face-to-face and post-class (assessment) activities enhanced students’ ability to engage in discussions and peer-to-peer collaborative tasks, reflect on their learning, apply theory to practice and benefit from a range of formative feedback.
Original languageEnglish
Pages (from-to)1-26
Number of pages26
Issue number1
Publication statusPublished - Feb 2020
Externally publishedYes


  • translator and interpreter training
  • blended learning
  • T&I pedagogy


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