Using Peer Instruction to Develop a New Pedagogy for Translation

This project sought to develop a pedagogy of “peer instruction” (PI) in the context of the translation programme in order to address important issues such as conceptual understanding, problem-solving skills and student ownership of learning, which research has shown are among the biggest challenges arising from the teaching and learning of translation (e.g., Chesterman, 2000; Baer & Koby, 2003, Dimitrova, 2005; Katan, 2011). Peer instruction as pioneered by Mazur (1997, 2009) in the context of teaching physics combines ConcepTests (which require the active use of conceptual understanding) with collaborative, problem-based and project-based learning to enhance student engagement as well as their problem-solving skills. Peer instruction had been extended to other subjects but not translation. By applying the principles and techniques of peer instruction, this project aimed to develop a pedagogy that not only addresses the issues arising from the teaching and learning of translation but also possesses the potential for wider application to other programmes of study.