Creating significant learning experiences in literary translation: a course redesign plan
Shahrzad Parvaresh – Hossein Pirnajmuddin – Akbar Hesabi
DOI: 10.18355/XL.2018.11.02.24
Abstract
Literature on translation education over the past two decades covers studies that report on the successful application of teaching and learning practices informed by social-constructivism. These studies, however, do not give a clear report on the way the tenets of social-constructivism have been applied in the design of the teaching and learning activities used. This study attempts to demonstrate the applicability and effectiveness of Fink's (2013) integrated course design, which has been built upon his taxonomy of significant learning experiences (2013), in filling the gap. Within this framework, therefore, we have presented the structure of the units and materials designed for an undergraduate literary translation course, in an Iranian educational context, and outlined through sample materials the steps we took in developing activities aimed at achieving Fink's significant learning.
Key words: significant learning, course redesign, literary translation, material, undergraduate trainee translators
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