Authentic Assignments in Translation Studies –Building a Bridge between Theory and Practice
Dinah Krenzler-Behm
Published 2017-12-20



How to Cite

Krenzler-Behm D. (2017) “Authentic Assignments in Translation Studies –Building a Bridge between Theory and Practice”, Vertimo studijos, 100, pp. 228-240. doi: 10.15388/VertStud.2017.10.11311.


[full article, abstract in German; abstract in English]

This article focuses on the findings of my doctoral thesis, which looks at the use of authentic assignments in translator training. The aim of my research project was to develop a robust, but at the same time flexible model that can be transferred to other contexts in Translation Studies.

The research work is divided into two parts: a theoretical part and an empirical-analytic part. The main topic of the theoretical part is a chapter (chapter four) that discusses professional translating as the most important learning outcome of translator training. The focus of the empirical-analytic part is on documentary class observation divided into three different phases: preparation, implementation and evaluation.

Nowadays, it is regarded appropriate to use authentic assignments in translation classes, because they provide students with practical relevance (by giving them the impression of how a professional trans-lator works). At the same time, these kinds of assignments increase the motivation of the students. Nevertheless there is a significant difference between translations done in university classes and the practice of


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