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Situated learning in translator and interpreter training: Model United Nations simulations
The necessity of incorporating
both theory and practice in translation an interpretation pedagogy has always
been emphasized by trainers at translation and interpretation departments.
Situated learning activities, as most scholars agree, are environments where
students can achieve deep learning by putting theory into practice. The view
presented in this paper is that the Model United Nations (MUN) simulation, a
situated learning environment, can profitably be applied in undergraduate
translator and interpreter pedagogy and help students’ achieve deep learning
mainly across the meta-cognitive knowledge domain. The data was gathered from
the surveys of the outcomes pertaining to the spring terms in the academic
years 2015-2016, 2016-2017, and 2017-2018 as well as the forms sent to students
via university’s student information system by which they could evaluate and
comment on the course, the trainer, and their own performances. The results of
the assessments were further consolidated with two quizzes conducted each term
in which the students were tested about the related terminologies and the
debated topics. The results demonstrate strong metacognitive development among
learners, deep learning achieved through the active participation in the
simulations, and students’ being provided with the required knowledge and
skills for their future careers.
Adey, P., and Shayer, M. (1993). An exploration of long-term far-transfer effects following an extended intervention program in the high school science curriculum. Cognition and Instruction, 11(1), 1–29. Retrieved on December 01, 2018 from: https://www.tandfonline.com/doi/abs/10.1207/s1532690xci1101_1
Altındağ, M., Senemoğlu, N. (2013). Metacognitive skills scale. Hacettepe University Journal of Education, 28(1), 15-26.
Calvo, E. (2015). Scaffolding translation skills through situated training approaches: Progressive and reflective methods. The Interpreter and Translator Trainer, 9(3), 306-322. DOI: 10.1080/1750399X.2015.1103107
Engel, S., Pallas, J., Lambert, S. (2017). Model united nations and deep learning: Theoretical and professional learning. Journal of Political Science Education, 13(2), 171-184. DOI: 10.1080/15512169.2016.1250644
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
Fortin, J. C. (2012). Role-playing and simulation based learning in higher education: Case study in model united nations. PhD dissertation. Bryant University. Retrieved on December 01, 2018 from: https://pdfs.semanticscholar.org/ee65/2f0f63ed5b0cfe0af4cb4ea76b2ecf790c8d.pdf
Hazleton, W. A., Mahurin, R. P. (1986). External simulations as teaching devises: The model united nations. Simulation & Games, 17(2), 149-171.
Hendricks, C. C. (2001). Teaching causal reasoning through cognitive apprenticeship: What are results from situated learning?. The Journal of Educational Research, 94(5), 302–311. Retrieved on December 02, 2018 from: http://hibgroupbpr.pbworks.com/f/Situated%2BCognition%2BStudy.pdf
Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. Manchester: St. Jerome.
Kiraly, D. (2005). Project-based learning: A case for situated translation. Meta, 50(4), 1098–1111. Retrieved on December 01, 2018 from: https://www.researchgate.net/publication/271173631_Project-Based_Learning_A_Case_for_Situated_Translation
Kuhn, D., Pearsall, S. (1998). Relations between metastrategic knowledge and strategic performance. Cognitive Development, 13, 227–247.
Li, X. (2015). Mock conference as a situated learning activity in interpreter training: A case study of its design and effect as perceived by trainee interpreters. The Interpreter and Translator Trainer, 9(3), 323-341. DOI: 10.1080/1750399X.2015.1100399
Prieto V., Antonio, J., Adrián, F. L. (2016). A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: An innovative teaching experience. The Interpreter and Translator Trainer, 10(1), 76-91. DOI: 10.1080/1750399X.2016.1154344
Risku, H. (2002). Situatedness in translation studies. Cognitive Systems Research, 3, 523–533. DOI: 10.1016/S1389-0417(02)00055-4
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125. DOI: 10.1023/A:1003044231033
Senemoğlu, N. (2007). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya [Development, learning and teaching: From theory to practice]. Ankara: Gönül Kitabevi.
Stein, D. (1998). Situated learning in adult education. ERIC Digest. Retrieved 03 December, 2018 from: http://www.ericdigests.org/1998-3/adult-education.html
Veenman, M. V. J., Wilhelm. P., Beishuizen, J. J. (2005). The relation between intellectual and metacognitive skills at the onset of metacognitive skill development. Instructional Science, 33, 193-211. Retrieved 03 December, 2018 from: https://pdfs.semanticscholar.org/324f/9c2c9a147cc122446e8df3614af9b861ef5e.pdf
Yanqun, Z. (2015). The concept and instruction of metacognition in translation competence development. International Forum of Teaching and Studies, 11(1-2), 69-78. DOI: 10.1080/13664530300200184
Zull, J.E. (2011). From brain to mind: using neuroscience to guide change in education. Stylus Publishing: Sterling, VA
Adey, P., and Shayer, M. (1993). An exploration of long-term far-transfer effects following an extended intervention program in the high school science curriculum. Cognition and Instruction, 11(1), 1–29. Retrieved on December 01, 2018 from: https://www.tandfonline.com/doi/abs/10.1207/s1532690xci1101_1
Altındağ, M., Senemoğlu, N. (2013). Metacognitive skills scale. Hacettepe University Journal of Education, 28(1), 15-26.
Calvo, E. (2015). Scaffolding translation skills through situated training approaches: Progressive and reflective methods. The Interpreter and Translator Trainer, 9(3), 306-322. DOI: 10.1080/1750399X.2015.1103107
Engel, S., Pallas, J., Lambert, S. (2017). Model united nations and deep learning: Theoretical and professional learning. Journal of Political Science Education, 13(2), 171-184. DOI: 10.1080/15512169.2016.1250644
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
Fortin, J. C. (2012). Role-playing and simulation based learning in higher education: Case study in model united nations. PhD dissertation. Bryant University. Retrieved on December 01, 2018 from: https://pdfs.semanticscholar.org/ee65/2f0f63ed5b0cfe0af4cb4ea76b2ecf790c8d.pdf
Hazleton, W. A., Mahurin, R. P. (1986). External simulations as teaching devises: The model united nations. Simulation & Games, 17(2), 149-171.
Hendricks, C. C. (2001). Teaching causal reasoning through cognitive apprenticeship: What are results from situated learning?. The Journal of Educational Research, 94(5), 302–311. Retrieved on December 02, 2018 from: http://hibgroupbpr.pbworks.com/f/Situated%2BCognition%2BStudy.pdf
Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. Manchester: St. Jerome.
Kiraly, D. (2005). Project-based learning: A case for situated translation. Meta, 50(4), 1098–1111. Retrieved on December 01, 2018 from: https://www.researchgate.net/publication/271173631_Project-Based_Learning_A_Case_for_Situated_Translation
Kuhn, D., Pearsall, S. (1998). Relations between metastrategic knowledge and strategic performance. Cognitive Development, 13, 227–247.
Li, X. (2015). Mock conference as a situated learning activity in interpreter training: A case study of its design and effect as perceived by trainee interpreters. The Interpreter and Translator Trainer, 9(3), 323-341. DOI: 10.1080/1750399X.2015.1100399
Prieto V., Antonio, J., Adrián, F. L. (2016). A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: An innovative teaching experience. The Interpreter and Translator Trainer, 10(1), 76-91. DOI: 10.1080/1750399X.2016.1154344
Risku, H. (2002). Situatedness in translation studies. Cognitive Systems Research, 3, 523–533. DOI: 10.1016/S1389-0417(02)00055-4
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125. DOI: 10.1023/A:1003044231033
Senemoğlu, N. (2007). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya [Development, learning and teaching: From theory to practice]. Ankara: Gönül Kitabevi.
Stein, D. (1998). Situated learning in adult education. ERIC Digest. Retrieved 03 December, 2018 from: http://www.ericdigests.org/1998-3/adult-education.html
Veenman, M. V. J., Wilhelm. P., Beishuizen, J. J. (2005). The relation between intellectual and metacognitive skills at the onset of metacognitive skill development. Instructional Science, 33, 193-211. Retrieved 03 December, 2018 from: https://pdfs.semanticscholar.org/324f/9c2c9a147cc122446e8df3614af9b861ef5e.pdf
Yanqun, Z. (2015). The concept and instruction of metacognition in translation competence development. International Forum of Teaching and Studies, 11(1-2), 69-78. DOI: 10.1080/13664530300200184
Zull, J.E. (2011). From brain to mind: using neuroscience to guide change in education. Stylus Publishing: Sterling, VA
Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, G. (2019). Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies, 15(3), 914-925. https://doi.org/10.17263/jlls.631533
AMA
Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr G. Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies. Ekim 2019;15(3):914-925. doi:10.17263/jlls.631533
Chicago
Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, Gökçen. “Situated Learning in Translator and Interpreter Training: Model United Nations Simulations”. Journal of Language and Linguistic Studies 15, sy. 3 (Ekim 2019): 914-25. https://doi.org/10.17263/jlls.631533.
EndNote
Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr G (01 Ekim 2019) Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies 15 3 914–925.
IEEE
G. Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, “Situated learning in translator and interpreter training: Model United Nations simulations”, Journal of Language and Linguistic Studies, c. 15, sy. 3, ss. 914–925, 2019, doi: 10.17263/jlls.631533.
ISNAD
Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, Gökçen. “Situated Learning in Translator and Interpreter Training: Model United Nations Simulations”. Journal of Language and Linguistic Studies 15/3 (Ekim 2019), 914-925. https://doi.org/10.17263/jlls.631533.
JAMA
Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr G. Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies. 2019;15:914–925.
MLA
Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, Gökçen. “Situated Learning in Translator and Interpreter Training: Model United Nations Simulations”. Journal of Language and Linguistic Studies, c. 15, sy. 3, 2019, ss. 914-25, doi:10.17263/jlls.631533.
Vancouver
Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr G. Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies. 2019;15(3):914-25.