ABSTRACT
This chapter foregrounds the impact of research on teaching practice with specific emphasis on students’ ability to develop pragmatic competence in translation and interpreting. It brings together the findings of several studies undertaken by the authors designed to help students reflect on (simulated) real-life problems in translation and interpreting, allowing them to consider their own practice in a safe learning environment. The first study focused on the benefits of reflective blogs in a multilingual, language-neutral undergraduate translation classroom. The second and third studies involved asking students to interpret audiovisual clips showing professionals interacting with members of the public in real-life scenarios. The study currently in progress involves trainee interpreters reflecting on their renditions when interpreting real-life scenarios with the use of audiovisual clips. This chapter focuses on the preliminary findings from the current study, which suggest that students are developing pragmatic competence through reflection. All of the studies conducted to date underline the importance of developing pragmatic competence over time through experiential learning. The findings, together with author reflections on pedagogical best practice for the development of real-world competencies, have successfully informed adjustments to teaching and learning, and students’ learning outcomes.
