ABSTRACT
Translation studies has become a field in its own right in the last few decades, as demonstrated by the number of presses, journals, conferences, and organizations dedicated to scholarly work on translation. This chapter presents a critical survey of prevalent translation pedagogies by situating the teaching of translation within the broader context of translation studies and related disciplines. Pedagogies make assumptions about teachers, students, and the learning process that ultimately rest on specific epistemologies. The teaching of translation has witnessed a shift from a positivist to a constructivist epistemology, from teacher-oriented to student-oriented approaches, from the veneration of the source and target texts to a veritable discovery of the translator and the translation process. This evolution can be tracked in current academic practices, although it occurred as consciously articulated responses to developments in such other fields as psychology, sociology, and educational theory.