ABSTRACT
This chapter outlines some basic constructivist principles in order to first present the underpinnings of the proposed educational approach independently of the specific subject matter of translator education. It demonstrates about the usage of the principles as the basis for the translator education approach. From a social constructivist perspective, the individual is never alone. We learn to communicate, and then to think, by sharing and contrasting perspectives with other members of the communities to which we belong. Thought, from a Vygotskian perspective, is internalized conversation. The implications for the training of translators are clear. If the goal of translator education is defined as facilitating the process through which translators join the profession, then the profession itself can be expected to change through the pedagogical dialogue. One of the great advantage of collaborative group work is that it allows learning activities to revolve around projects that reflect the complexity of real-life situations.
