ABSTRACT
This chapter presents a case study of an introduction to translation studies course based on the constructivist framework presented. As indicated elsewhere, these scenarios should not be taken as blueprints that can be applied directly by other instructors. They are intended, however, to serve as illustrations of my approach and to provide a springboard to help other teachers develop their own alternative techniques, adapted specifically to their respective teaching environment, language combination and translation direction. The approach varies from group to group and evolves from semester to semester as each unique set of students and acquire new understandings about the translation profession and the collaborative learning process. The interpretation of constructivism and its application to syllabus design and pedagogical techniques that have been illustrated here are naturally my own constructions, the products of own experience and own teaching environment, which no other teacher could replicate exactly.
