ABSTRACT
Discussions on translation as a pedagogical tool have been largely absent from literature on sign language interpreting university programmes. This chapter presents a case study, set in Trinity College Dublin, outlining how a programme can incorporate translation tasks across a range of theoretical and practical modules. An important focus is the application of ‘Mediation’ activities detailed in the Common European Framework of Reference for Languages – Companion Volume (2020), which highlights how translation can be used as a pedagogical tool. We conclude by emphasising the need for researchers and educators to share resources which will allow curricula to be modified and strengthened.
Furthermore, we highlight the importance of engagement with the wider deaf community when developing translated pieces, and when identifying interpreter/translator training needs. In summary, translation exercises can be introduced at different stages of learner competency, can be leveraged as a tool in the classroom, and can produced by learners as a component of self-directed, asynchronous learning. Pedagogical research remains under-developed and warrants further attention.
