Exploring Students’ Perception of Subject and Translation Integrated Learning (STIL) as an Innovative Approach to Translation Instruction: A Case Study

Abstract

Subject knowledge, also known as domain knowledge or thematic knowledge in translation studies (TS), is universally recognized as a constituent element of translator competence. However, there is a dearth of empirical exploration into its instruction in translation classroom, especially from translation students’ perspective. Inspired by CLIL (content-language integrated learning) in L2 learning and relevant discussions in TS, this study proposes STIL (subject-translation integrated learning) as a novel approach to translation instruction characterized by integration of a systematic in-depth instruction of subject knowledge with translation instruction on course level. It then explores students’ perception of the proposed approach as it is implemented in an MTI (Master of Translation and Interpreting) course specialized in translation of classical texts in economics. The results show: (1) STIL is generally preferred by the participants to other approaches to translation instruction that they have been exposed to; (2) STIL, if well-designed and carried out, could produce positive cognitive and affective outcomes with both subject-learning and translation-learning through a forced and facilitated engagement with the texts.