Distorted directionality in a multilingual classroom (on the example of a BA double degree programme in Czech-German translation)
Abstract
The aim of this paper is to discuss some of the challenges resulting from the fact that classes in translation taught at the Institute of Translation Studies (Charles University, Prague, Czechia) in its double degree programme offered jointly with Universität Leipzig are attended by students whose mother tongue is not Czech.
Drawing on the results of action research conducted in two different translation courses, we describe the challenges that this non-standard situation represents for the teacher, how teaching methods need to be adapted, what implications this distorted directionality has on student assessment, how this combination of students with different mother tongues can enrich translation seminars and their participants, and what benefits it brings to the interaction between teacher and student and between the students themselves.
