After Kiraly (2000) introduced the collaborative form of translation in classrooms, Pavlovic (2007), Kenny (2008), and Huertas Barros (2011) provided empirical evidence that testifies to the impact of collaborative learning. This chapter sets out to describe the collaborative forms of learning at different stages in the translation processes in the Trans-Atlantic and Pacific Project, a long-term cross-cultural virtual team. It describes the forms of collaborative learning practised in this multilateral international project in technical communication and translator training programmes and explores the empirical data that the project may provide for future research into learning translation.

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The COVID-19 pandemic brought extreme challenges and disruption to higher education, resulting in hurried adoption of online teaching. From the point of view of crisis communication, the COVID-19 pandemic as experienced in HE institutions represents an interesting case, because crisis management and communication were primarily, if not exclusively, directed at internal stakeholders (essentially, students and staff ). We present a case study that compares and contrasts the COVID-related responses of two different universities: the University of Minnesota, in the U.S., and the University of Trieste, in Italy. In particular, we look at the sets of documents issued by the leadership of these universities over a period of 23 months between February 2020 (the start of the health crisis) and December 2021. The analysis of the documents revealed that unexpected spaces of freedom empowered instructors. We identify four discursive traits associated with these spaces: definitional change, code glossing, and the use of engagement markers and permissives. However, this empowerment changed over time, as universities became eager to go back to “normal” and reinstate restrictions from pre-pandemic times.

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