Kiraly, D. (2000): A Social Constructivist Approach to Translator Education; Empowerment from Theory to Practice, Manchester, UK & Northampton MA, St. Jerome Publishing, 207 p.

Perceptions of student-centered learning in online translator training: findings from Jordan

“…Kiraly, 1995 , 2000 , 2006 , 2015 ). Kiraly's work was influential in SCL that several empirical studies in SCL translator training -including this study-were guided by the methods and techniques suggested by Kiraly ( Malena, 2003 ).…”

“…Kiraly's empirical research in 1995, 2000 and the most recent study in 2015). According to Malena (2003) such empirical studies had positive impact on translation education worldwide. On the other side of the spectrum, translation educators can detect pitfalls in translator training, gearing them towards corrective actions in constructive research.…”

Challenges in Teaching Literary Translation to Undergraduate Students

“…However, this method is not very rewarding for students, who seem to receive only negative feedback, which may be discouraging. Some other approaches to teaching translation, with particular focus on the translation of literary texts that should be mentioned here, include process-centred translation training or the social constructivist approach [Gile 1995;Kiraly 2000], where the focus is not on the final text but on the translation process. The empowerment of students, where translation trainees create knowledge themselves through participation in interpersonal and intersubjective interaction [Kiraly 2000:4] is claimed to be particularly appropriate for the introductory stages of translation training, as it ensures a faster process in comparison to product orientation [Kelly 2005: 14].…”

“…As a result of class observations, the focus of the course slightly shifted from individual work to more extensive examination of students' texts in class in the form of group feedback practice during teacher-guided discussion, as postulated, for example, by Pietrzak [2014], to provide support in order to help novice translators develop required competence. This group activity, where students can present their own evaluation and comments, taking over the role of the teacher or the client, is a practical response to the call for student empowerment postulated by Kiraly [2000].…”