Blurb:

This chapter discusses the main foundations of a collaborative learning strategy and offers a new methodological model built on this pedagogical approach, and enriched by the element of building shared expert knowledge in the field of translation. The main aim of the collaborative model it advances is to evaluate the effectiveness of its application in translation didactics at the higher education and professional training levels. The model is indebted to the socio-constructivist approach, cognitive psychology and discourse analysis. The chapter explores the synthesis of collaborative learning with the interpretation of collaborating utterances so as to expose the process of building translation sub-competences. The practical experiment involved the qualitative micro-analysis of data gathered from pre-activity scripts, recorded collaborative interactions and post-activity scripts. The proposed model constitutes a new version of an educational learning method which should appeal to the growing expectations of higher education and the professional translation sector in the area of expert competences and high social skills.