Situated learning in translator and interpreter training: Model United Nations simulations

Abstract

The necessity of incorporating both theory and practice in translation an interpretation pedagogy has always been emphasized by trainers at translation and interpretation departments. Situated learning activities, as most scholars agree, are environments where students can achieve deep learning by putting theory into practice. The view presented in this paper is that the Model United Nations (MUN) simulation, a situated learning environment, can profitably be applied in undergraduate translator and interpreter pedagogy and help students’ achieve deep learning mainly across the meta-cognitive knowledge domain. The data was gathered from the surveys of the outcomes pertaining to the spring terms in the academic years 2015-2016, 2016-2017, and 2017-2018 as well as the forms sent to students via university’s student information system by which they could evaluate and comment on the course, the trainer, and their own performances. The results of the assessments were further consolidated with two quizzes conducted each term in which the students were tested about the related terminologies and the debated topics. The results demonstrate strong metacognitive development among learners, deep learning achieved through the active participation in the simulations, and students’ being provided with the required knowledge and skills for their future careers.