Poročilo o dvodnevnem mednarodnem prevajalskem simpoziju Društva slovenskih književnih prevajalcev, ki je potekal 24. in 25. oktobra 2025 v Ljubljani.
V prispevku predstavljamo rezultate raziskav, osredotočenih na evalvacijo in samoevalvacijo praktičnega usposabljanja študentov Oddelka za prevajalstvo Univerze v Ljubljani, ki so opravljali prevajalsko prakso kot obvezni del študijskega procesa na magistrskem programu Prevajanje/Tolmačenje. V raziskavo so bili poleg praktikantov vključeni tudi predstavniki izbranih delovnih organizacij, ki študentom prevajalstva ponujajo tritedensko praktično usposabljanje. V uvodnem delu je predstavljeno področje mentoriranja in evalvacije, nato sledijo rezultati evalvacije in samoevalvacije različnih vidikov praktičnega usposabljanja. Podatki so bili pridobljeni s pomočjo 122 končnih poročil in anketnih vprašalnikov praktikantov po zaključenem praktičnem usposabljanju v zadnjem akreditacijskem obdobju za članstvo Oddelka za prevajalstvo v Evropski mreži magistrskih programov iz prevajanja (angl. European Masterʼs in Translation) v kombinaciji s podatki o praktičnem usposabljanju za študijsko leto 2023/2024. Raziskava se osredotoča na odnos in pomoč sodelavcev v delovni organizaciji ob sprejemu praktikanta, predvsem pa na različne vidike mentoriranja, od komunikacije in povratnih informacij, ki jih praktikanti prejmejo v času prevajalske prakse, do časa in spodbude, ki ju mentorji namenjajo praktikantom. Dodatne informacije o praktičnem usposabljanju smo pridobili s pomočjo šestih poglobljenih intervjujev s posameznimi predstavniki delovnih organizacij, ki zaposlujejo prevajalce in sodelujejo pri praktičnem usposabljanju, in praktikanti, ki so v teh delovnih organizacijah opravljali prevajalsko prakso. V intervjujih smo želeli dodatno osvetliti različne prevajalske aktivnosti, rabo najsodobnejših prevajalskih tehnologij in orodij umetne inteligence v času prevajalske prakse, mentorski odnos in kasnejše zaposlitvene možnosti. Izsledki raziskave kažejo na nujnost nadaljevanja tesnega povezovanja med akademskimi inštitucijami in delovnimi organizacijami, ki ponujajo zaposlitev alumnom Oddelka za prevajalstvo, saj praktično usposabljanje pri potencialnih delodajalcih na področju jezikovnih in prevajalskih storitev vzpostavlja most med izobraževalnim in poklicnim svetom. Obenem poleg pridobivanja poklicnih izkušenj na področju disciplinarnega znanja praktikanti v času praktičnega usposabljanja razvijajo in krepijo tudi mehke veščine, ki so v zadnjem času eden od ključnih gradnikov zaposljivosti bodočih prevajalcev.
Cette recherche examine le rôle de l‘écriture réflexive dans la professionnalisation des enseignants de français langue étrangère (FLE) en formation initiale. À travers l‘analyse de 16 récits de pratiques produits par 8 étudiantes de Master 2 didactique du FLE à l‘université de Khenchela (Algérie), nous explorons comment l‘écriture narrative favorise le développement de compétences réflexives malgré des contraintes linguistiques importantes (niveau A2 en français). L‘analyse multidimensionnelle révèle une progression significative entre les premiers et seconds récits sur cinq dimensions : l‘approfondissement de la réflexion, la diversification des situations analysées, le développement de la posture réflexive, la maîtrise de l‘expression écrite et la créativité narrative. Les résultats démontrent que l‘approche créative permet de contourner les blocages linguistiques et constitue un dispositif efficace pour développer l‘identité professionnelle enseignante. Cette étude contribue à enrichir les dispositifs de formation en proposant une alternative innovante aux approches traditionnelles de l‘analyse de pratiques. La recherche s‘appuie sur les fondements théoriques de Schön, Dewey et Perrenoud, et s‘inspire de la perspective vygotskienne de l‘écriture comme médiation cognitive. La méthodologie comprend une analyse qualitative utilisant deux grilles complémentaires d‘évaluation du développement de la réflexivité et des compétences rédactionnelles. Les résultats montrent une amélioration de 28% des scores moyens pour les dimensions réflexives, avec les progrès les plus notables dans l‘analyse des pratiques (+33%) et la construction de solutions (+35%).
This paper lays the groundwork for future research on the effectiveness of integrating translanguaging methodology into Hungarian as a Foreign Language (HFL) classrooms. Over time, language learning has undergone significant shifts: from frontal, monolingual instruction, typically delivered in the learners’ native language and centred on grammar drills, to full-immersion approaches where teachers exclusively use the target language to develop comprehension and fluency. While immersion methods have gained recognition, they often restrict learners from drawing on their full linguistic repertoires. In contrast, translanguaging embraces multilingual resources as pedagogical tools. Cenoz and Gorter (2011, 2017) strongly advocate for the use of translanguaging in educational contexts, arguing that it fosters deeper and more effective language acquisition. The present study aims to enrich HFL curricula by introducing translanguaging-based practices that encourage learners to draw flexibly on all of their linguistic knowledge. The practical component of this research considers a diverse group of students enrolled in higher education programs, who must achieve specific HFL proficiency levels as part of their academic requirements. Within this context, the study investigates how translanguaging strategies can facilitate both communicative competence and academic success. The primary challenge addressed is the limited promotion of translanguaging in current HFL instruction, which remains heavily reliant on traditional methods. By exploring feasible strategies for incorporating translanguaging, this research seeks to contribute to the creation of multilingual-friendly learning environments. Furthermore, it examines how both students and educators can be encouraged to adopt and actively engage with translanguaging as a sustainable, innovative pedagogical approach.
Flipped classroom models have gained attention for promoting learner-centred instruction, mainly when supported by digital technology. In English as a Foreign Language (EFL) contexts, gamified applications such as Edpuzzle and Kahoot! have improved student engagement and motivation. However, limited research has examined how integrating gamified applications within flipped classrooms affects junior high school students’ learner autonomy, particularly in vocabulary learning. This study aimed to investigate the level of learner autonomy among junior high school students after experiencing flipped instruction with gamified applications and to explore how this instructional model supports the development of autonomy. This study employed a qualitative multi-site case study design, supported by descriptive quantitative data. The participants comprised five English teachers and 50 eighth-grade students from five junior high schools in Bandar Lampung, Indonesia. The researchers used two main instruments: a learner autonomy questionnaire and semi-structured group interviews. Data were collected after the implementation of flipped vocabulary instruction over 20 weeks, during which students engaged with Edpuzzle and Kahoot!. The questionnaire results were analysed using descriptive statistics with SPSS version 26, while interview data were analysed thematically. The findings revealed a consistently high level of learner autonomy across five domains. Thematic analysis identified three key themes supporting this development: self-paced learning, progress tracking, and continuous feedback. These results suggest that integrating gamified applications into flipped classrooms can promote student autonomy in vocabulary learning. The study recommends the broader adoption of the flipped teaching approach with gamified applications to foster independent learning among EFL students.
