Special Issue

Periodicals in Translation Pedagogy

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Abstract

As the teaching of translation moves away from a transmissionist to a constructivist and learner-focused approach, collaborative and experiential modes of teaching are gaining prevalence in translation studies. This is an ongoing process as different tools and methodologies are being proposed by different scholars, and as Kelly Washbourne suggests, we are at the threshold of a ‘pedagogical renaissance’. The paper explores the intersection of periodical studies and translation studies from a pedagogical perspective and argues that the integration of periodicals as learning tools in translation education can offer students an authentic context for collaboration and research. It advances the hypothesis that periodicals offer rich material for a better understanding of translation as a complex historical, cultural, and social phenomenon. As part of a situated learning approach, periodicals can function as a ‘translation studies lab’ and foster research skills and a deeper awareness of translation’s multifaceted nature. The paper explores this hypothesis via a case study on the design and execution of an undergraduate course that followed the principles of situated learning in its structure, activities, and assignments. The study wraps up with findings from a small survey, demonstrating the students’ perceptions about the effectivity of the periodical studies framework in reinforcing the principles of situated learning in translation. 

Keywords: Periodicals as translation studies labs, translation pedagogy, situated learning, complexity theory, magazines, newspapers, shared artefacts

How to Cite:

Tahir Gurcaglar, S., (2026) “Periodicals in Translation Pedagogy”, Journal of European Periodical Studies 11(1), 54-74. doi: https://doi.org/10.21825/jeps.94720