A. Atabekova

Peoples' Friendship University of Russia (RUSSIAN FEDERATION)
There are many different approaches to blended learning along with different terms to define this phenomenon that are used interchangeably in research works [1]. Blended learning combines the social benefits of classroom training with the individual benefits, provides for a more effective learning experience, reduces the costs and gives greater flexibility to learners [2]. At the same time some teachers are skeptical about the effectiveness of this educational environment as far as translation skills training is concerned, nevertheless technology has got a strong impact on translation industry, translation competence has been redefined in the electronic age [3].

Currently, specialized translation training skills are crucial for further development of science, business, and institutional communities that are very specific in terms of their professional settings. Thus, it requires to train the translation trainers in specific domains. Our teaching practice has revealed that blended training is effective for in-house specialized translation teachers’ training, these scenarios lay grounds for teachers’ sustainable professional development.

The report explores the pedagogical tools and ICT resources in the domain of legal translation teachers’ training and discusses the lessons learnt from using these resources in blended training. Two translation teachers’ training courses were designed. The first one included traditional lectures and seminars on legal translation peculiarities, comparative analysis of legal translation variants, etc. The second course had blended format. The first stage included interviewing teachers about their needs in training in multimedia translation tools. The teachers underlined such a training should focus on the technical knowledge that could help for preparing teaching materials, ICT resources that can improve legal translation teaching, some specific guidelines for different teaching scenarios to integrate multimedia translation into their translation classes.

At the next stage ICT resources for legal translation training were identified and a set of tasks was designed for teachers to fulfill legal translation using on-line tools and design sample teaching tools to use each technology during blended classes.
At the end of the training courses the teachers of both groups did legal translation test and trainers were interviewed about their training results.

The report provides for test and interview results that “vote” for blended legal translation teachers’ training for their professional development.

[1] Graham, C. R. (2005). "Blended learning systems: Definition, current trends, and future directions.". In Bonk, C. J.; Graham, C. R.. Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer. pp. 3–21.
[2] Garrison, D. R.; H. Kanuka (2004). "Blended learning: Uncovering its transformative potential in higher education". The Internet and Higher Education 7 (2): 95–105
[3] Pym, A. (2002): "Asymmetries in the teaching of translation technology". Paper written within the frame of the research project “Evaluación de medios de aprendizaje a distancia en la formación avanzada de traductores” (BFF-2002-03050), Ministerio de Ciencia y Tecnología, Madrid, Spain. - URL: