Abstract:

In this work, I present the results of a methodology designed and developed for translation and interpretation school students. Some of them have as main objective to achieve a high level of technical knowledge for doing technical translations in their future work at universities, researching institutes, government or companies.

These students must learn the basis of different fields in science and technology, which is quite complex for them, but pedagogical tools make them learn as better as possible. The final master project is the last task that students must do, and it must be innovative and useful for science and society.

This blended methodology allows improve the realization of the final master project that each student must develop individually, in an engineering field, by means of a pedagogical project of evolution as the student does his or her final master project. For that, the methodology applies both strategies, standard tutoring and coaching skills, to involve the student in their own work, objectives, ideas, results and conclusions.

Professional translators, even in engineering fields, require always their works to be checked by technicians as different types of engineers, based on the specific translation documents. So, translators use to specialize in a specific engineering field, offering their best in that field. The complexity of engineering fields make impossible to know all of them.

The real cases obtained applying blended-tutoring to translation students who have done their final master project based on a specific engineering field demonstrate success in the results and high motivation that these students explain.

Keywords:

Blended-tutoring, translation, engineering, coaching.