Investigating the Presence of Reflective Practice in Translator and Interpreter Training

The study sought to investigate the presence of reflective practice in the translation and interpreting classroom. Reflective Practice is regarded as a highly effective metacognitive strategy used to improve the learning experience significantly. A survey research was conducted with 72 participants from the Translation Institute of Oran (Algeria), with the aim of researching the extent to which reflective practice is used in the translation and interpreting classroom. The results revealed a scarce and unstructured use of reflection and self-examination in the classroom both on students and teachers' parts. The findings of the study highlight the importance of fostering a learning environment where metacognition is implemented and encouraged while also pointing towards the need to present teachers with training opportunities in relevant didactic approaches that make use of metacognitive strategies, such as reflective practice.