Academic Year 2023/2024

  • Teaching Mode: Traditional lectures
  • Campus: Forli
  • Corso: Second cycle degree programme (LM) in Specialized translation (cod. 9174)

    Also valid for Second cycle degree programme (LM) in Specialized translation (cod. 9174)

Learning outcomes

The student knows the theoretical principles and the methods of service learning; s/he is able to critically reflect on her/his own learning process and her/his role as citizen; s/he is able to collaborate in a team for the provision of language services to the community, fully complying with ethical and professional standards.

Course contents

During the course students will manage the activities of IN.TRA, a pro-bono and student language service provider set up in the Department of Interpreting and Translation in the academic year 2020/21, and will explore the principles of service-learning. As far as IN.TRA is concerned, the team will be responsible for all phases of language service delivery and will consist of four working groups (project management, translation and revision, terminology, social media management), which, at the same time, will focus on specific tasks and interact with each other on activities common to the management of language service providers. With regard to service-learning, on the other hand, the focus will be on the objectives, quality standards and evaluation tools. The course will be based on an independent and collaborative learning method in which all the competences acquired in the single modules of the degree course in Specialized translation will be implemented in an integrated manner to achieve a socially relevant purpose.


Ash, Sarah and Clayton, Patti (2009) “Generating, deepening, and documenting learning: The power of critical reflection in applied learning”, Journal of Applied Learning in Higher Education, no. 1: 25-48.

COE (2015). COMPETENCES FOR DEMOCRATIC CULTURE: Living together as equals in culturally diverse democratic societies. Retrieved from: https://rm.coe.int/16806ccc07

Federici, Federico, O’Hagan Minako, O'Brien Sharon and Cadwell Patrick (2020) “Crisis translation training challenges arising from new contexts of translation, Cultus: The Intercultural Journal of Mediation and Communication, no. 12: 246-279.

O’Brien, Sharon, Federici Federico (2022) Translating crises, London, Bloomsbury

Taibi, Mustapha. (ed.) (2018) Translating for the Community, Bristol, Multilingua Matters

Teaching methods

The teaching methodology combines service-learning and situated collaborative learning. Service-Learning enables the development of active citizenship skills that are essential for every citizen by reflecting on a practical experience of civic engagement in the community. The situated collaborative approach makes it possible to apply and enhance the knowledge, skills and abilities acquired in the single modules of the degree course, particularly in specialized translation.

Students work individually and in groups around authentic problems (problem-based). Peer support creates an environment that fosters the development of interpersonal skills and autonomy in managing and carrying out the assigned task. Lecturers become facilitators in face-to-face activities.

Assessment methods

Learning is assessed in two ways: a formative assessment that takes place during the weekly meetings with the lecturer through the analysis and discussion of reflective and self-assessment diaries that the students write following the service-learning guidelines and standards. And a summative assessment characterised by a final test consisting of a portfolio of the activities carried out and a report (between 1000 and 1500 words) in which each student will be able to critically reflect on the role played and the professional and civic skills and competences acquired.

The project partner(s) (bodies or associations to which the team will provide services) will participate in the evaluation by filling in a satisfaction questionnaire concerning the whole team.

Teaching tools

Meetings take place in a lab equipped with PCs and a data projector. During workshop sessions, students have individual hands-on access to software for carrying out the project.

Slides are used for lectures and subsequently made available to the students via the Moodle/IOL platform, in pdf format.

Office hours

See the website of Gaia Ballerini