Translating solidarity into action: creatively enhancing the translation classroom

Service-Learning (SL) is an educational approach that combines academic instruction skills and values with the provision of service activities for the betterment of the community (Puig, Gijón, Martín, and Rubio (2011). However, this pedagogical method is still new in some Higher Education settings, such as the case of the Translation Classroom. The objective of this study is to assess the pedagogical impact and potential benefits of a project-based activity that has been introduced in the translation classrooms of an undergraduate course offered by a Higher Education Institution in Portugal. Additionally, the study seeks to investigate the influence of these initiatives on the students' learning outcomes and engagement levels. The methodology involves students actively participating in community service activities that are relevant to their coursework by means of a partnership established with a Portuguese non-profit organisation. This project aims to bridge the gap between academic learning and its application in the professional realm by getting students to realise that translation involves the meticulous negotiation between their inferential, communicative, and creative abilities. Following their involvement, students reflect upon their experiences to gain a deeper understanding of the subject matter, acquire practical skills, and cultivate a sense of civic responsibility (Sánchez and Rovi, 2015). As a result, our overall aim is to investigate how Service-Learning can be used to direct the creation of teaching models that improve and strengthen not only the students’ academic competencies and theoretical knowledge, but also their roles as agents of solidarity and humanitarianism.