Translation diary as a tool for research, student support and assessment

Abstract

When seeking a way to describe the steps of an activity focused on individual 
subjectivity, the tool known as the translator's diary emerges as a key instrument. 
Inspired by the reflective journal proposed by Schön (1983), originally aimed at teacher 
education, the translation diary presents itself as an effective tool for monitoring 
translation practice. Students record their difficulties, adopted strategies, translation 
decisions, ethical issues, the use of technological tools, and perceptions of their 
professional performance. Based on Batista’s study (2019), this paper conducts 
descriptive research and a qualitative analysis regarding the application of this 
methodology in translation teaching and translator training, considering the nuances 
in building the study corpus. Thus, three main perspectives are addressed in this work: 
(I) the diary applied to teaching and how it contributes to reflections on pedagogical 
actions, making learning more meaningful for the student and, consequently, for the 
teacher; (II) the diary as a decision-making tool for translator in training in their 
individual dialogue with the source text; and (III) the diary as a reflective space for 
students facing translation difficulties, their conflicts, reflections, and retroactive 
choices. This study considers translation diary as a tool capable of significantly 
transforming the teaching and learning of the translation profession, guiding students 
to comprehend translation praxis also as a way for researching in translation. As a 
result, teachers are enabled to assess and appropriately support students based on 
their reported decision-making processes and knowledge construction, which extend 
beyond translation itself to influence daily practice.