Translation in virtual collaborative student networks [Keynote contributions]

Which role does a translation project play in a student virtual exchange network? The answer to this question describes the various functions that translation exercises may perform in different types of virtual TAPP collaborative projects (e.g. Mousten, Maylath, Vandepitte & Humbley 2010; Mousten, Vandepitte, Arnó & Maylath 2018). Variables affecting the roles of these exercises will be highlighted, such as the degree of multidisciplinarity (Vandepitte et al. 2015), specialization (Tzoannopoulou & Maylath 2018), the knowledge domain to which the topic belongs (Isohella 2018), as well as the intercultural, communicative, and professional skill levels already obtained by the students involved (e.g. Verzella 2017). Other factors that affect the role of translation exercises are the translation mode involved (Vandepitte & Bergeson prep.), the use of technological tools (Hammer & Maylath 2014; Sorensen, Hammer & Maylath 2015) and the degree of internationalization that students experience in the remainder of their programme (Arnó-Macià et al. 2019)