Abstract
This study reviews the benefits of technologies and constructivism in the training of Translation students in terms of simulation of the professional workplace and guaranteeing equity for students’ assessment (Kiraly, 2001). However, some drawbacks of widespread use of teamwork are analysed. Some trainees may lack teamwork skills, be unprepared to take risks or have some socio-emotional conflicts when completing translation projects. Therefore, approaches such as those based on multiple intelligences (Gardner, 2006) may enhance students’ performance. An analysis of two periods in our training practice, in which we used the blending of different strategies, draws useful conclusions for the purpose of achieving higher commitment and motivation from students. A students’ survey also proves that they may need to reinforce their autonomous competence.
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