Abstract
Translation Studies have encompassed professional and contextual frameworks to study situatedness in translation training. Situatedness in translation training is associated with vocational and functionalist perspectives of TS. Situated Translation Learning (STL) has initiated various training approaches and practices planned for the translation students to be prepared for professional activities such as recruitment in translation agencies and universities. These training approaches and practices involve various practice-based proposals such as portfolios, translation tasks, and professional apprenticeships. The present paper is an attempt to analyze the principal arguments regarding scaffolding in translation learning, to highlight the situated translation experience at the University of Isfahan, Iran, and to demonstrate the significance of the progressive and reflective approaches in terms of situatedness in translation contexts. With this idea in mind, the main focus of this study is on the role of portfolios as inclusive scaffolding tools.
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