%0 Journal Article %A Crezee, Ineke Hendrika Martine %T The benefits of reflective blogs in language-neutral translator education %D 2016 %@ 2341-3778 %U http://hdl.handle.net/10017/29583 %X This paper is based on anonymised information taken from online blogs created by students in a translation course taught at Auckland University of Technology (AUT University) as part of their assessment. Auckland is the main destination for entry for both new migrants and refugees and is therefore the dominant region for ethnic diversity. At present, the three main interpreting and translation services in the Auckland area cater to the communicative needs of migrants and refugees representing up to 200 different languages. Students taking this course reflect to some degree the range of ethnic and linguistic communities in the greater Auckland area. Over the past years, translation and interpreting classrooms at AUT have included speakers of Chinese languages, as well as Korean, Japanese, Arabic, Farsi and Vietnamese. This type of multilingual and multicultural classroom has required the development of special language-neutral pedagogies. The current paper describes the use of reflective blogs: students were asked to translate a range of texts involving a variety of culture-specific items (Aixelá, 1996; Davies, 2003) and to use the blogs to reflect on issues identified, resources used and reviewer feedback. The material chosen for translation included a range of texts commonly encountered in public service translation settings; the blog method employed may prove to be beneficial to (student) translators working in public service settings. %K Language neutral translator education %K Reflective translation blogs %K Public service translation %K Blogs reflexivos sobre traducción %K Formación de traductores en idioma neutro %K Clase de traducción multilingüe %K Traducción en los servicios públicos %K Filología %K Philology %~ Biblioteca Universidad de Alcala