Strategies for journalistic translation courses: Toward meaningful pedagogy

This study focuses on teaching journalistic translation courses to undergraduate students in Libya. It advocates a student-centered approach that is process-oriented and taskbased, with a view to creating an active learning environment in which undergraduate students can hone their translation skills, increase their awareness of genre, improve their translation pace, and achieve class objectives and learning outcomes. It contends that such a strategy, complemented with the use of computer-assisted translation (CAT) tools, provides meaningful interactions and enriching learning experiences when utilized successfully. It also suggests that pedagogical strategies, such as a translation portfolio and detailed rubric for comprehensive assessment, along with effective feedback, are important parts of the teaching process. KEYWORDS: Teaching Journalistic Translation, Translation Pedagogy, Translation Portfolio, Assessment, Task Based Approach, Process Oriented Approach