Scholarly research (articles and books) on translation in educational contexts outside of the United States 

Higher Education

Lee (2013). Incorporating Translation into the language classroom and its potential impacts upon L2 learners

Abstract: Studies on using translation as a reading assessment task remain scant... In contrast to language translation assessment(Ito 2004; Chang 2006), we (with undergraduate students in Taiwan) use professional translation assessment, ...focuses on both accuracy and students’ L1 expression.
Keywords: L2 classroom, TILT

Karoly (2014). Translation in FL teaching: A case study from a functional perspective

Abstract: After a pre-translation source text analysis of three texts with EU topics, data were collected from a Hungarian university by two methods: a linguistic analysis of the student translations of these texts to identify and analyze the most common translation problems, and semi-structured interviews to explore their individual difficulties. 
Keywords: FL classroom, TILT

Kelly & Bruen (2015). Translation as a pedagogical tool in a FL classroom: A qualitative study of attitudes and behaviours 

Abstract: A review of the literature on language teaching reveals predominantly negative attitudes towards the use of translation in language teaching (TILT) (Cook, 2010). The purpose of this article is to explore the question of whether this negativity is reflected in the attitudes and behaviours of university lecturers engaged in language teaching as well as to consider the background and contextual factors associated with these attitudes and behaviours. A case study of one Irish Higher Education Institution was conducted, …The results indicated widespread support on the ground for the use of TILT in some form suggesting a need for further research on the impact of the use of TILT on the language learning process
Keywords: FL classroom, TILT

Kim & Koh (2018). Tandem translation classroom 

Abstract: Based on autonomy and reciprocity, tandem learning facilitates the acquisition of authentic language and intercultural competences through paired works and peer tutoring. Its application to translation learning has the potential of fostering tandem co-translation, where the co-translators are the native speakers of the source and target languages, which often enhances the quality of translation. In preparation for a full-fledged tandem translation programme, this research reports on a case study of an undergraduate tandem translation classroom.
Keywords: Translation Studies, Classroom Activities

TOÇI (2021). Translation in EFL classroom

Abstract: This research aims to explore some of the controversy regarding the use of the student’s first language (L1), as well as to suggest translation activities as a beneficial tool for the students of South East European University in Tetovo, North Macedonia. It also provides insights into native language interference in the process of translating from students’ mother tongue into English, and vs.
Keywords: EFL classroom, TILT

K-12

Linares (2022). The Challenges and Promise of Classroom Translation for Multilingual Minority Students in Monolingual Settings

Abstract: The implementation of translation presents unique challenges and opportunities for multilingual minority students who “operate between languages” (MLA, 2007, p. 237) in their daily lives but who are typically expected to behave monolingually in the classroom…The data are drawn from a larger ethnographic project carried out in elementary and middle school classrooms in Perpignan, France. The focal classes were exclusively attended by Roma learners who self-identify as “Gitan” and as L1 speakers of Gitan, their local variety of Catalan. For the purposes of the present study, the analysis focuses on an activity that required Gitan learners in a middle school French language class to translate a Catalan comic into French. 
Keywords: Language Minority Students, Gitan Learners, French as a Second Language (FSL), Classroom Translation

Bui & Tai (2022). Revisiting functional adequacy and task-based language teaching in the GBA: insights from translanguaging

Abstract: This article argues that translanguaging offers a practical tool for improving L2 task-based performance, especially functional adequacy. Adopting translanguaging in TBLT would be beneficial for learners with a common first language background such as Chinese but lower affect as well as limited lexical and morpho-syntactic knowledge.
Keywords: Translanguaging, ELT classrooms

AI/Machine Translation 

Coeckelbergh (2022). The political philosophy of AI

Abstract: Freedom and surveillance tech
1) facial recognition tech (risk of bias and discrimination) & predictive policing (machine learning for predicting crime) & social media (watching, recording each other) =>infringing negative liberty (Berlin, 1997, “freedom from interference)
2) libertarian paternalism: someone else ‘nudges’ what is best for you (ex. recommendations by algorithm, ) =>infringing positive liberty (Berlin, 1997, freedom with autonomy or self-governance)
3) exploitation by means of AI (e.g. social media and search engines are colonized by capitalism) and we are doing free labor for social media companies by producing ‘data’. (Fuchs 2014) & bad for self-realization (by human work)
4) Political participation & freedom of speech => e.g. bots on social media disguised as human accounts election campaigns & regulation on social media to prevent misinformation/ hate (how to evaluate?)
Keywords: AI technologies, Social Justice

Dorst, Valdez & Bouman (2022). Machine translation in the multilingual classroom: How, when and why do humanities students at a Dutch university use machine translation?

Abstract: This paper presents a survey examining how, when and why students at a Dutch (Leiden) University’s Faculty of Humanities use MT. A questionnaire was used to determine which MT engines students use and for what purposes, and gauge their awareness of issues concerning privacy, academic integrity and plagiarism. The findings reveal a widespread adoption of Google Translate and indicate that students use MT predominantly to look up single words, as an alternative to a dictionary. Many seemed sceptical about the value of MT for educational purposes, and many assumed that the use of MT is not permitted by lecturers for graded assignments, especially in courses focusing on language skills.
Keywords: Multilingual Classroom, Machine Translation