CURRICULUM, SCAFFOLDING, AND TRANSLATION COMPETENCE: A CONSTRUCTIVIST CASE STUDY OF 100-LEVEL TRANSLATION TEACHING AT DELTA STATE UNIVERSITY

Abstract

The introduction of translation studies at the 100-level under the Core Curriculum Minimum Academic Standard (CCMAS) presents unique pedagogical challenges, particularly for anglophone students with limited French exposure. This study examines the alignment between the intended curriculum and the assessment practices at Delta State University (DELSU), using a qualitative case study approach. Data were drawn from the CCMAS 100-level translation course outline, learning outcomes, a past examination paper, and representative class-based translation assignments including terminology exercises, the identification and discussion of translation tools, and extended written assignments The study employs Kiraly’s constructivist approach to translator education, which emphasizes that translation competence develops through task-based, collaborative, and scaffolded learning rather than rote memorization of theory. Using this framework, the study evaluates whether assessment tasks provide sufficient scaffolding for beginner learners to acquire practical translation skills. Findings reveal a pedagogical gap: while the curriculum emphasizes simple word and sentence translation, DELSU tasks often require students to complete cognitively demanding exercises, such as producing 5-page assignments with translation terminology in French and English, which exceed learners’ scaffolded competence after only four months of French study. The study underscores the need for progressive, task-based instruction that gradually builds competence, aligns assignments with beginner learners’ abilities, and provides structured guidance and feedback. By situating DELSU as a case study, the paper offers insights into the design of beginner-level translation pedagogy under CCMAS, highlighting strategies to enhance competence development, learner engagement, and assessment alignment.